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Developing Best Developing Best Practice in Reading Practice in Reading Tents in East AfricaTents in East Africa
Developing Best Developing Best Practice in Reading Practice in Reading Tents in East AfricaTents in East Africa
Robert Sarjant, Head of Operations, Book Robert Sarjant, Head of Operations, Book Aid International, UKAid International, UK
World Library and Information Congress, World Library and Information Congress, Oslo 2005Oslo 2005
Background• 3 countries: Kenya, Uganda,
Tanzania• Only 10% of schools have libraries• Publishing is weak• Literacy rates are low• Lack of reading culture• Growth of Primary Education
Background• East African Book Development
Association (EABDA) formed in 2001
• Runs reading tents• And trains teacher-librarians• Formed partnership with Book Aid
International (BAI) in 2003
Book Aid International• established 1954• works with partners to create reading
and learning opportunities for people to realise their potential and alleviate poverty
• provides books and training to libraries and the book chain in 18 countries
EABDA’s Mission• To enhance a reading culture in
Kenya, Uganda & Tanzania, through developing the book chain (authorship, publishing, distribution, readership) & to encourage cross border trade in books.
EABDA aims to:
develop projects that ensure creation and supply of appropriate reading materials
support development of school & community libraries, & training of teachers in reading and library development
initiate/support projects & campaigns to build a book-reading culture
Why reading tents?• Breaks association between
reading and textbooks• Makes reading for fun• ‘an outreach tool used to promote
reading, stimulate a desire and love for reading, develop reading skills and a reading culture.’
Reading Tent Activities• Storytelling and drama• Face painting• Puppet shows• Art (draw your favourite character)• Quizzes• Puzzles and games
Working in partnership to:
Promote reading as a basis for education and lifelong learning
Increase access to info. through libraries Strengthen capacity within the book
chain Develop effective advocacy Support professional skills development Improve assessment of the outcomes
Who is our audience?• Children• Teachers – many are not readers• Parents• Wider community• Local leaders and business
Planning and Partners• Involve stakeholders & identify a lead• Mobilise the community• ‘the occasion created a sense of
ownership & appreciation of the library by the local community & laid the ground for future participation of the local community, including the business people’
What materials?• Relevant to target group/local
situation• Appropriate language and style• Variety/diversity of titles• Good physical quality• Origin – local titles to promote
local book industry
Books from BAI
How do we promote the project?
• Sensitisation• Posters & Announcements• Radio, TV and newspapers• Invitations to local dignitaries• Participation in book fairs• But more advocacy needed
How do we train?
• Participatory approach• Sharing learning and best practice• Training the trainer • Focus on practical outcomes
How do we keep going?• Reduce reliance on donors• Keep sowing seeds – training,
reading clubs, book weeks, library sessions
• Build up best practice & evidence • Lobby governments for support• Collaborate with stakeholders
No room in the tent!
Conclusions• Literacy guidelines useful for
planning and looking back at projects• Reading tents project needs more
work on latter stages of cycle• Given right opportunities, children all
over the world will enjoy reading
Book Aid InternationalFor further information: Email: [email protected] see www.bookaid.org
Full paper available from:http://www.ifla.org/IV/ifla71/papers/137e-Sarjant.pdf