Why schools and public libraries must unite–in summer and all year long

Key points:

This weekend, I’m taking my little guy for an indoor activity using the free game of bowling he got for meeting our first family reading goal LAST summer!  When sub-zero temperatures and snow days plague our country, summer reading probably sounds a LONG way away.  But this is the time public librarians are designing and planning for their big summer reading program!

This year, some librarians are creating their own summer reading programs to celebrate the 250th anniversary of America.  Others are relying on established national programs like:

1. Collaborative Summer Library Program (CSLP): A multi‑state consortium that creates high‑quality, affordable themed summer reading resources for libraries nationwide, or
2. iREAD (Illinois Reading Enrichment and Development): A flexible national summer reading program developed by the Illinois Library Association and used by thousands of libraries across many states through statewide partnerships.

But one of the most powerful drivers of lifelong reading isn’t a program at all–it’s a relationship. And some of the most effective literacy ecosystems today are those where schools and public libraries work not in parallel, but in partnership with parents and students.

Few places demonstrate this more clearly than East Hampton, Connecticut, where a decade‑long collaboration between school librarians and the public library has created a seamless year‑round literacy experience for students.

“It just seems very natural to us,” said school librarian Katie Tietjen during a recent conversation. “Why wouldn’t we all work together? We all have the same goal of getting kids to read.”

That shared mission–paired with mutual respect and a willingness to adapt–has become the backbone of a thriving model other communities can learn from.

A partnership built on trust and continuity

The collaboration began organically with a simple outreach from then–public librarian Ellen Paul, who invited Katie to connect as she entered her role as a new school librarian. There was no formal program, no grant, no directive–just two professionals with aligned goals.

As Katie explained, that openness is what created a decade‑long tradition: “There’s really been a long tradition of just collaborating… it just seems very natural to us.”

Even as staff changed over the years, the partnership didn’t fade. Instead, each new librarian–school and public–was welcomed into a system that valued cooperation over silos.

Public Library Director Christine Cachuela echoed this mutual appreciation: “We know you have a lot to do – especially at the end of the school year.” Her team sees their role as stepping in to lighten the load, not add to it.

A summer reading program that actually works

While many communities struggle to engage students meaningfully over summer break, East Hampton has built a program that is personal, relational, and rooted in consistent school–library contact.

For elementary students, the children’s librarian visits every single K–5 classroom to introduce the summer reading program. This isn’t an assembly or a flier sent home–it’s face‑to‑face engagement that builds excitement and trust. Christine described this individualized approach as a key differentiator–one that “helps build familiarity and excitement among students.”

Older students benefit from challenge‑based activities, flexible reading choices, and visits embedded directly into English classes. Public librarians present in the school library, making the program feel like a natural continuation of the school year rather than an add‑on.

Christine adds that “face time” deepens the community partnership: “The kids would come into the library over the summer, maybe for the first time, and the first words out of their mouth were like, ‘Oh my gosh, you were in my classroom!’ And so they’re just so excited to have that familiar face.”

And community support amplifies impact: Local businesses donate prizes, teachers volunteer for summer read‑alouds at the public library, and students see their future teachers outside the school setting, deepening connections.

A year‑round literacy ecosystem

This partnership isn’t a “summer project”–it’s a 12‑month collaboration that supports students at every stage.

• Preschool visits and teacher read‑alouds strengthen early literacy pipelines.
• Middle school lunch‑wave book clubs, create weekly touchpoints for students.
• High school “library minions” and Teen Advisory Boards give teens ownership of library activities.
• Public librarians participate in school Wellness Days, embedding themselves into school culture.

Christine shared that she advises public librarians to “take as much of the burden off the school as you can… reach out with something very specific: ‘This is what I can offer you. I planned this activity. When would you want me to come do it?’”

This mindset–proactive, flexible, and supportive–is the secret to sustainability.

Breaking barriers to access

The partnership also tackles a structural challenge: ensuring every student has access to public library resources.

Together, the teams:

• distribute library cards to preschoolers and third graders,
• run in‑school library‑card sign‑ups for eighth graders,
• provide tutorials of Libby, Hoopla, and other digital tools, and
• streamline card‑issuing processes for high school students.

This means that when a student wants a new print book, audiobook, graphic novel, eBook, or research material the school doesn’t have, they already know how–and where–to get it.

A blueprint for communities everywhere

If there’s one thing East Hampton proves, it’s that impactful partnerships don’t require massive budgets or complicated structures. They require:

• proactive outreach,
• flexibility,
• shared values, and
• the willingness to show up–together.

As Christine summarized: Public librarians should reach out with specific ideas, not broad offers–schools are too busy to decipher vague intentions. And Katie reaffirmed that understanding each other’s rhythms and constraints is critical to building trust.

Together, they’ve created more than a program. They’ve built a literacy ecosystem that meets students wherever they are – school, library, or home.

Getting started

Every community has the ingredients to replicate this model. In fact, many are already trying. But what East Hampton demonstrates is that true success lies in sustained, intentional partnership–not one‑off events or seasonal coordination. Because when schools and public libraries work together, they don’t just promote summer reading–they nurture lifelong readers.

And as Katie put it, the question isn’t whether collaboration is possible, it’s: “Why wouldn’t we all work together?”

A fifth-generation family member, Britten Follett is CEO at Follett Content Solutions, which has long been the No. 1 provider of content and technology solutions to school libraries at more than 70,000 schools and school districts. She has led Follett’s PreK-12 business since September 2019 and is responsible for providing leadership, strategic direction, and business development. In September 2020, Publishers Weekly named her a “PW Star Watch” honoree, one of 40 professionals singled out from the North American publishing industry.

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