Newsletter No 28

January 2010

The International Federation of Library Associations and Institutions I F L A Section on Literacy and Reading Newsletter no 28

Note from the Chair of the Section Contents 1 The chair´s note Dear Colleagues! At the IFLA Conference in Milan our Section's Newsletter was awarded as 2 The editor´s note the best IFLA newsletter in 2009!!! Congratulations to Leikny Haga Inder- 2 WLIC Gothenburg gaard for her excellent work as the editor and thank you to all contributors 3 Raising a nation of readers who keep as informed about good practice in reading and literacy promotion in libraries. The quality of the Newsletter depends on all of you. Please, send 5 Reading in Netherlands your materials to be shared with the professional community. 8 Reading in the Arab world 2009 was IFLA election year and the Literacy and Reading Section Stand- ing Committee has grown. I welcome all new members of the SC as well as 10 Promotion of literacy in those who were re-elected. Newcomers come from different parts of the world Kenya and will for sure enrich the Section’s work in the next four years. I also want 13 Center for young readers to thank those who finished their terms in LiR Section and left the Standing Committee and invite them to stay connected. Their expertise in reading and 15 Raising a nation of readers literacy issues is needed so we can together fulfill the section’s mission – to be in Zimbabwe a forum for discussing the role of libraries and librarians in raising a nation of 18 African Conference on readers. reading Right after two successful and inspiring Section’s programmes in Rome and Milan in 2009, we have started to work on the programme for the next IFLA 20 Licam conference WLIC in Sweden. The session in Gothenburg“Libraries Promoting Reading 22 WLIC General conference in a Multicultural, Multilingual Society” Milan is organised together with the Library Services to Multicultural Populations Section. The Pre-conference in Oslo “With the Right to Read” will be organ- 26 Standing Committee Members ised with the Library Services to People with Special Needs and Libraries Serv- ing People with Print Disabilities Sections. Check the Section’s website for more information and updates, and of course, plan to join these programmes (http://www.ifla.org/en/literacy-and-reading/conferences). We have also started to work on the Section’s two years project. Based on the one of the major Section’s aims which is to integrate reading research and reading development activities into library services for all citizens, we plan to publish a brochure about reading research in libraries. We would like to offer a guidelines how to do a research and develop a research based reading and literacy programmes in libraries. Your contribution in making the Literacy and Reading Section more visible in your institutions, within IFLA and out of IFLA community is appreciated. So, keep visiting the Section's web page, keep us informed about developments Ivanka Stricevic in your libraries and countries, apply for delivering of papers and posters at the The Chair of the Section. IFLA conferences and contribute to the Section by sharing your views and ex- Universty of Zadar, LIS Department. Zadar, Croatia perience with an international library community. Note from the Newsletter Editor World Library and Information Congress: Dear colleagues, 76th IFLA General Conference and “ What happens when we are reading? The eye Assembly traces black letters on white paper from left to right, again and again. And characters, nature or "Open access to knowledge - promoting thoughts somebody else has thought, recently or a thousand years ago appear in our imagination. sustainable progress" That is a miracle greater than making a seed from a Pharaoh's tomb blossom in our time. Nevertheless, this happens every single time.” Libraries Promoting (The Swedish author Olof Lagerkrantz, : About Reading in a the Art of Reading and Writing). Multicultural, Literacy and reading have been an important factor in building societies based on welfare, democ- Multilingual Society racy and human rights throughout the world. And knowledge is increasingly important in our modern society – a society much more complex and varied than ever before. All societies need well-educated citizens who regard learning as a lifelong activity. IFLA´s president Ellen Tise has chosen “Libraries driving access to knowledge” as the theme for her presidential term.

This issue of the Newsletter contains information about the work being done to promote literacy and reading, also details of reading projects, literacy developments and presentations from several parts of the world, all clear evidence that literacy and reading are on the agenda in public libraries. The presentations are mostly written by members and associ- ates and the views expressed in these articles are to be regarded as the author’s perception. I hope you will find something interesting in this issue of the newsletter. I should like to remind you about the 2010 Congress in Gothenburg and our session The Section on Literacy and Reading and the Sec- “Libraries Promoting Reading in a Multicultural, tion on Library Services to Multicultural Popula- Multilingual Society”, together with the pre-confer- tions plan to hold a three-hour joint program at the ence arrangement in Oslo with the theme “The right 2010 Conference in Gothenburg, Sweden, on the to read”. topic, “Libraries Promoting Reading in a Multicul- tural, Multilingual Society.” We expect to have four to six high quality papers for presentation and discussion. Check the Conference programme and join the session to participate in discussion and share your knowledge and experience with librarians from all over the world. Leikny Haga Indergaard LHI News editor, Norwegian Archive, Library and Museum Authority, 10-15 August 2010, Gothenburg, Sweden Oslo, Norway

2 SLR newsletter – january 2010 Report on pre-conference in Rome Construire un Paese di Lettori: Le biblioteche partner nei progetti e programmi nazionali di promozione della lettura

Raising a Nation of Readers: libraries as partners in national reading projects and programmes

On 19th and 20th August 2009, The Literacy and Theme One, Starting with the Youngest, began Reading Section of IFLA’, together with the Sec- with a keynote piece by Paolo Traniello, Roma Tre tion of Children and Young Adults held a very University, on Reading as a pleasure and as a tool. successful pre-conference session in Rome. The The first of the invited speakers was Kerstin Kel- theme of the conference was Construire un Paese ler-Loibl, Professor of German Studies, Leipzig, di Lettori: Le biblioteche partner nei progetti e Germany who spoke about Strategies for engaging programmi nazionali di promozione della lettura children in public libraries. She discussed the im- or Raising a Nation of Readers: libraries as part- portance of language skills and promotion of early ners in national reading projects and programmes. speaking skills, but stated that, in Germany, little The session was kindly hosted by the Goethe In- attention was paid this group until recently. The stitut, Italy at the Auditorium del Goethe Institut PISA Study had been instrumental in creating ac- Italien. The Institute provided a splendid venue tion in public libraries. and refreshments for the conference. Other sponsors of the programme included the Instituzione Giovanna Malgaroli, an Italian Paediatrician was Biblioteche del Comune di Roma and Asociazione the second speaker and gave a fascinating per- Italiana Biblioteche. spective on the importance of Reading on Brain Development. Three highlights from her paper The conference proved to be very popular, attract- were as follows: reading aloud is the most impor- ing close to 100 attendees. The delegates were tant factor in reader development; regular read- presented with some excellent papers over the two ing (5 days per week) makes a huge impact on lin- days on subjects divided into divided into three guistic development and literacy is not the ability themes: to read, but the ability to solve problems using text as a medium. 1. Starting with the Youngest 2. Management Decisions and Strategies A review of the Singapore reading initiative Born 3. Good Practices as Building Blocks to Read, Born to Bond by Zubaidah Mohsen was followed by presentations from Terry Robertson, On each day there were papers from invited Massachusetts, USA, who stated that in a research speakers, and presentations based on the Sections’ study a group of children made more personal re- Call for Papers. These had been pre-chosen by a sponse to information books than to storybooks. small panel from across the two sections, accord- Viv Bird from Booktrust UK, then spoke about the ing to interest and quality, to represent both aca- Trust’s initiatives in working with health workers. demic theory and practice, and to represent a global perspective. Though not all speakers were able In the afternoon the opening of the 0-3 Interna- to attend, there was still a very full programme. tional Books Exhibition at the Goethe Institute >>

SLR newsletter – january 2010 3 Colosseum in Rome, photo Wikipedia was followed by papers on the second theme Library Association, talked of a very successful Management Decisions and Strategies Invited national campaign. As had several speakers, he speaker, Rogelio Blanco Martinez, Director of mentioned the contribution of literacy to national Books, Libraries and Archives, Ministry of Cul- economies and the fact that some Governments ture, Madrid, talked about the basic necessity to had concentrated on this aspect was resulting in read and take part in cultural and intellectual life. cultural loss. He again referred to the importance of the PISA (2000) study and lamented that Eu- This was followed by presentations from Canada. rope has a ‘lost generation’ in terms of reading. Josiane Polidoli, Head of Children’s Literature, Li- He finished his paper by exhorting librarians to braries and Archives, Ottawa, Canada and Lianne ‘market’ and be more visible. Fortin, Program Manager, TD Summer Reading Club Library and Archives, Canada talked about The final part of the programme comprised two the TD Summer Reading Club. Takeshi Sakabe presentations on Libraries in Arab World AU and Kazuko Yoda talked about National Reading Ahmed Ksibi. Delegates learned of difficulties of Campaigns in Japan. Henk Kraima, Director of being in war zone. Tilka Jamnik talked of initia- the Foundation CPNB, Amsterdam and Marieke tives in Slovenia. Finally Inci Önal from Turkey Verhoeven, Deputy Director of Foundation CPNB, discussed School Libraries and Reading, outlin- spoke of the two of the Foundation and National ing a project on reading experiences in German, reading days in the Netherlands. This was fol- Ukrainian and Turkish School Libraries. lowed by an overview of the work of IBBY, Brazil by Elizabeth Serra, Gençeral Secretary, Fundação So, the programme for this pre-conference was Nacional do Livro Infantil e Juvenil, Rio de Ja- very full. Papers were varied, giving delegates a neiro. truly global perspective. Social events such as the cultural evening on the evening of 19th August Thursday opened with Ivanka Stričević, chair of at the Palazzo delle Esposizioni was most enjoy- the IFLA Literacy and Reading Section and In- able with very good food. The whole conference grid Bon, Chair of the IFLA Children’s and Young was very ably summed up by Ivanka Stričević who Adults Section who talked about the work of the thanked all the people involved in making the Sections. This was followed by Barbara Genco, an conference such a success, especially to Instituzi- independent library consultant from New York one Biblioteche del Comune di Roma and Aso- who talked of two successful Literacy Partner- ciazione Italiana Biblioteche and to Letizia Tar- ship Models, Reading is Fundamental and First antello - the IFLA Children’s Section Committee Book. Gerald Leitner, Secretary General, Austrian member from Rome.

4 SLR newsletter – january 2010 Working for Reading and Literacy in The Netherlands

Marian Koren, Netherlands Public Library Association

There is a long tradition in the Netherlands to combine local and national activities in nationwide programmes and campaigns. The local activities and connections are important to have maximum involvement of the local libraries and communities; the national level is important to attract partners and funding, and have national exposure in the media. Over the years, the reading promotion policy has been extended to include not only children and young people, but to develop a ‘lifelong’ curriculum covering programmes and campaigns for people of all ages, and of different attitudes towards reading. For National Reading Campaign: Nederland Leest the groups until the end of school age, the reading programmes fol- low the technical reading cur- as a general welcome for parents schools and public libraries are riculum at schools, but add the and babies to the world of books, working together. The profes- library value of reading for pleas- libraries and reading. Special pro- sionals are educated by librarians ure to it, while supporting read- grammes like Boekenpret, are in a special method on language ing skills, language development, also available at local level. skills (Taallijn VVE). In all age fantasy and creativity impulses Boekenpret is the reading promo- groups (0-2, 2-4,4-6) there are etc. (Reading curriculum: http:// tion and language skills improving activities in the children centres www.debibliotheken.nl/content. program in public and at home, based on specially jsp?objectid=2436) libraries in the Netherlands. It’s developed materials. focusing on (low-educated) fami- Collections of picture books are Stimulated by the IFLA Guide- lies, both original placed within the preschools and lines for Library Services to Ba- Dutch and immigrants as well, day care centres so bies and Toddlers (http://archive. with children between 0 and 6 parents can get used to borrow- ifla.org/VII/d3/pub/Profrep100. years of age. In a local network ing a book on a regular basis. pdf) Dutch colleagues have now children health care centres, day Parents are educated step by nationally introduced Bookstart, care centres, preschools, primary step in reading aloud, how to use >>

SLR newsletter – january 2010 5 picture books, sing songs etc. Those workshops, (coffee to students of grade 10. http://www. meetings) are organised in the library and the parents receive cpnb.nl/nll/site/home.html some new materials monthly, like small books, a hand puppet, flyers etc.www.boekenpret.nl The campaign makes use of the free More information: http://lib.tut.ac.za/ifla/documents/ingridbon. publicity around the VIP reader, the pdf public debate about nominations and selection, and creates thereby The annual National Reading Programme (started in the opportunities for local actions. seventies) aims at stimulating children to read, by giving them a CPNB and local libraries arrange an small reward for reading (and elaborating on) a number of books. evening, with national, resp. local About 100.000 children participate in this national programme. publicity. Local activities are encour- It is organised by the Working Group Reading programme of aged, also in cooperation with part- the Netherlands Public Library Association in such a way that it ners. A Toolkit for local actions and leaves the individual library free to decide on the period of time background information are made and way in which it will work with the reading programme. available via a password protected Every year, the reading programme has a different theme. The site. programme materials are always presented in the summer by Similar campaigns in Austria and NBD/Biblion, the national library supplier, and delivered in De- Germany have led to proposing a cember. The Netherlands Public Library Association supports the model for national reading cam- programme by making the title lists and giving tips and sugges- paigns, presented at IFLA 2008, with tions. (http://www.debibliotheken.nl/content.jsp?objectid=2331) the firm hope that in the future, a chain or relay of national reading National Reading Campaign: Nederland Leest campaigns can be traced around the For national reading campaigns for the whole population, the globe. Public Library Association cooperates with the National Book (http://ifla.queenslibrary.org/IV/ Promotion Bureau (CPNB), of which it is a partner, with the as- ifla74/papers/085-Koren_Leitner-en. sociations of Booksellers and Publishers. Apart from the National pdf) Book Week (since 1923!) a new more library-focussed campaign has been developed. For the fourth time, The Netherlands Read! New literacy: Media wisdom will be organised, following the success from previous years. The Media literacy rapidly becomes a vi- well-known concept of One book, One City, is transformed into a tal skill for Dutch citizens for a good month long autumn campaign (23 October-20 November 2009) life. Educational institutions, cultural of: One Country – One Book: encouraging people to read the institutions and public broadcast- same book and discuss it. The socially relevant title stimulates ers play a role with regard to media both reading and community building. The Campaign Ambassa- dor is a famous TV-journalist Philip Freriks. The chosen book, this year: Oeroeg, the first book (1948) of the grande dame of Dutch literature, Hella Haasse, is freely distributed to library members, in a special new print library edition. Li- braries have to buy the copies for €0,50, so an investment is nec- essary. A special luxury edition is for sale in the bookshops. The book is also available in other formats: large print/audio. Founda- tion Reading sponsors the campaign by distributing free copies

6 SLR newsletter – january 2010 www.boekenpret.nl literacy in addition to Dutch gov- and tomorrow, in which media play a decisive role. (Source: Raad ernment. The library also plays a voor Cultuur). vital role. Libraries can function as Facts from the Library Innovation Monitor (monitor bibli- spaces where citizens can get more otheekvernieuwing) 2006: information on media use, support 56% of the libraries offer Internet courses; in searching and finding informa- 42% of the libraries have a separate space for courses; tion and knowledge and where 95% of the libraries offer quiet working spaces with computers. they can get acquainted with new A network of national partners, including the Netherlands Public innovative media applications. Library Association form a National Centre of Expertise, and ex- Whereas media education fo- ecute the Media Wisdom Programme and Plan 2008-2010. Target cussed on the younger generation, groups are children, young people, (grand)parents, teachers, car- media literacy applies to the whole egivers, seniors, socially deprived people, civil society and media population, but media wisdom is professionals. The three programme lines are: media skills and me- the term coined for pointing to the dia awareness, stimulating and activating participation, and innova- total new attitude citizens have tion. Initiatives are clustered around eight themes including: safe to develop to give new media the use, participation and production, privacy, copyright, empowerment (correct) place in their social and and experimental media use. cultural life. Funds are available for pilot projects for less developed themes for Media wisdom is all knowledge and certain target groups, e.g. youth and participation. The whole pro- skills and mentality people need to gramme is visualised in a media wisdom chart. http://mediawijshei- participate consciously, critically dexpertisecentrum.nl/expertisecentrum and actively in the world of today

SLR newsletter – january 2010 7 Promotion of reading in the Arab world : Success and failure

Dr. Ahmed Ksibi / Institut Supérieur de Documentation de Tunis

Despite the wars and the many strengthening public libraries countries. This survey represents challenges in the Arab world ( the like Tunisia that has the most not only the first multi-country foremost being a high illiteracy functional Network of public li- comparative work on reader- rate) we can expose the cultural braries in the Arab and African ship but also the starting point development of reading activi- region. for empirical data collection on ties. Since the independence, ed- What Arabs Read? readership in each of the 9 coun- ucation The Pan-Arab readership sur- tries. reform, basis of reading develop- vey, launched in 2005 by Next ment, has many impressive Page Foundation covering 9 Arab Across all 9 surveyed countries achievements. The enrolment ra- countries, had offered a base and a sample of 9000 people , 3 tio (NER) in primary education line to be compared the reader- out of every 4 literate Arab per- continued to expand reaching ship & “cultural” progress in the son reads regularly. But 90% are 84% in 2006 Arab world . "What Arabs Read" regular readers of newspapers The successful experiences of - conducted in Palestine, Jordan, & magazines. 85% of surveyed family reading had to be spear- Syria and Jordan is now freely literate Arabs have at least read headed as the sure weapons available by download. The two- a book in the past 12 months. against the religious fundamen- phased report covering 9 coun- The most read in newspapers talism bad ideas. Advancing a tries, provides a comprehensive & magazines is news, politics & healthier reading culture, by and empirical view of readership current affairs. Some of the most making books more available to and covers habits, preferences, read types of books is The Holy people of all ages, is the best idea pricing, segments, channels, lan- Quraan . The subjects of choice to boost the peace and tolerance guages, accessibility and purchas- for Arab readers particularly culture. ing behavior. Readership Survey related to politics and religion. This study exposes for example "What Arabs Read" They are mostly interested in the successful Egyptian "Read- news and current affairs taken ing for All» projects initiated by Pilot work along with the 2004 from newspapers and magazines. Mrs. Mubarak, UNESCO mem- report on the state of translations This interest is perhaps due to bers benefited from the Egyptian in the Arab world commissioned the cyclical nature of the tragic experience national and regional by Next Page, highlighted the events unfolding in the Arab “Reading for All” initiatives. virtual absence of empirical data world. These projects have promoted on Arab readership, a void that The preference of the readers of the reading habit among chil- directly impacts both the state of Saudi Arabia and the Egyptian dren, and distributing inexpen- publishing and translation and goes to religious books: The Holy sive reading materials in under- in a broader sense has widescale Qur'aan book, The Prophet's bi- privileged rural and urban com- implications on civil society de- ography, books of exegesis. Read- munities. Then those projects velopment in the Arab world. In ers have a preference for "The aren’t limited strictly to Egypt: response, Next Page is commis- Holy Qur'aan" by the book of the cultural development of read- sioning nationally representative reference for Muslims who are ing activities in some Arab coun- surveys (of the literate popula- forced to read it. tries can occur primarily through tion) on readership in 9 Arab Knowing the impact of Islamiza-

8 SLR newsletter – january 2010 tion movements in both countries, this kind of reading is a confirmation of this trend. Is- lamization turns reading to tra- ditional books, this trend has captured the most open countries like Tunisia, which is under- going a preference for religious books. Religious books such as "The Prophet's biography" The Garden of Saints just "not sad" are now a renewed interest. The books tend to "liberal and secular" Taha Hussein and No- bel literature Néjib Mahfoudh, are now relegated behind the religious books. Both Egyptians the resistance to promote read- reational services, such as youth authors, Hossein and Mahfoudh, ing for pleasure are: -The low centres. The reasons behind the are undoubtedly the greatest level of the family educational resistance to reading for pleasure Arab writers of their time, were background, especially when the and the use of cultural services, taxed in the curriculum, they are highest adult illiteracy rate re- according to the analysis of the being marginalizedThe books mains the most important socio- are twofold: The low level of the tend to "liberal and secular" Taha logical obstacle to the improve- family educational background, Hussein and Nobel ment of reading habits.-The con- especially when the mother is Arabic is still the most read-in tradiction between supply and not literate, is the most impor- language in all Arab countries. demand, between what is avail- tant sociological obstacle to the But reading in English came able in libraries and information improvement of reading habits highest in open countries such services and what is required by among young people. The con- as Lebanon (19%), followed by users and beneficiaries; and a tradiction between supply and Tunisia (8%), less than 3% in all lack of material and human re- demand, between what is avail- other Arab countries. Reading in sources. able in libraries and information French came highest in Morocco According to data from various services and what is required (28%), Lebanon (27%), & Tunisia surveys and faithful sources, it is by users and beneficiaries; and (19%). possible to advance that Read- a lack of material and human Out of those that have on-line ing practices are not yet solid resources. These factors are the access, 63% read newspapers & among young people. They most important barriers to the magazines on-line. The highest spend most of their leisure time development of libraries. It’s incidence in Saudi Arabia (77%), with electronic devices, based on an opportunity to evaluate their the lowest in Tunisia (55%). the mass media communication. past and present national read- Egypt is (62%) . Television and mobile phones ing promotion activities with the The risky failure is that the read- are the dominant media used by aim of carrying out an assess- ing practices are not yet solid the young people. They do not ment of needs in this field. among young people. With mul- engage in best cultural practices Another great looting of librar- timedia civilisation they spend or in collective/group activity, ies in the arab world is subjected most of their leisure time with despite the availability of many to wars and a foreign invasions, electronic devices: television and cultural services such as public occupation and other kinds of mobile phones are the dominant libraries (public libraries mo- external hegemony. Three coun- media used by the young people. bile libraries ) and in spite of the tries (Iraq, Palestine and Leba- The reasons behind existence of cultural and rec- non) are concerned with the hu- >>

SLR newsletter – january 2010 9 man tsunamis, incursions and offensives Promotion of Literacy The Iraqi libraries, which represent a real testimony of the rich Arab intellectual heritage through school based and activities, and the looting operation to which it was sub- libraries program jected . The crisis of the Palestinian libraries and the obstacles they Kenya face in terms of material production and marketing (cen- Daniel Mangale,Abcproject Kenya Team Leader,Ukunda. sorship, writers’ persecution, book confiscation...) in order to deprive the Palestinians of ac- quiring recent knowledge and establishing links with the past. The destruction Lebanese libraries in the civil war , and their looting operations they are subjected during the Israeli agressions. Each nation knows very well the planned occupier’s cultural conspiracy to brainwash its peoples and win their hearts so as to intellectually uproot them and deprive them of their history and identity. It is the case currently with the Introduction cultural confrontation in Pales- Abcproject Kenya, Is a local In summary we are a mentors of tine between the Arab Palestin- educational support organiza- alternative approaches to better ians, the legitimate land own- tion that works majorly on the development of pupils in schools ers, and the Israeli invaders. areas of reading skills to pupils through reading and understand- Nonetheless, the current strug- in primary school. Its whole ing. gle of librarians have to over- school approach has made it come some established Arab an outstanding program with Promotion of literacy through libraries and cultural associa- the educational institutions we school based libraries is a very tions manage to protect and work with. This organization diverse concept which takes into preserve some of their collec- is a membership organization consideration of the child general tions and their activities. that works with its members, outlook. It’s aimed at impacting and tries to reach out to more early opportunities of the child to as possible, Its however at its interact with books, inculcate the infancy stage and as we grow culture of reading and also add we expect to meet needs of value to the general performance more schools. Our key ap- of the child in school and his/ proach is sustainability of our her lifelong learning process. By initiatives and local ownership. achieving this process we shall

10 SLR Newsletter –january 2010 have created a big paradigm shift teachers become reference points reading and understanding in the region and the country and not informational sources as within primary schools and thus at large. It’s also expected that they are viewed currently. Well worth expanding to reach more this initiative will contribute and organized school based libraries pupils within the region. support the overall Ministry of can go a long w ay in improving Education goal of ensuring that the realization of literacy for all Main Activities every school has a school library. as a millennium development It will be a value adding process goal. 1. Teacher Librarians Training whereby the program will build Abcproject Kenya is carrying out the capacity of school teacher We currently have three school a regional training program for librarians and ensure they take based libraries clustered as fol- teacher librarians to equip them lead roles in gathering the nec- lows. with basic skills in initiating and essary resources to build lasting managing sustainable school and viable school libraries as a Kwale school based libraries - based libraries. This is done to tool for academic and lifelong cluster 10 schools ensure teachers use libraries in learning. It will further develop a the schools as tools for teaching sustainable mechanism of man- Langobaya school based libraries and learning for the pupils. Our aging school libraries by induct- - cluster 15 schools approach was motivated by the ing school libraries’ management fact that 70%of Kenyan primary committees locally and school Galole south school based librar- schools have major elements of library clubs as tools for overall ies - cluster 16 schools illiteracy and this results in a promotion of the literacy proc- poor background educationally ess both at the school level and Context for the majority of the pupils. beyond. The abcproject Kenya runs its Our target is to ensure teacher program currently within the librarians support children’s The introduction of free pri- coast region, However its vision reading habits at early ages. This mary education has come with is to ensure there is enough evi- will form a good background for the challenge of poor standards dence to be able to extend this literacy environments with the of education in public schools. initiative to cover first the whole schools and translate into good It’s our belief that this can be of the east African region and performance by individual pu- changed by providing the pu- eventually Africa. pils and will eventually result in pils with all relevant materials The program approach makes it improvements in literacy at the at their disposal and then the ideal to influence change with school level. >>

SLR newsletter –january 2010 11 braries in Coastal Kenya. We school based libraries help the 2. Children’s Reading Programs mentor development of school teachers teach and children Our children reading program is libraries by helping schools real- read”. basically a monitoring tool for the ize the value of school libraries, school based literacy programs. training school libraries manage- 4. Establishment of teacher Here we bring several schools to- ment committees and sensitizing librarians association as tools gether to compete and we moni- parents and teachers to support for lessons learning and forum tor the abilities of pupils from the the growth and establishment for exchange of ideas different schools in reading and of school libraries. As a project These forums are key tools for understanding what they read. we avoid building structures and the coordination of the teacher This allows us to form training support the soft approach to librarians’ activities in the rural programs to help teachers incul- school libraries. Where schools areas where our programs are cate better reading skills to im- don’t have rooms, we challenge based. We rely on them for up- prove pupils’ performances at an them to establish library lessons dates and feedback, and we cre- early age. These programs create and try forming libraries within ate them to allow a strong sup- positive competition among pu- their schools. This creates the portive mechanism for individ- pils and helps develop early read- need eventually for a fully fledged ual teachers through peer sup- ers. We usually plan them quar- school library and we build the port. We currently have three terly. school library management team associations within our three with the capacity to source the clusters of the school libraries. 3. Development of school based support for doing this.We first libraries through mentorship create the need, hence our ap- Conclusion Currently we have 41 school li- proach is need based. “we believe As a project we believe the ap-

12 SLR newsletter – january 2010 proaches we use are not the only Library of Congress good ones, and we thus try as much as possible to keep learning from others. We also believe Opens Its First Center we can share our experience and also receive support and help to enlarge and increase our program for Young Readers base to reach the needs of many pupils in Kenyan schools and By John Y. Cole the region as a whole. We hold strongly the belief that an em- For the first time in its 209-year old history, the Library of Con- powered pupil who is able to read gress has opened a space devoted to the reading interests of and understand at an early age, children and teens. Located in the Library’s historic Thomas has been given a lifelong learning Jefferson Building, the center is the latest in a series of outreach opportunity. It’s from this belief projects to the nation’s youth organized by the Center for the that we strive to ensure as many Book in the Library of Congress. schools as possible adopt this method. However, our capacity Librarian of Congress James H. Billington welcomed a group to meet many schools is limited, of young people, parents, and others to the new Young Readers hence the reason why we start Center on Friday, October 23. “We want you and other young small and expect that as the results readers to have a place where you can learn about the wonders are seen we can expand gradually of your nation’s library and the world of books,” Billington told and impact positively on the lives the children gathered in the center. With the help of Mrs. Bil- of many pupils in the schools we lington, he began by introducing the children to a family favorite, operate. We believe schools are “Moomin Troll,” a Finnish fairy tale from which he read excerpts. literate communities and cannot accept the scenario in our schools U.S. Congresswoman Debbie Wasserman Schultz from Florida in Kenya today. That’s why we have and her three children, and Congressman Robert Aderholt from aggressively launched this major Alabama and his young son also helped open the new center. program. Kindly join us to make this a success. Award-winning writer M.T. Anderson, who writes books for both children and teens, was a special guest. The author of such “School based libraries help acclaimed and popular books as “The Astonishing Life of Oc- teachers teach and children read” tavian Nothing, Volumes I and II (Candlewick Press) and “Me, For donation kindly contact: Alone, at the End of the World” (Random House), he appeared Daniel Mangale at the Library’s 2007 National Book Festival. Anderson recalled Abcproject Kenya Team Leader, that as a child he understood that he was part of a “lineage of P.o Box 1795-80400,Ukunda. American readers” when he saw on library book-check-out cards Tel:+254 734 409441/0721 627816 the names of others who had come before him. He also talked Email:[email protected] about how libraries can transport readers of all ages to differ- www.abcproject.nl ent times and places. “Libraries are time portals,” he said. “They can take us back into the past and into the future. They can take us to different worlds, worlds we wouldn’t know, people we wouldn’t understand.”

In response, Librarian of Congress Billington said he hoped the Young Readers Center would serve the same purpose: “We’ve got lots of books to open lots of windows that will let you use your imaginations in lots of ways,” he told the young visitors. >>

SLR newsletter –january 2010 13 The center is a unique space in the Library of Congress where adults and children can enjoy books and reading together. All young people need to be accompanied by an adult. Visitors to the center may choose to read a book from an up- to-date collection of noncirculating titles, including award-winning vol- Librarian of Congress James H. Billington speaking to students at the Oct. 23, umes and a wide selection of clas- 2009 opening of the Young Readers Center sics and popular family favorites; in the center they can either read The Center for the Book also children at the outset of their lives aloud to each other or find a quiet oversees the new website at of what may be a precious op- spot for personal reading. They www.Read.gov, which provides portunity in the bending of the also may browse the web’s kid- reading resources especially mind toward knowledge.” Sadly, friendly sites, or participate in pres- for kid and teens (as well as for Librarian Young died before the entations or programs especially adults, educators, and parents.) plan could be fully implemented. designed for young readers. The A highlight of the site is the ex- His successor, Herbert Putnam, center’s media room provides op- clusive episodic story called “The Librarian of Congress from 1899 portunities for visitors to view we- Exquisite Corpse Adventure.” A to 1939, decided against a separate bcasts of more than 100 outstand- new episode and illustration ap- room for children in the Library ing National Book Festival authors pears every two weeks. Some of Congress soon after Andrew (2001-2009) of books for young of the best U.S. authors and il- Carnegie’s 1899 offer to provide people, each talking about reading, lustrators for young people are funds for a public library build- writing, and illustrating books for each writing a chapter or providing for the District of Columbia; children and young adults. ing an illustration for the year- in Putnam’s view, the new public long story, which began with a library’s popular educational serv- The Young Readers Center is the chapter from Jon Scieszka and ice would “render such a special new centerpiece in the Center for will conclude in Sept. 2010 with department in the Library of Con- the Book’s expanding program of a chapter from Katherine Pat- gress unnecessary.” youth outreach. The center also terson. oversees a project in which a U.S. Although the Library of Con- National Ambassador for Young The idea behind the Young gress still requires that users of its People’s Literature (www.childrens- Readers Center is not a new one 21 reading rooms be 16 years of bookambassador.com) is named for the Library of Congress. age or older, there is no such re- every two years by the Librarian of In 1897, the Library moved from quirement in the Young Readers Congress to be a spokesperson for its crowded rooms in the U.S. Center. In the 1990s, Librarian the importance of reading in the Capitol into its spacious new of Congress James H. Billington lives of young people. Author Jon building, today called the Jef- began advocating a new educa- Scieszka was the National Ambas- ferson Building. In his 1898 an- tional role for the Library, one sador from 2007—2009, participat- nual report, John Russell Young, that would take full advantage of ing in reading promotion events Librarian of Congress from 1897 the institution’s new presence on across the country, particularly Na- until his death on Jan. 17, 1899, the World Wide Web and the suc- tional Children’s Book Week in the announced that he was creating cess of the Library’s National Dig- spring and the National Book Fes- a separate “a juvenile library” ital Library, which he initiated in tival in the fall. In early 2010, the for children since the since the 1995. One result was an emphasis internationally-known children’s Library of Congress did not on developing and cultivating a author Katherine Paterson became admit those under age 16 into new audience (and future constit- the second author to be named to its reading room. To Young, it uency) of young people; the new the post. “seemed a hardship to deprive Young Readers Center is an important step in that direction. 14 SLR newsletter – january 2010 Zimbabwe Public libraries: Raising a nation of readers through reading by Collence . T. Chisita

Introduction factures include textiles, steel, Literacy and development The public library system in and chemicals, and gold is mined Greaney notes that one of the Zimbabwe has been in exist- in the area. Harare is situated at most important steps a coun- ence since the time when the an elevation of 1483 meters (4865 try can make to improve its first white settlers arrived in the feet) and its climate falls into the economy and increase personal country in 1890 and established warm temperate category. The growth opportunities for its peo- public libraries to cater for the Harare Province has a population ple is through providing quality recreational use of the white set- of 1896134 with 1,400000 in its education.3 Quality education is tler communities. The history metropolitan area according to a characterized by literacy because of public libraries in Zimbabwe 2002 Census Report. Harare is a without literacy people will not is anchored in colonialism since multiethnic society comprising be able to access to participate most of the important Public of ethnic groups from neighbour- in socio-economic programmes. libraries in Bulawayo , Gweru , ing Southern African countries Goody and Watt view literacy Mutare and Harare were founded as well ethnic groups from as far as the greatest breakthrough between 1890 and 1902 These as United Kingdom and United ever made by human beings be- libraries were initially meant States of America. cause it radically altered trade , to provide for the information economic , as well as human or needs of the privileged settler Public Library systems in socially interaction.4 Literacy is community but however after Harare a basic human right which helps independence in 1980 the library Currently Harare has two library one to expand personal choice movement began to grow pro- systems namely the Harare City ,gain control over one’s environ- portionally to the development Libraries catering for the low ment and helps to facilitate col- of residential communities be- density areas and the City of lective action. Nations all over cause of the established policy to Harare Libraries catering for the the world have realized that to build a public service wherever a high density libraries. The Pub- tolerate pockets of illiteracy and neighbourhood was set up. lic library system and services in under- education is tantamount Africa have not been developed to tolerating wastage of human Background of Harare in a manner that integrates them talent which can be purposefully TheTabex Encyclopedia Zimba- with the socio-economic and po- used for societal benefit. bwe notes that Harare is the capi- litical conditions of the societies tal city and the largest city in the in which they operate. 2This is as Moyana notes that Zimbabwe country which also serves as the a result of the fact that many of invested in much human and ma- government, administrative and these public libraries appear to terial development of education main point of the country’s road, be alphabetised, print oriented from independence in 1980 and rail and air services.1 It is Zimba- and print driven and since they currently the literacy rate stand bwe's largest city and its admin- have not integrated local oral tra- above eighty perecent.5 Many istrative, commercial, and com- ditions to complement the writ- innovative ideas have been ex- munications centre. The city is a ten books. This will help to make plored to improve the quality of trade centre for tobacco, maize, these crucial institutions vibrant education, with particular focus cotton, and citrus fruits. Manu- and relevant to local needs. on reading literacy. However the >>

IFLA Newsletter – 2009 15 adoption of the economic struc- from all over the world includ- forward in ensuring that Zim- tural adjustment programme ing the Southern, and eastern babwe develops into a nation of after 1990 seriously impacted on African region. The Book Fair readers. Libraries were drawn the tremendous progress made in rotates between the major cit- in to these discussions because promoting a higher literacy rate.6 ies of the country namely Harare it was felt that through librar- The idea of promoting a reading and Bulawayo.These events draw ies a sustainable reading culture culture in Africa is critical in im- a sizeable crowd of readers and would be maintained. The ZBDC proving the level of participation bibliophiles. The Zimbabwe In- Also engaged government and in socio-economic and political ternational Book Fair provides a lobbied for schools to ensure that issues and promoting social in- platform for librarians, writers, they would employ librarians, clusion. illustrators, publishers, book sell- however all these efforts were ers, readers and other stakehold- affected by the economic prob- Popularising reading through ers to interact freely and share lems. libraries ideas on books and reading. Reading and Literacy are criti- This event has however been af- Reader development cal areas that cannot be ignored fected by the hyper-inflationary Usherwood and Toyne noted because without them it would environment that characterized that through reading fiction the be difficult to overcome poverty Zimbabwe’s economy for the past reader finds an avenue to escape and underdevelopment. Bamhare years , even though the coming from the dullness of everyday notes that reading and literacy is of the inclusive government and life to the excitements of other a fundamental weapon of educa- use of multicurrency has helped worlds and the joy of aesthetics tion.7 Krolak notes that interna- to restore normalcy and provide well as relaxation and improved tionally libraries are dedicated to a solid basis for the retake of the literary competency.9 The two providing free and equal access Zimbabwe International Book writers also note that literature to information in various forms Fair. has immense potential as source ranging from print to non-print of self development that enables .8The writer views libraries as The Zimbabwe Book Develop- one to learn more about one’s socially responsive and respon- ment Council headed by Mrs. own beliefs and values as well as sible institutions whose mandate Miriam Bamhare has done quite other people’s values and beliefs. is to ensure that there is free, fair well in promoting book develop- 10The Greek Philosopher Aristo- and equitable access to informa- ment as well as literacy and read- tle viewed literature as having a tion with specific reference to ing. It helped in supporting col- therapeutic effect in that through the marginalized communities lection development in schools catharsis the reader is purged off in society. The idea is to promote and local publishing through its all stress and emotions and left the development of an inclusive donor funded programme to sup- more inspired in life and libraries society where everyone has the port school libraries with book were viewed as those indispen- equal right to participate fully in vouchers to purchase locally pub- sable institutions that housed “… all aspects of human life without lished books. However the Book medicine for the soul…”1lHuman fear from any form of discrimina- Council has since folded dealing beings are distinguished from tion or intimidation. a seriously blow on book devel- other animals because of their opment. There is an urgent need ability to engage in creative ac- Book Fairs and Book Devel- to resuscitate the moribund Zim- tivities like reading and analyzing opment councils babwe Book Development Coun- texts. Zimbabwe is home to Southern cil because reading and literacy is Lewis Smith a columnist for the Africa’s most popular interna- to Zimbabwe what blood is to the International Express quotes tional Book Fair which is held human body. The ZBDC helped education experts who advo- every year during the first week to harmonise book production cates that children should be of August in Harare Gaderns.This and consumption through engag- encouraged to read material that crucial event draws participants ing all stakeholders on the way is inspiring and stimulating and

16 SLR newsletter – january 2010 this can range from trash novels and autobiographies of popular personalities 11 Rodda notes that there is need for teachers to be innovative in prescribing reading materials for children. It is imperative that that the concept of reading should be inculcated in the minds of children at a younger and tender phase of their physical and psychological development .This is why experts on reading recommend that the prescription of reading action- packed novels which will help readers to move on Young cutting his teeth at a public library, Children section to other literature, including ones they might currently ignore, such as poetry. The argument is that heroic or heroine people make interesting reading for children and that this could be used as a starting point to the full metal development of any child. It has been noted that engaging with young people required radical innovation, because they require something new and something stimulating and eventually they will internalize the reading culture.Carlsen a professor of Eng- lish Education at the University of Girl power! Empowerment through reading Iowa noted that individual readers progressed from sentimental and writers should work together to encourage reading for romances, cheap adventure stories leisure and relaxation apart from reading for utilitarian rea- through popular contemporary sons. Despite the economic hardships Zimbabweans continue works to books that are acknowl- to invest in education and maintaining a high level of literacy edged as great and noble. 13The in all respects. However there is need for a fundamental re- late Tanzanian President noted think on the part of librarians with regards to increasing li- that any book is better than having brary patronage across all ages. There is also a strong need no book at all because gradually a for publishers and writers to consider taking a pro- active reader graduates from trash to se- part in local content development in the creative arts so that rious literature through time people can access material in various media formats and con- venient languages. The future for reading and literacy is quite Conclusion brighter considering the value that the nation places in read- Generally Zimbabweans are liter- ing as a purposeful activity. ate people who value reading and libraries. It is imperative that li- Collence .T.Chisita is a correspondence member for the IFLA braries, book councils publishers, section on Literacy and reading. He is currently the Head of academicians and local authorities Faculty at Harare Polytechnic Library School.

SLR newsletter –january 2010 17 Report on the 6th Pan African Conference on Reading for All

Dar es Salaam, Tanzania August 10-14, 2009 Gwynneth Evans Background More than 600 participants from sociation and by the Local Or- rector of the International Center 34 countries in almost every part ganizing Committee within the for Writing and Translation at of Africa and from Europe and host country. Intimately involved the University of California, Ir- North America joined forces in as co-sponsors were the Chil- vine. He is a person who believes Dar es Salaam at the 6th Pan Af- dren’s Book Project for Tanzania strongly in the primordial im- rican Conference on Reading to: and the Reading Association of portance of mother tongues and promote professional development Tanzania. As CODE is a partner the need to give place in print opportunities for African educa- of the Children’s Book Project, to all languages. Distinctive lan- tors; share best practices on liter- this Canadian agency assisted its guage and literature in mother acy practice and research; and es- partner by providing funds for tongue provide identity, direc- tablish professional networks and an assistant and Judith Baker of tion and confidence to its people. collaborative linkages to enhance the U.S.A gave generous volun- Ngugi wa Thiong’o is not against sustainable educational reforms. tary support to the organization young people learning several of this large and complex ini- languages, but he is critical of The overall theme of this year’s tiative. The Pearson Foundation the dominance of European lan- four-day conference was ‘literacy and other contributors from the guages and the undervaluing and for community based socio-eco- private, public and not-for profit disappearance of local languages nomic transformation and devel- sectors, too many to name, pro- in every part of the world. His opment’, a topic broad enough to vided financial and in-kind sup- address may be found at: http:// bring together literacy experts port. www.africafocus.org/docs09/ from many allied professions: rfa0909.php. lecturers, teachers, researchers, The programme was very full librarians, publishers, booksellers and inevitably the participant The Launch of a Literary and public policy makers. had to make choices. Language Prize for Young Adult Litera- was one element of choice. There ture Following the traditions estab- were French and Swahili concur- The Burt Award for African Lit- lished at previous biennial confer- rent sessions; while the plenary erature is a new literary prize ences (South Africa 1999, Nigeria sessions were in English, Swa- that recognizes excellence in 2001, Uganda 2003, Swaziland hili summaries and explanations young adult fiction from Africa. 2005 and Ghana 2007), the pro- were made, as Swahili is the of- Sponsored by CODE through the gramme consisted of over 200 ple- ficial language of Tanzania and generous contributions of Cana- nary sessions, papers, workshops, many local teachers and students dian patron Bill Burt, the award poster sessions, special cultural were present. addresses an ongoing absence of events and tours. Most events relevant, quality books for young took place at the University of Dar Highlights people while at the same time es Salaam. The programme is un- Two plenary sessions promotes a love of reading and dertaken by the International De- The main plenary speaker was learning in Tanzania. The award velopment Committee for Africa, Ngugi wa Thiong’o, the well- consists of up to three cash the leadership of African councils known Kenyan novelist, theorist prizes totaling $21,000 CAD and of the International Reading As- of post-colonial literature and Di- a publishing contract for winning

18 SLR Newsletter –january 2010 Kate Parry and colleagues from Uganda

Pan African conf Ray Doiron and Marlene Asselin in their worksh Ray Doiron in the exhibits submissions. Winning titles will leagues, increase their collective environment. be distributed to schools and li- buying power and advocate au- braries throughout Tanzania’. The thoritatively to various levels or Resolutions and Recommen- three Tanzanian authors were government. For many of these dations presented with their awards at library managers, this was their Each conference strengthens, in a ceremony during the confer- first opportunity to visit another its own particular way, the op- ence. The next series of awards East African country and partici- portunities for pan African pro- have been announced in Ghana. pate in a professional conference. fessional development and the For further information, visit: They made a fine impression building of multidisciplinary http://www.codecan.org/en/get- and provided a strong model for professional networks, local, involved/bill-burt-prize other groups. regional, continental and international. Some of the highlights Examples of Two Practical Canadians were well presented of the Tanzanian experience can Sessions in Dar es Salaam. Two university be gleaned from the resolutions. Kate Parry ( a professor at professors, including Ray Doiron, There is an important emphasis Hunter College, City University a member of the Standing Com- on increasing the availability of of New York and the editor of mittee, presented an interactive children’s and adult reading ma- two volumes from the Uganda workshop on ‘Creating a Culture terials; the support of writers and Pan-African Conference in 2003) for Reading’. publishers in African languages; and some of her colleagues from the need for greater government the Uganda Community Librar- Research and Practice support for adult literacy and ies Association gave an exciting Professors and students from more effective training for teach- and practical colloquium on ‘an many countries presented their ers of literacy and reading. Infrastructure for Development: research findings and raised is- Community Libraries in Uganda. sues that stimulated conversation Conclusion The speakers described the con- and exchange. Many of the topics Congratulations are due to all texts in which they work and the focused on the teaching of read- the organizers, speakers and par- collections services they supply ing and teaching of teachers to ticipants. The event was lively, in response to the needs of their encourage reading; others gave instructive and full of opportuni- particular community. Together the results of the stimulation of ties. In two years’ time, friends this diverse group of colleagues reading in schools and libraries; and colleagues will meet again in is able to provide training and and the use of technologies in in- Botswana. advice to each other and to col- crease and support a literate

SLR newsletter –january 2010 19 LitCam Conference at the Frankfurt Book Fair 2009 Lisa Krolak,Head of Documentation. UNESCO Institute for Lifelong Learning

From 12 to 13 October 2009 the Institute for Lifelong Learning, formal schooling and severe dif- Frankfurt Book Fair hosted the welcomed the audience on be- ficulties in reading and writing. 4th International LitCam Con- half of UIL. “Literacy”, she said, The SLS method, which is similar ference in cooperation with the “is a core prerequisite to lifelong to karaoke, reaches out to 300 UNESCO Institute for Lifelong learning and hence for devel- million viewers all over India by Learning (UIL), the Federal As- opment of society. It makes an audiovisual broadcast includ- sociation for Literacy and Basic important difference to people’s ing about 200 million estimated Skills, Rearden Educational, and lives – especially for women.” weak readers and audiences from other partners. Since media are an important all ages (survey in 2006). The part of a literate environment, impact has been documented The LitCam (Frankfurt Book Ulrike Hanemann advocated for by panel research, showing that Fair Literacy Campaign) aims to further research and develop- school children who used the support literacy, basic education ment on media in the field of lit- system improved their writing and media literacy in developing eracy. skills by 37% compared to those countries as well as functional who did not watch subtitled mov- and media literacy in industrial- The keynote speech was held by ies. For adults the effect was less, ised countries. This year’s con- Brij Kothari, founder and presi- however still notable. The project ference, which was continuously dent of the NGO Planet Read currently offers SLS programs in attended by about 50 people, fo- from India. Planet Read distrib- ten languages (www.planetread. cused on “Literacy and Media”. utes popular music sequences of org). Other activities of Planet Bollywood movies with subtitles Read include children’s books in Following the welcoming notes in the same language (Same Lan- animated stories with same lan- by Jürgen Boos, director of the guage Subtitling, SLS). Although guage subtitles in up to 21 lan- Frankfurt Book Fair, Ulrike India estimates 650 million liter- guages translated by volunteers Hanemann, coordinator of the ate people, more than 300 mil- (www.bookbox.com) as well as a literacy cluster of the UNESCO lion of them have low levels of highly developed computer game which is designed as a soccer game quiz to practice financial literacy (www.financialsoccer. com).

The afternoon session of the LitCam Conference was dedicated to the presentation of three projects from different conti- nents.

Sandra Obiago, founder and Executive Director of the Nige- rian NGO Communication for Change, presented the project “Ready or not?” The project sup- Some of the participants of the LitCam Conference ported young Nigerians to pro- (Photo: Sandra Obiago) duce radio and television pro-

20 SLR Newsletter –january 2010 grams telling fictional stories that are, however, very closely linked to the young people’s living environment. The stories address life skills, and deal with subjects like HIV/AIDS, early marriage, ethnic or religious intolerance as Productive atmosphere during the LitCam workshops well as the gap between rich and (Photo: UIL/Björn Otte) poor. ity, political education, notifica- sions on the second day of the Tom O’Mara, distance education tion and tolerance. Radio is a conference showcased media- co-ordinator of the Irish National very common and cheap me- based literacy promotion and Adult Literacy Agency (NALA), dium in Afghanistan. Over 50% provision. Some interesting good presented NALA’s e-learning of the people regularly listen to practice examples included: program. Addressing people with the radio, mainly Deutsche Welle •NALA’s distance learn- ‘spiky profiles’, meaning those which enjoys a good reputation ing program “The Really Useful who lack skills in one area (e.g. for its independent journalism. Guide to Words and Numbers”: writing) but master other areas After the test phase Samimy ex- www.rug.ie combining television (e.g. numeracy), the distance pects the program to show com- learning programs and website learning portal www.writeon.ie parably successful results as there support. tackles a variety of obstacles for have been with similar programs • The TV-series “Written people to access adult education. in Africa. off?”(www.writtenoff.ie), a docu- Taking a three steps approach the mentary on the life and learning program comprises TV and radio Sandra Obiago, Brij Kothari, to- progress of adult literacy learners series and clips, information via gether with Namir Hanna, Man- attending a 6-weeks literacy pro- free-phone support and learning aging Director of Rearden Edu- gram directed by NALA. opportunities on the e-leaning cational, and David Gerson, pro- •The Google’s literacy portal supported by home based ducer with Nick Wechsler Pro- project (www.google.de/literacy) tutors. Through this, individual ductions Los Angeles, joined the in which UIL is cooperating part- learning needs are addressed. concluding panel session titled ner providing information and Writeon.ie is part of the National “Nollywood, Bollywood and Hol- discussion forums on their por- Framework of Qualifications lywood – and Literacy”. The dis- tal. which allows learners to acquire cussion focused on possibilities acknowledged learning credits to use media for advocacy and All in all, the usage of media/ICT for their online learning success. distribution of Literacy and Basic seemed to be widely acknowl- The design of the website was Education. To give an example, edged by the participants as an inspired by the German portal in 2006 the Indian movie indus- effective complementary tool to ich-will-lernen.de which was de- try of Bollywood featured 1,091 promote and support literacy/ba- veloped by the Swiss e-learning video productions, Nollywood sic skills acquisition. In a broader developer Avallain (www.aval- (i.e. Nigerian cinema) followed context media had been very ef- lain.com/basicskills). with 872 productions and pre- fectively used for communication sumably the world’s most famous campaigns. Using participatory Said-Musa Samimy from the ra- Hollywood cinema delivered only media approaches have proven dio broadcaster Deutsche Welle 485 productions. David Gerson to be highly successful in ‘getting Afghanistan presented “Learn- pointed out that producers show the message across’, particularly ing by Ear”, a program currently a strong interest in promoting lit- in TV/Radio-programs where being established to address the eracy: if people read more books, learners or people, who are per- learning needs of a young audi- they might also be more likely to sonally involved are given a voice. ence of 12 to 20 years, focusing see the respective movies. Two outstanding examples pre- on girls in Afghanistan. Subjects sented in the workshops were will include drugs, gender equal- Six back-to-back workshops ses- Sandra Obiago’s documentary on >>

SLR newsletter –january 2010 21 female genital mutilation which contributed to a change in Ni- WLIC: 75th IFLA gerian policy and her film about Nigerian widows which led to General Conference and a widespread discussion on human rights abuse against women whose husbands perished. Council, Milan, Italy

During the Frankfurt Book Fair Minutes of the Standing Committee of the Literacy and from 14 to 18 October one part Reading Section of the educational section was Saturday 22 August 2009 & Tuesday 25 August 2009 reserved for the LitCam Lounge. International literacy projects were given the opportunity to In Attendance: meeting: Corrado Di Tillio, Ruth present their outcomes at stands. Ivanka Stricevic (Chair), Elena Maspin, Mariétou Diongue and The UNESCO Institute for Life- Corradini, Gayner Eyre (Minutes) Maureen White long Learning presented infor- , Lesley S.J. Farmer, 1.3 Ivanka outlined our duties to mation about its general work, Leikny H. Indergaard, , Virginia attend meetings and asked for the Literacy Initiative for Em- Walter, Marian Koren help with activities. She asked powerment (LIFE), the documen- the more experienced members tation center and library, publica- Observers: to assist newer members. tions and the research network Collence T. Chisita, John Y. Cole, ‘alphabund’ on adult literacy in Corrado Di Tillio, Ruth Maspin, 2. Approval of Agenda Germany funded by the Federal Mariétou Diongue and Maureen 2.1 The agenda was distributed Ministry of Education. White and approved.

UNESCO Institute for Lifelong Apologies for absence: 3. Elections of Officer Learning/Sabine Karwath, Björn Robert Sarjant, Alec Williams, 3.1.It was noted that members Otte Sook Huen Lee, Brioni Birdi, Elke leaving are eligible to vote in the Dreisbach, Elsa Ramirez election of officers. The Chair called for nominations. The 1. Introduction following officers were appointed 1.1.These minutes are a record of two meetings, held on Saturday Chair: Ivanka Stricevic 22 August and Tuesday 25 August Nominated by: Virginia Walters 2009. The agenda spanned the Seconded by: Lesley Farmer two meetings. Ivanka was unanimously elected. 1.2 The chair welcomed John Cole, Director, Center for the Secretary: Gayner Eyre Book, Library of Congress. John Nominated by: Ivanka informed the group of the intro- Seconded by: Virginia Walter duction of the Young Readers’ Gayner was unanimously elected Section which is to be opened soon at the Library of Congress. 4. Elections of Treasurer, Infor- The chair also welcomed Col- mation Officer and Newsletter

UIL’s stand in the LitCam Lounge lence T. Chisita from Zimbabwe Editor (Photo: UIL/Björn Otte) who joined the meeting as an ob- 4.1 Brioni Birdi was re-appointed server for the firt meeting. as Information Officer. Leikney H Indergaard will con- The Chair also welcomed the fol- tinue as Newsletter Editor (after lowing observers at the second a successful first year). 22 SLR Newsletter –january 2010 Two appointments were made as Treasurer: spent by the end of December.Last year’s fund was Ivanka was appointed as Treasurer; taking care of spent on producing a leaflet. The Chair’s report is Administrative Fund and reports, and Gaynor to be available on the Website. There are now 60 members responsible for the Project Fund. of the Section – 10 more than the basic requirement. A second fund is available for projects. Section has 5. Minutes of the previous SC meeting in Quebec no funded projects in 2009. 2008 The Committee needs to work on recruiting new 5.1 The minutes of the meetings in Quebec 2008 members of the Section. We also need to make clear were approved. that there are benefits of being a member. Ivanka exhorted us all to think about ideas for this and to con- 6. Reports from Chair/Treasurer sult IFLA membership toolkit. 6.1 It was reported that between the Quebec to Milan IFLA conferences, all planned projects, and 7 Secretary’s report more , had been achieved. 7.1 This had been circulated on email and there were 6.2 Six new members had been added to the Com- no comments. mittee for this Section, bringing the total to 15. (The Chair informed the meeting that the mini- 8 Report from Newsletter Editor mum membership for a section to be viable is 11. 8.1 The Editor thanked everyone for information on If there are fewer members than this it becomes a the Newsletter. There is always a need for copy for Special Interest Group). The names of the mem- the Newsletter. The Newsletter editor asked every- bers are listed in the Newsletter. The Standing one to provide her with new articles etc. Committee may appoint up to 5 corresponding 8.2 Gayner was asked to prepare a report on the members. Corresponding members may act in an Rome pre-conference, and to find some pictures for advisory capacity but have no voting rights and Newsletter. cannot be counted as Quorum. 6.3 Two meetings were held in Quebec, but no Me- 9. Report from Information Co-ordinator dia meeting. The question was asked as to whether 9.1 A report from Robert was received. Shortly be- the Media Meeting should be held in March. The fore the IFLA conference, Robert changed the Web Committee worked on conference session for Mi- content. The New Co-ordinator to be asked to inves- lan together with Information Literacy Section. tigate new developments in social networking. The Committee had received 56 proposals for speakers, 7 chosen + keynote. There had also been 10. Report from CB meeting a good response for the call for papers the pre- 10.1 Information on the new structure is available on conference in Rome, prepared with Children and the IFLA Web page. New instructions were received Young Adults Section. Nineteen proposals were for badges to be worn at all times. received, seven of which were chosen, plus invited keynote speakers. 11. Reports on projects 6.4 The website has been finished. Ivanka has also 11.1 It was reported that the publication ‘Reading created a publicity leaflet for the Literacy and promotion programmes from around World’ project Reading Section and ask for translations in other was not accepted because of The Children’s Section IFLA languages. database with IBBY (MoU). A small group, which 6.5 Projects included Gwyneth and Robert, met with several us- No funded projects in 2009. Few ongoing projects ers to talk about a database on reading programmes – see item 11. (for all, not just children). The PC said that projects The Pan-African conference was held in Dar-es- were too similar and money awarded to Children’s’ Salaam. Gwyneth Evans is to write a report on this Section. The Chair asked the Committee to think conference for the Newsletter. about new projects, particularly involving research. 6.6. Financial Report 11.2 The ‘Statement on Children and Internet’ was There are two funds, The Administrative Fund and produced together with Children’s Section. It con- the Project Fund. centrates more on the information rights of children. In the first case, each year 325 euros are allocated 11.3 Under the Memorandum of Understanding, rep- for administrative issues. The money has to be resentatives of IBBY and IRA do not have to pay reg- SLR newsletter –january 2010 23 istration fee and vs. for our representative on their ble projects etc. conferences. It would be worth thinking about in- 16.2 Virginia asked about IFLA Reading Manifesto: volving them more in the programme, although how Ivanka said that Reading Section was invited to con- this could be put into practice needs thinking about. tribute – central theme was reading in age of the In- Ivanka will keep us informed about develop- ternet. Ivanka asked who was running this – told it ments on the database. Gwyneth and Robert are was IFLA not the Sections – all Sections should. No already on that Group. Ivanka asked for volunteers. need to discuss but members exhorted to read. Names were required before the end of the IFLA 16.3 Update on the Goals of the Strategic plan (nu- Conference. Lesley accepted to join the group. meration relates to numbered points in the Strategic 11.4 There are a number of on-going projects: Plan): 11.4.1 Collection of Conference papers and 1.1 To distribute, demonstrate and promote mounting on Reading. Section Website. the use of the brochure "Library-Based Literacy Pro- 11.4.2 A paper had been prepared by Ellis grams: Some Practical Suggestions"… The brochure Vance for IBBY on partnership and distributed via is available online. Members of the Committee were IFLA listserv. Ivanka to send out on Web. asked to look and make comments to either Gayner or Ivanka. 12. Milan conference 1.2 To mark the UNESCO Decade of Literacy 12. 1 Ginny was thanked for her work on Monday’s (2003-2012) and to promote the contribution and programme. Ginny outlined plans for the joint ses- recognition of libraries in research and in the devel- sion with IL Section. Duties were allocated 10 ‘table opment and practice… It was agreed to make a link hosts’ had been allocated – tight schedule. on the RS Website to the Unesco Decade of Literacy (2003-2012) 13. Report from Pre-conference held in Rome- 19-20 2.1 To work on the Publication of Interna- August tional Best Practices in Reading Promotion Activi- 13.1 Gayner Eyre had prepared a verbal report. Time ties… Noted that the Committee felt that Reading constraints did not allow for a very substantial re- Promotion should be for all, adults, children, young port, so a written report will be attached to the min- adults people with special needs etc. The Plan should utes, plus an article for the Newsletter. be revised to include these groups. 2.2 To identify and encourage the sharing of 14. Working Groups for Conference planning and research and best practices in the sponsoring of ap- for future projects propriate literacy and reading events and celebra- 14.1 Ivanka informed the Committee about pre-con- tions… Robert has re-arranged the Website and it is ference for next year. Plans for the conference need now much better. The IFLA website has also been to be in place by November 2009. Leikny proposed re-arranged, and sections can use the framework. It a joint conference in Oslo with the Library services was noted that when members of the committee give for people with special needs (dyslexia). Main pro- papers, these should be linked to the Website. It was gramme in Gothenburg to be discussed and agreed suggested that a calendar of events be added to the with Multicultural Section. Website. The information Officer would be asked to do this: a note to be sent to Briony 15 Proposals for Projects 2009-10 The Committee felt that IFLA in general should be 15.1 Discussion took place on proposals for projects more visible. Ray to put a paper together on visibility 2010. Suggestions included research on what works and marketing and what doesn’t work in encouraging and promot- 2.4 To plan and organise Satellite meeting, ing reading. Ivanka noted that she would like to The Pre-conference in Rome 2009 This has now taken have a working group work on this. Ray, John and place and can therefore be eliminated Lesley will work on concrete proposal. Approval 2.6 To encourage the participation of mem- from PC needed. bers of IRA and IBBY and publishers and literacy agencies in the South African conferences …This item 16 Strategic Plan updates and Development of Sec- to be eliminated tion’s Priorities 2009-10 2.7 To promote, in cooperation with the 16.1 The Strategic Plan was discussed. Committee Center for the Book in the Library of Congress, the members were asked to look at the Plan and possi- Russian libraries and the British Council, their 24 SLR Newsletter –january 2010 reading promotion "handbook" that illustrates and 18 Conference Planning for Gothenburg 2010 describes good ideas for promoting reading from 17.2 It was proposed that the programme for Gothen- around the world… This has already been done al- burg be devised in conjunction with the Multicultural ready done, so can be eliminated from plan. Section. A working group comprising: Ginny, Elena, 3.1 Building on the Section's 2001-2002 survey and Elke was established to organise the session to- of reader-centred services in public libraries, support gether with representatives from the Multicultural extending the research and research methodology to Section. Latin American libraries, in cooperation with the 17.3 The pre-conference is to be held in OSLO. The Latin American Section… This item to be eliminated sates are not yet fixed. Leikney will be the link person and joined with item 2.7 - John Cole to pursue for this. Leikney to work with Gayner. Ivanka to link 3.2 To continue and strengthen the "Reports with Special Needs Section. Gayner offered to work on Current Research in Reading and Literacy" col- with people on autism. umn in the Section on Reading Newsletter… This to continue and Lesley Farmer to take responsibility 19 Selection of papers for IFLA Journal for this. 19.1 The Committee proposed that Susie Andretta’s 3.3 To ensure that the papers presented at paper be selected the Conferences in Qebec and Milan are available on web … Briony to be responsible for this. 20. Any Other Business 3.4 To continue the development and imple- 20.1 The following people were suggested as corre- mentation of a joint research project with the Inter- sponding members: national Reading Association (IRA)…This project is completed so should be eliminated from the Plan. Collence T. Chisita 3.5 To explore opportunities for joint train- Head of Faculty Library and Information Science ing and cooperative projects among members of IRA, Harare Polytechnic IBBY and other relevant organizations and partners. Zimbabwe This should stay as ongoing. 16.4 Additions to Actions in the Strategic Plan (Sec- John Y. Cole tions 3 and 4). Director, Center for the Book, Library of Congress The following suggestions were made: WASHINGTON DC United States 16.4.1 More emphasis on research and raising ideas for research. It was noted that more action Mariétou Diongue research and evidence based practice should be en- Director, University library couraged. It was felt important that research should Cheikh Anta Diop University inform practitioners how to engage in the promo- Dakar, Senegal tion of literacy. The following actions were agreed: 16.4.2 John Cole to write to write a page on Lisa Krolak this UNESCO Institute for Lifelong Learning 16.4.3 A small working group, compris- Feldbrunnenstrasse 58 ing John, Ray, Marion and Lesley be set up. Ivanka Hamburg, Germany asked for a clear proposal with costings by October 15 2009 Thomas Quigley 16.4.4 Ivanka invited Committee members Vancouver Public Library to make any additional comments on the strategic 870 Denman Street plan by 15 September 2009 VANCOUVER BC V6G 2L8, Canada

17 Milan Conference Evaluation 20.2 The section is currently working on the Memo- 17.1 The Session was successful; with more partici- randum of Understanding. Robert will remain the pants than seats available. The Moderators for each link. table were asked to write brief notes about table dis- 20.3 The Committee were informed that the papers cussions and send to Gayner Eyre. from the pre-conference will be available online.

SLR newsletter –january 2010 25 Standing Committee Members of IFLA Literacy & Reading Section 2009-2011

Briony Birdi Tel. +(216)(71)569360 Standing Committee Member of Gayner Eyre Fax +(216)(71)572887 IFLA READ Section Secretary/Treasurer of IFLA READ Email: [email protected] Department of Information Studies, Section (SC Member) University of Sheffield University of wales Aberystwyth Marian Koren Regent Court, 211 Portobello Street Department of Information Studies Standing Committee Member of S1 4DP SHEFFIELD Llanbadarn Fawr IFLA READ Section United Kingdom ABERYSTWYTH SY23 3AS Netherlands Public Library Associa- Tel. +(44)(114)2222653 United Kingdom tion Fax +(44)(114)2780300 Tel. +(44)(1970)622189 PO Box 16146 Email: [email protected] Fax +(44)(1970)622190 NL-2500 BC THE HAGUE Email: [email protected] Netherlands Elena Corradini Tel. +(31)(70)3090115 Standing Committee Member of Lesley S.J. Farmer Fax +(31)(70)3090200 IFLA READ Section Standing Committee Member of Email: [email protected] Biblioteca Comunale di Ala IFLA READ Section Via Roma, 40 Institution California State Univer- Sook Hyeun Lee 38061 ALA (TN) sity Long Beach Standing Committee Member of Italy 12062 Pine St. IFLA READ Section Email: [email protected] LOS ALAMITOS CA 90720 National Library for Children and United States Young Adults Ray Doiron Tel. +(1)(562)9854509 13 Gukgiwongil, Gangnam-gu Standing Committee Member of Fax +(1)(562)9854534 SEOUL 137-702 IFLA READ Section Email: [email protected] Republic of Korea University of Prince Edward Island, Tel. +(82)(2)34134800 Faculty of Education Leikny H. Indergaard Fax +(82)(2)34134759 550 University Ave Standing Committee Member of Email: [email protected] CHARLOTTETOWN CIA 4P3 IFLA READ Section Canada Norwegian Archive, Library and Mu- Marina Novikova Tel.+(1)(902)5660694 seum Authority Standing Committee Member of Fax+(1)(902)5660416 Box 8145 Dep. IFLA READ Section Email: [email protected] 0033 OSLO Non-profit Pushkin Library Founda- Norway tion Elke Dreisbach Tel. +(47)23117500 13/17, Bolshoy Kozlovkiy per., Standing Committee Member of Fax +(47)23117501 107078 MOSCOW IFLA READ Section Email: [email protected] Russian Federation Wiss. Mitarbeiterin Tel. +(7)(495)6889512 Goethe-Wörterbuch Samia Kamarti Fax +(7)(495)6281804 Hallerstr. 43 Standing Committee Member of Email: [email protected] D-20146 HAMBURG IFLA READ Section Germany Bibliothèque Nationale de Tunisie Elsa M. Ramírez Leyva Tel. +(49)(40)4504180/42838 6213 20 Souk-el-Attarine, BP 42 Standing Committee Member of Email: elke.dreisbach@uni-hamburg. 1008 TUNIS IFLA READ Section de Tunisia Library Science Research Center

26 SLR newsletter – january 2010 Standing Committee Members of IFLA Literacy & Reading Section 2009-2011

Torre II de Humanidades piso 11 Fax +(1)(310)2064460 Lisa Krolak Circuito Interior, Ciudad Universi- Email: [email protected] Corresponding Member of IFLA taria READ Section MECIXO, DF 04510 Corresponding members: UNESCO Institute for Lifelong Mexico Learning Tel. +(52)(55)6230327 Collence T. Chisita Feldbrunnenstrasse 58 Fax +(52)(55)5507461 Corresponding Member of IFLA 20148 Hamburg Email: [email protected] READ Section Germany Haed of Faculty Library and Infor- Tel.+ (49) (40) 44804133 Rob Sarjant mation Science Fax +(49) (40) 4107723 Information Coordinator of IFLA Harare Polytechnic Email: [email protected] READ Section (SC Member) P.O.CY 407 Causeway Book Aid International HARARE Thomas Quigley 39-41 Coldharbour Lane Zimbabwe Corresponding Member of IFLA Camberwell Tel. +(263) (47) 52311/20 READ Section LONDON SE5 9NR Fax +(263) (47) 20955 Vancouver Public Library United Kingdom Email: [email protected] 870 Denman Street Tel. +(44)(20)77333577 VANCOUVER BC V6G 2L8 Fax: +(44)(20)79788006 John Y. Cole Canada Email: [email protected] Corresponding Member of IFLA Tel. +(1)(604)6653972 READ Section Fax +(1)(604)6653524 Ivanka Stricevic Director Email: [email protected] Chair of IFLA READ Section (SC Center for the Book, Library of Member) Congress University of Zadar, The Lis Depart- 101 Independence Ave. S.E. ment Room LM 650 Ulica Dr. Franje Tudjmana 21 WASHINGTON DC 20540-4920 23000 ZADAR United States Croatia Tel. +(1)(202)7075221 Tel.+(385)(23)311540 Fax +(1)(202)7070269 Fax +(385)(23)311540 Email: [email protected] Email: [email protected] Mariétou Diongue Virginia Walter Corresponding Member of IFLA Standing Committee Member of READ Section IFLA READ Section Director Graduate School of Education and University library Information Studies University of Cheikh Anta Diop University California, LA DAKAR 220 GSE & IS Building, Mailbox Senegal 951520, 405 Hlgard Avenue TEL: ( 00 221) 77 450 58 05 LOS ANGELOS, CA 90095 FAX: ( 00 221) 33 824 23 79 United States Email: [email protected] Tel. +(1)(310)2069363

SLR newsletter – january 2010 27 Section on Literacy and Reading Useful Addresses

Chair/Treasurer: Ivanka Stricevic Assistant Professor University of Zadar, The Lis Depart- ment Ulica Dr. Franje Tudjmana 21 23000 ZADAR Croatia Tel.+(385)(23)311540 Fax +(385)(23)311540 E-mail: [email protected]

Secretary: Rob Sarjant Head of Operations Book Aid International 39-41 Coldharbour Lane Camberwell LONDON SE5 9NR United Kingdom Tel. +(44)(20)77333577 Fax: +(44)(20)79788006 E-mail: [email protected]

Information Coordinator: Briony Birdi Lecturer in Librarianship Department of Information Studies, University of Sheffield Regent Court, 211 Portobello Street S1 4DP SHEFFIELD United Kingdom Tel. +(44)(114)2222653 Fax +(44)(114)2780300 E-mail: [email protected] Statens senter for arkiv, bibliotek og museum Editor of Newsletter: Leikny Haga Indergaard Director General Norwegian Archive, Library and Mu- seum Authority Statens senter for arkiv, bibliotek og museum P.O. Box 8145 Dep Oslo N-0033 Norway I F L A E-mail: Leikny.Haga.Indergaard@abm- utvikling.no The Norwegian Archive, Library and Museum Authority

The Norwegian Archive, Library and Museum Authority