2026-03-05 Prison Libraries: Literacy Behind Bars
Prison Libraries: Literacy Behind Bars
Behind the walls of correctional facilities across the country, a quiet revolution takes place every day in spaces lined with bookshelves and reading tables. Prison libraries and literacy programs serve as lifelines for incarcerated individuals, offering access to knowledge, imagination, and self-improvement in environments that are otherwise defined by restriction and routine. The connection between literacy and incarceration is well documented and deeply troubling: a disproportionate number of people in the criminal justice system read at or below basic levels, and low literacy is consistently identified as one of the strongest predictors of repeat offenses. Yet within this challenge lies an extraordinary opportunity, because reading and education programs delivered in correctional settings have demonstrated remarkable power to reduce recidivism, strengthen family bonds, improve mental health, and prepare individuals for productive lives after release. At the Rissover Foundation, we believe that access to books and literacy education is a fundamental right that does not end at the prison gate, and we support programs that bring the transformative power of reading to people who need it most, including those who are incarcerated and the families and communities that await their return.
The Literacy-Incarceration Connection
The relationship between low literacy and incarceration is one of the most well-established findings in criminal justice research. Studies consistently show that a large proportion of the incarcerated population reads at levels significantly below what is needed for basic functioning in society, creating barriers to employment, housing, and civic participation that contribute to cycles of reoffending.
Low literacy does not cause crime, but it creates conditions that make criminal behavior more likely. People who cannot read well face limited employment opportunities, difficulty navigating bureaucratic systems, social isolation, and diminished self-worth, all of which are recognized risk factors for involvement in the criminal justice system.
Educational disadvantage frequently begins in childhood, where factors such as poverty, unstable housing, family disruption, and inadequate schooling combine to prevent young people from developing the literacy skills they need. Many incarcerated adults report negative school experiences marked by undiagnosed learning disabilities, frequent moves, and early disengagement from education.
The economic costs of the literacy-incarceration connection are staggering when one considers the expense of incarceration compared to the relatively modest investment required for literacy education. Effective literacy programs in correctional settings cost a fraction of what it costs to house an individual in prison for a year, yet they can dramatically reduce the likelihood of reincarceration.
Addressing literacy deficits among incarcerated populations is not simply an act of compassion but a matter of public safety and fiscal responsibility. When people leave prison with the ability to read, find employment, and participate in their communities, everyone benefits through reduced crime, lower correctional costs, and stronger communities.
The intersections of literacy with race, class, and systemic inequality demand attention in any honest discussion of prison literacy. Communities that have been historically underserved by educational systems are disproportionately represented in the criminal justice system, making prison literacy programs a matter of equity as well as public safety.
Understanding the literacy-incarceration connection also requires recognizing that literacy encompasses more than the ability to decode words on a page. Functional literacy includes the capacity to comprehend complex texts, evaluate information critically, communicate effectively in writing, and use reading skills to navigate daily life and pursue goals.
A Brief History of Prison Libraries
Prison libraries have existed in various forms since the early nineteenth century, evolving from small collections of religious texts to comprehensive library services that aim to meet the informational, educational, recreational, and legal needs of incarcerated populations.
Early prison libraries in the United States were primarily stocked with Bibles and religious tracts, reflecting the prevailing belief that moral instruction through religious reading was the path to reformation. These collections were typically small, poorly organized, and accessible only under strict conditions.
The late nineteenth and early twentieth centuries saw a gradual expansion of prison library collections and services as Progressive Era reformers advocated for education and self-improvement as tools for rehabilitation. Library associations began to take an interest in correctional library services, and professional standards slowly emerged.
The mid-twentieth century brought greater recognition that prison libraries should function as real libraries with professional management, diverse collections, and services tailored to the needs of their users. The American Library Association developed guidelines for correctional library services that emphasized intellectual freedom and equitable access.
Court decisions in the 1970s and 1980s established important legal precedents regarding the right of incarcerated people to access legal materials and library services. These rulings recognized that access to information is essential for individuals to participate in their own legal proceedings and exercise their constitutional rights.
Despite this progress, prison libraries have faced persistent challenges including underfunding, censorship disputes, space limitations, staffing shortages, and policy restrictions that limit the types of materials available to incarcerated readers. Many facilities operate with book budgets that are negligible or nonexistent.
The digital age has created new opportunities and challenges for prison libraries as electronic resources become increasingly important while incarcerated populations often have limited or no access to digital tools. Some facilities have begun to introduce tablet-based reading programs, though access remains inconsistent and often comes with significant costs to users.
Today, prison libraries range from well-resourced facilities with professional librarians and diverse collections to neglected closets with outdated and damaged books. The quality of library services available to an incarcerated person depends largely on the jurisdiction and facility where they are held, creating significant inequities in access to reading and information.
Reading Programs Behind Bars
Structured reading programs within correctional facilities go beyond simply providing access to books by creating guided experiences that build literacy skills, foster critical thinking, develop empathy, and create communities of readers among incarcerated participants.
Book clubs and guided reading groups bring together incarcerated individuals to read and discuss shared texts, creating spaces for meaningful conversation, perspective-taking, and intellectual engagement that are rare in the correctional environment. These groups often tackle challenging literature that prompts deep self-reflection and dialogue.
One-on-one tutoring programs pair literate volunteers or incarcerated peer tutors with individuals who are working to improve basic reading skills. These personalized instructional relationships provide the sustained, individualized attention that many adult learners need to make progress with reading.
Read-aloud programs invite incarcerated parents to record themselves reading children’s books, with the recordings and books then sent to their children. These programs simultaneously promote literacy among both the incarcerated parent and the child while maintaining the critical bond between parent and child during separation.
Summer reading programs and reading challenges create motivation and community among incarcerated readers through structured programs that set goals, track progress, and celebrate achievement. These programs often include incentives such as certificates, commissary credits, or recognition that encourage sustained engagement with reading.
Literature-based therapeutic programs use carefully selected texts as catalysts for exploring personal experiences, processing trauma, and developing coping strategies. Bibliotherapy, as this approach is known, provides a safe and structured way for participants to engage with difficult emotions and experiences through the lens of fictional or autobiographical narratives.
Genre-specific programs such as poetry circles, philosophy reading groups, and current events discussion clubs provide specialized reading experiences that cater to diverse interests and create opportunities for intellectual development that can sustain engagement with reading over time.
Peer-led literacy initiatives empower incarcerated individuals with strong reading skills to serve as tutors, book club facilitators, and literacy advocates within their facilities. These peer leadership roles build confidence and purpose while extending the reach of literacy programming beyond what staff alone can provide.
Books-to-Prisoners Programs
Volunteer organizations that send books to incarcerated individuals play a vital role in ensuring access to reading materials, particularly in facilities where library services are inadequate or where specific titles requested by readers are unavailable through institutional channels.
Books-to-prisoners organizations operate throughout the country, staffed largely by volunteers who read letters from incarcerated individuals requesting specific titles or genres, then select and package books from donated inventories and mail them to correctional facilities. These programs respond to thousands of requests annually.
The letters received by books-to-prisoners programs reveal the depth of hunger for reading among incarcerated populations. Requests range from dictionaries and GED preparation materials to novels, history, science, philosophy, and books in languages other than English, reflecting the diverse intellectual interests and practical needs of incarcerated readers.
Navigating the complex and often arbitrary restrictions that correctional facilities impose on incoming books is one of the greatest challenges facing books-to-prisoners programs. Policies vary widely between jurisdictions and individual facilities, with some institutions rejecting books based on content, format, source, or quantity in ways that significantly limit access.
Advocacy for reading access is a central mission of many books-to-prisoners organizations, which work to challenge overly restrictive book policies, oppose bans on specific titles or publishers, and promote reforms that expand rather than limit the reading materials available to incarcerated individuals.
The impact of receiving a personally selected book in response to a specific request extends beyond the reading material itself. For many incarcerated individuals, the knowledge that a volunteer read their letter, considered their interests, and took the time to send them a book represents a meaningful human connection that reinforces their sense of dignity and worth.
Book drives and community partnerships enable books-to-prisoners programs to maintain diverse inventories that can respond to the wide range of requests they receive. Libraries, bookstores, publishers, and individual donors all contribute to these collections, creating community-wide engagement with the issue of prison literacy.
Some organizations have expanded beyond traditional book shipments to include educational materials, correspondence courses, and resource guides that connect incarcerated individuals with additional learning opportunities and support services available to them during incarceration and after release.
Writing Workshops and Creative Expression
Writing programs in correctional facilities provide incarcerated individuals with opportunities for self-expression, skill development, and creative fulfillment that complement reading programs and contribute to personal growth, healing, and preparation for reentry.
Creative writing workshops led by professional authors, poets, and educators bring the craft of writing into correctional settings where participants learn to express their experiences, observations, and imaginations through poetry, fiction, memoir, and other literary forms. These workshops often produce remarkable and powerful work.
Journaling and reflective writing programs encourage regular writing practice as a tool for self-examination, emotional processing, and personal development. The discipline of putting thoughts on paper helps participants develop greater self-awareness and emotional regulation skills that support both well-being during incarceration and success after release.
Publication opportunities through prison literary magazines, anthologies, and online platforms give incarcerated writers an audience for their work and validate their creative efforts. These publications showcase the talent and humanity of incarcerated writers while challenging public perceptions of people in the criminal justice system.
Playwriting and performance programs combine writing with collaborative creative practice, enabling participants to develop scripts that are rehearsed and performed within correctional facilities. These programs build communication skills, teamwork, and confidence while creating meaningful cultural experiences for both participants and audiences.
Correspondence writing programs help incarcerated individuals develop practical writing skills through guided letter-writing that maintains connections with family, friends, and mentors. Strong written communication skills also support job applications, educational pursuits, and legal advocacy that are essential for successful reentry.
Writing programs often reveal and begin to address undiagnosed learning disabilities and gaps in basic education that have gone unaddressed throughout participants’ lives. The supportive environment of a writing workshop can provide a safe space for adults to acknowledge and work on literacy challenges without the stigma they may have experienced in formal educational settings.
Mentorship relationships between professional writers and incarcerated participants often extend beyond the workshop setting, providing ongoing support, encouragement, and connection that sustain creative practice and personal development over time.
Legal Literacy and Access to Justice
Access to legal information and the ability to understand legal documents and processes are critical needs for incarcerated individuals, many of whom face ongoing legal proceedings, appeals, and administrative processes that directly affect their liberty and rights.
Law libraries within correctional facilities provide access to legal codes, case law, and procedural guides that enable incarcerated individuals to participate meaningfully in their own legal proceedings. The Supreme Court has recognized that access to legal materials is a constitutional right, though the implementation of this right varies significantly across jurisdictions.
Legal literacy programs teach incarcerated individuals how to read and understand legal documents, conduct legal research, draft legal motions, and navigate court procedures. These skills enable people to advocate for themselves within the legal system and to understand the rights and obligations that affect their daily lives.
Jailhouse lawyers, incarcerated individuals who have developed legal knowledge and skills through self-study and experience, serve as invaluable resources for fellow prisoners who need help understanding legal proceedings, filing paperwork, and accessing their rights. These informal legal advisors fill gaps in legal representation that disproportionately affect poor and marginalized communities.
Understanding parole and reentry requirements requires legal literacy that many incarcerated individuals lack. Programs that explain the conditions of supervised release, the rights and responsibilities of parolees, and the legal processes governing reentry help prepare individuals for successful transition back to community life.
Know-your-rights education covers topics beyond criminal law, including family law, housing rights, employment law, benefits eligibility, and immigration law, all of which affect the lives of incarcerated individuals and their families. This broader legal education empowers people to navigate the complex legal landscape they face upon release.
Legal aid partnerships bring attorneys and law students into correctional facilities to provide direct legal assistance while also building legal literacy among the broader incarcerated population through workshops, clinics, and educational materials that translate complex legal concepts into accessible language.
Digital legal resources and databases are increasingly important for legal research, but access to these tools within correctional facilities remains limited and inconsistent. Expanding digital access for legal research purposes is an important priority for ensuring that incarcerated individuals can effectively exercise their legal rights.
Reentry Support Through Education
Education and literacy development during incarceration lay essential groundwork for successful reentry by equipping individuals with the skills, credentials, and confidence they need to secure employment, pursue further education, and rebuild their lives in the community.
GED and high school equivalency programs provide foundational credentials that open doors to employment and higher education for incarcerated individuals who did not complete high school. These programs require sustained literacy support because many participants enter with reading levels well below what is needed for GED-level coursework.
College-in-prison programs have demonstrated extraordinary results in reducing recidivism while providing incarcerated individuals with degree credentials that dramatically improve their employment prospects and earning potential upon release. The reinstatement of Pell Grant eligibility for incarcerated students has expanded access to these transformative programs.
Vocational training programs that incorporate literacy development help incarcerated individuals build both the technical skills and the reading, writing, and mathematical competencies needed for skilled employment. Integration of literacy instruction into vocational programs ensures that participants can read manuals, follow written procedures, and communicate effectively in workplace settings.
Digital literacy training prepares incarcerated individuals for a world that has become increasingly dependent on technology. Many people serving long sentences have limited experience with current digital tools, and programs that build digital skills alongside traditional literacy help bridge the technology gap that can be a barrier to reentry.
Resume writing, job application skills, and interview preparation programs help incarcerated individuals translate their education and experience into effective self-presentation for potential employers. These practical literacy applications directly support employment outcomes that are critical for successful reentry.
Library and information literacy skills enable returning citizens to access public library resources, navigate government services, find housing and employment information, and continue their education independently after release. Public libraries serve as vital community resources for formerly incarcerated individuals transitioning back to community life.
Mentorship and continuing education connections established during incarceration provide ongoing support after release, helping formerly incarcerated individuals maintain their educational momentum and navigate the challenges of reentry with guidance from people who understand their circumstances and believe in their potential.
Family Connection Through Reading
Reading programs that connect incarcerated parents with their children address one of the most painful consequences of incarceration while simultaneously promoting literacy development across generations and maintaining family bonds that are crucial for both child well-being and successful parental reentry.
Storybook programs enable incarcerated parents to select children’s books, practice reading them aloud, and record themselves reading for their children. The recordings are sent home along with the books, allowing children to hear their parent’s voice reading to them, an experience that sustains connection and normalizes reading as a family activity.
Family literacy events bring children and families into correctional facilities for shared reading experiences that maintain parent-child bonds while modeling positive reading behaviors and creating warm associations with books and reading for children who may be struggling academically.
Children of incarcerated parents face elevated risks of academic difficulty, behavioral challenges, and future involvement in the criminal justice system. Reading programs that engage these children through their incarcerated parent create protective factors that can interrupt intergenerational cycles of disadvantage.
Parenting education programs that incorporate literacy components help incarcerated parents understand child development, learn strategies for supporting their children’s education from a distance, and prepare for active engagement in their children’s academic lives upon release.
Book gifting programs provide incarcerated parents with opportunities to select and send books to their children for birthdays, holidays, and other occasions, maintaining a sense of parental presence and involvement even during separation. These small but meaningful gestures strengthen the parent-child relationship.
Correspondence programs that encourage letter writing between incarcerated parents and their children develop writing skills for both parties while maintaining emotional connection. Guided prompts and activities make letter writing engaging and developmentally appropriate for children of different ages.
Family reading rooms within correctional facilities create welcoming spaces where visiting families can read together, providing a positive and normalizing activity during visits that might otherwise be tense or emotionally difficult. These spaces demonstrate that reading is valued and supported within the facility.
The Path Forward
Expanding and improving prison literacy programs requires sustained commitment from policymakers, correctional administrators, educators, librarians, and communities that recognize the transformative power of reading and the return on investment that literacy education provides through reduced recidivism and stronger communities.
Adequate funding for prison libraries and literacy programs must become a priority rather than an afterthought in correctional budgets. Professional librarians, current collections, appropriate spaces, and sufficient programming staff are essential for delivering quality library services that meet the needs of incarcerated populations.
Book access policies should be reformed to eliminate unnecessary restrictions that limit what incarcerated individuals can read. While security concerns are legitimate, many book bans and restrictions go far beyond what security requires and serve primarily to limit intellectual freedom and personal development.
Technology access for educational purposes should be expanded thoughtfully within correctional facilities, providing incarcerated individuals with digital learning tools, e-books, and educational software that complement traditional library services and prepare them for a digital world.
Volunteer programs that bring community members into correctional facilities as tutors, book club facilitators, and writing workshop leaders build bridges between incarcerated populations and the communities to which they will return while expanding the reach and impact of literacy programming.
Research and evaluation of prison literacy programs should be strengthened to build the evidence base for effective practices, identify promising innovations, and demonstrate the return on investment that literacy programs deliver through reduced recidivism and improved post-release outcomes.
The Rissover Foundation supports prison literacy initiatives because we believe that the ability to read is a fundamental human capacity that should not be denied to anyone regardless of their circumstances. When we invest in literacy behind bars, we invest in second chances, safer communities, and a more just society.
Every book placed in the hands of an incarcerated person carries the potential for transformation. The novel that opens a window to another life, the textbook that builds skills for a new career, the legal guide that illuminates a path to justice, and the children’s book recorded in a parent’s voice all represent acts of hope and connection that ripple outward from prison walls into families and communities. When we support literacy behind bars, we affirm our belief that every person has the capacity for growth and that access to the written word is a powerful catalyst for change.
Learn More
To learn more about prison libraries and literacy programs, visit: