building a culture for literacy through school and community library programs
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Building a Culture for Literacy through School and Community Library Programs. A symposium Ninth Annual Conference of the International Association for the Improvement of Mother Tongue Education (IAIMTE) June 11-13, 2013 Paris, France. Welcome & Overview. - PowerPoint PPT PresentationTRANSCRIPT
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Building a Culture for Literacy through School and Community Library Programs
A symposium
Ninth Annual Conference of the International Association for the Improvement of Mother Tongue Education (IAIMTE) June 11-13, 2013Paris, France
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Welcome & Overview Chair: Dr Jon Shapiro (University of British Columbia,
Canada) Welcome & Introductions Goals of the Symposium
To highlight the emerging role of libraries and community partners--including government and NGOs--in literacy development.
To provide concrete examples drawn from global communities that demonstrate how libraries are working to support local literacies; and
To suggest recommendations for supporting the critical role for libraries in supporting global literacies.
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Opening Remarks
Questions and/or Issues that might arise
Donated materials versus the development of indigenous materials
The role of community libraries versus school libraries
How to build capacityNational versus regional fociTraditional versus digital materials
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Opening Remarks
The role of code switching when teaching comprehension and research and study skills
How do we measure success?
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Paper One: Successes and Challenges for Publishing and Distributing Mother
Tongue Materials in Ethiopia
ResearchChildren acquire linguistic and cognitive skills more readily in their mother tongue, then able to transfer these to a widely used, national and regional language(Education for All, 2008)Positive effects of mother-tongue instruction stronger for groups concentrated in rural areas
Policy Multilingual, multiethnic society and educational
reform Practice:
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Successes of CE Publishing Program
Partnerships Ministries, Communities
Builds capacity Extending orature to literature Authors, Illustrators, Editors, Publishing
Scope of materials – genre, readership, language, purpose
Curriculum links – to learning to read, to learning subjects
Provides opportunities for reading promotion
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Challenges to CE Publishing Program
Improving quality of materials Limited publication runs Extending connections to other organizations for
materials for critical topics (health, women, families) Navigating bureacracies – production and distribution Training educators
knowledge of CE books how to USE the books effectively to support literacy and
learning Work overload decreases excitement and necessary time
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Addressing Challenges:Educator Training
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Paper Two: Libraries Supporting Local Literacies
Dr Ray Doiron (University of Prince Edward Island, Canada) & Dr Marlene Asselin (University of British Columbia, Canada)
Background Small community and/or school libraries are contributing
to the development of learning communities in both developed and developing parts of the world.
Libraries have always responded to and contributed to the literacy needs of the communities they serve.
Role and importance of libraries has grown exponentially to meet 21st century needs and to support local community development.
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Profiles – 11 Global Libraries
11 school/community libraries invited to submit profiles.
3 libraries from Asia; 2 from Europe; 2 from Africa; 1 from Australia; 2 from South America; and 1 from North America were examined.
Each library provided: a) Brief history and information about the location and facility; b) Information on the collection; c) Community engagement; d) Examples of library activities; e) Issues and Challenges; and f) Strategies and Solutions.
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Common Themes Emerging from the
Profiles Building a Culture for Reading
Main goal was to increase awareness throughout the community of the role of reading in our lives.
Reading promotion activities in the eleven libraries suggest successful programmes are built around meaningful and responsive community partnerships, are alert to readers’ interests and personal choices and use diverse resources.
Recognize the value of sustained programmes over time – not “one-off” events.
Librarian as Literacy Educator We are all “teachers of literacy.” Librarians are actually supporting and teaching multiple literacies
in multiple ways. We teach: information/research skills; navigational/effective
search skills; study skills; communication skills etc.
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An Ecological Framework for Library Development
Context/Environment Equity/Social Justice
Partnerships/Interactions Action/Research
Community Library
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Paper Three: Children Using New Technologies:
Implications for Public and Community Library ServicesDr. Keith McPherson, University of British Columbia,
Canada
Child Trends, 2012Gardner, 2012; Sanches & Slazar, 2012Ofulue, 2011http://commons.wikimedia.org/wiki/
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Current research finds:
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Young ChildrenLearning with New Literacies
What are the literacy and learning principles young children apply when using new ICTS outside of school?
What are the implications for children’s services in public and community libraries?
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4 Main Literacy and Learning Principles/Practices
1) Multilingual, multimodal,& networked
2) Play-based & student centred
3) Reciprocal mentoring
4) Adaptable to multiple & changing contexts
http://caiophox.deviantart.com/art/Four-nations-292380074
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Questions/Challenges for public and community
libraries How can libraries promote development of
multiple literacies? How can public library services be developed to
duplicate social networking and reciprocal mentoring?
Will online networked community online services promote access, inclusion, equity and social justice?
How to assess and incorporate service that meet youngest patrons?
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Discussant
Dr. Helen Boelens
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Questions & Comments