Building a Culture for Literacy through School and Community Library Programs

A symposium

Ninth Annual Conference of the International Association for the Improvement of Mother Tongue Education (IAIMTE) June 11-13, 2013Paris, France

Welcome & Overview

Chair: Dr Jon Shapiro (University of British Columbia, Canada)

Welcome & Introductions

Goals of the Symposium To highlight the emerging role of libraries and community

partners--including government and NGOs--in literacy development.

To provide concrete examples drawn from global communities that demonstrate how libraries are working to support local literacies; and

To suggest recommendations for supporting the critical role for libraries in supporting global literacies.

Opening Remarks

Questions and/or Issues that might arise

Donated materials versus the development of indigenous materials

The role of community libraries versus school libraries

How to build capacity

National versus regional foci

Traditional versus digital materials

Opening Remarks

The role of code switching when teaching comprehension and research and study skills

How do we measure success?

Paper One: Successes and Challenges for Publishing and Distributing Mother

Tongue Materials in Ethiopia

ResearchChildren acquire linguistic and cognitive skills more readily in their mother tongue, then able to transfer these to a widely used, national and regional language(Education for All, 2008)

Positive effects of mother-tongue instruction stronger for groups concentrated in rural areas

Policy Multilingual, multiethnic society and educational

reform

Practice:

Successes of CE Publishing Program

Partnerships Ministries, Communities

Builds capacity Extending orature to literature Authors, Illustrators, Editors, Publishing

Scope of materials – genre, readership, language, purpose

Curriculum links – to learning to read, to learning subjects

Provides opportunities for reading promotion

Challenges to CE Publishing Program

Improving quality of materials

Limited publication runs

Extending connections to other organizations for materials for critical topics (health, women, families)

Navigating bureacracies – production and distribution

Training educators knowledge of CE books how to USE the books effectively to support literacy and

learning

Work overload decreases excitement and necessary time

Addressing Challenges:Educator Training

Paper Two: Libraries Supporting Local Literacies

Dr Ray Doiron (University of Prince Edward Island, Canada) & Dr Marlene Asselin (University of British Columbia, Canada)

Background Small community and/or school libraries are contributing

to the development of learning communities in both developed and developing parts of the world.

Libraries have always responded to and contributed to the literacy needs of the communities they serve.

Role and importance of libraries has grown exponentially to meet 21st century needs and to support local community development.

Profiles – 11 Global Libraries

11 school/community libraries invited to submit profiles.

3 libraries from Asia; 2 from Europe; 2 from Africa; 1 from Australia; 2 from South America; and 1 from North America were examined.

Each library provided: a) Brief history and information about the location and facility; b) Information on the collection; c) Community engagement; d) Examples of library activities; e) Issues and Challenges; and f) Strategies and Solutions.

Common Themes Emerging from the

Profiles Building a Culture for Reading

Main goal was to increase awareness throughout the community of the role of reading in our lives.

Reading promotion activities in the eleven libraries suggest successful programmes are built around meaningful and responsive community partnerships, are alert to readers’ interests and personal choices and use diverse resources.

Recognize the value of sustained programmes over time – not “one-off” events.

Librarian as Literacy Educator We are all “teachers of literacy.” Librarians are actually supporting and teaching multiple literacies

in multiple ways. We teach: information/research skills; navigational/effective

search skills; study skills; communication skills etc.

An Ecological Framework for Library Development

Context/Environment

Equity/Social Justice

Partnerships/Interactions

Action/Research

Community Library

Paper Three: Children Using New Technologies:

Implications for Public and Community Library ServicesDr. Keith McPherson, University of British Columbia,

Canada

Child Trends, 2012Gardner, 2012; Sanches & Slazar, 2012Ofulue, 2011

http://commons.wikimedia.org/wiki/File:Hong_Kong_International_Airport_children_facility_sideview.JPG

http://commons.wikimedia.org/wiki/File:Child_and_Computer_08473.jpg

htt

p:/

/com

mons.

wik

imed

ia.o

rg/w

iki/

File

:Welc

om

e_m

ult

iling

ual_

Guern

sey

_touri

sm.jp

g

Current research finds:

Young ChildrenLearning with New Literacies

What are the literacy and learning principles young children apply when using new ICTS outside of school?

What are the implications for children’s services in public and community libraries?

4 Main Literacy and Learning Principles/Practices

1) Multilingual, multimodal,& networked

2) Play-based & student centred

3) Reciprocal mentoring

4) Adaptable to multiple & changing contexts

http://caiophox.deviantart.com/art/Four-nations-292380074

Questions/Challenges for public and community

libraries How can libraries promote development of

multiple literacies?

How can public library services be developed to duplicate social networking and reciprocal mentoring?

Will online networked community online services promote access, inclusion, equity and social justice?

How to assess and incorporate service that meet youngest patrons?

Discussant

Dr. Helen Boelens

Questions & Comments