Libraries at University of Nebraska-Lincoln

 

Date of this Version

2017

Citation

Collaborative Summer Library Program (CSLP) (2016). By-laws. Retrieved December 1, 2017 from https://www.cslpreads.org/cslp-bylaws/

Didham, R. J. & Ofei-Manu, P. (2015). The role of education in the sustainable development agenda: Empowering a learning society for sustainability through quality education. Paris: Institute for Global Environmental Strategies (IGES). Retrieved on December 10, 2017 from http://www.unesco.org

Edem, E.; Mbaba, U. C.; Udosen, A. & Isioma, E. P. (2011). Literacy in primary and secondary education in Nigeria. Journal of Language and Culture Vol. 2 (2): 15-19. February

Edwards, J. B., Rauseo, M. S. & Unger, K. R. (2013). Community centered: 23 reasons why your library is the most important place in town. A publication of the Public Library Association. Retrieved on December 9, 2017 from http://publiclibrariesonline.org

Kim, J. S. & Quinn, D. M. (2013). The effects of summer reading on low-income children’s literacy achievement from kindergarten to Grade 8. A Meta-Analysis of Classroom and Home Interventions. Review of Educational Research. Vol. 83 (3): 386-431

Global Giving (2015). Start 10 new school libraries in rural Mongolia. Retrieved on September 13, 2017 from https://www.globalgiving.org/projects/school-libraries-for-mongolia/

Mahwasane, N. P. & Mudzielwana, N. P. (2016). Library and information services to children: A review. Journal of Social Science. Vol. 46 (1): 29-38

McGrath, B., Rogers, M. & Gilligan, R. (2010). Young people and public libraries in Ireland: Issues and opportunities. Retrieved on December 10, 2017 from http://www.tcd.ie/childrensresearchcentre/publicati ons/allpublications.php.

Nigam, A. (2015). The important role of education in achieving the sustainable development goals 2030. Retrieved on December 10, 2017 from http://www.sa.undp.org

Osuchukwu, N. P. & Edewor, N. (2016). Stimulating and enriching partnership with community based organizations: inclusive participatory platform with libraries in Nigeria. International Journal of Librarianship and Information science (IJoLIS). Vol. 1. 24-41

Roman, S. & Fiore, C. D. (2010). Do public library summer reading programs close the achievement gap? The Dominican study. Children and Libraries: The Journal of the Association for Library Service to Children. 27-32 Winter

The New York State Library (2011). The importance of summer reading: Public library summer reading programs and learning. Retrieved on December 5, 2017 from http://www.nysl.nysed.gov/libdev/summer/research.htm

Scholastic Library (2016). School libraries work! A compendium of research supporting the effectiveness of school libraries. Retrieved on October 22, 2017 from http://www.scholastic.com.au/assets/pdfs/school-libraries-work.pdf

Simisaye, A. O. & QuadrI, M. O. (2010). Developing a reading habit in children: Lagos state Library Board summer reading programme experience. Library Philosophy and Practice. Retrieved on October 22, 2017 from http://www.webpages.uidaho.edu/~mbolin/simisaye-quadri.htmPractice

Thebridge, S. (2016). Poetry performance supporting well-being for young people. Retrieved December 5,2017 from https://www.ifla.org/node/10130

The Library Project (2015). Opening eyes in rural china. Retrieved on September 5, 2015 from http://www.library-project.org/about/news/in-the-news/opening-eyes-in-rural-china

The Public Library Albuquerque Bernalillo County (2017). Every child ready to read storytime. Retrieved on November 12, 2017 from http://abqlibrary.org/events/storytimes

Abstract

Reading is an important aspect of literacy that improves academic performance in children as well as widens horizon. Hence, extending reading activities to rural communities enhances social inclusion and bridges the gap of service delivery between the children in the urban areas and the underserved communities. The essence of the summer reading program is to integrate literacy skills in children and build a community of children with love for reading. It underpins the relevant theme of sustainable development goals (SDGs) where no one should be left behind. The study highlighted the activities, resources, targets, lessons learnt and challenges of extending reading programs to community children. The project was carried out in Nawgu rural community in Anambra state, South East, Nigeria. It was an evidence based study that adopted qualitative and quantitative data collection. Interview was also used. There were joint planning meetings from the initial stage to the final stage of the project with 4 librarians, 8 officers of the non-governmental organization (NGO) and 7 volunteer teachers. There was advocacy visit to Nawgu Traditional Ruler for awareness, acceptance and supports of the project in his community. The project implemented story hour activities of read aloud, picture books, children movies, use of ICT, classroom subjects among others. 153 print resources were loaned from different libraries in the state. 5 computers, 1 projector and generator were used. 142 preschool, primary and secondary school children participated in the reading program. It lasted for five weeks. The lessons learnt were that the community children are really smart but lack activities and reading resources to enhance their literacy. They showed great intelligence and willingness to learn as the presence of varieties of reading resources nurtured and brought out the desire to read. Challenges encountered were geographical location, inadequacy of teachers and librarians, lack of energy to power the laptops and the projector. The study recommended collaboration, regular extension and engagement of library services to rural children for equitable quality education.

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