SILID PANGARAP[A Fiction Library Project]

I. Background

“Fairytales are more than true – not because they tell us that dragons exist, but because they tell us that dragons can be beaten.”1

The value of reading fiction is well-established. Studies have shown that reading fiction stimulates the brain and affects how we live our lives as it has been known to teach people to empathize, and to learn tolerance towards different groups of people.2 Fiction also teaches children to imagine – not just unrealistic stories of dragons and fairies, but also of alternative lives and future lives that they could aspire to.

Unfortunately, not all children have access to fiction books. Ordinarily, funding for books, if any at all is available, goes to reference books and textbooks. Donations of books usually comprise of storybooks for children, and would rarely sufficiently represent other genres of fiction. In the Philippines, children do not have access to public libraries where they can find fiction books, much less develop and nurture interest in them.

Thus, this project is envisioned in order to give certain groups of marginalized children access to fiction and enable them to imagine a better.

II. Objectives

1 Paraphrased by Neil Gaiman from G.K. Chesterton : “Fairy tales, then, are not responsible for producing in children fear, or any of the shapes of fear; fairy tales do not give the child the idea of the evil or the ugly; that is in the child already, because it is in the world already. Fairy tales do not give the child his first idea of bogey. What fairy tales give the child is his first clear idea of the possible defeat of bogey. The baby has known the dragon intimately ever since he had an imagination. What the fairy tale provides for him is a St. George to kill the dragon. Exactly what the fairy tale does is this: it accustoms him for a series of clear pictures to the idea that these limitless terrors had a limit, that these shapeless enemies have enemies in the knights of God, that there is something in the universe more mystical than darkness, and stronger than strong fear.”2 http://www.nytimes.com/2012/03/18/opinion/sunday/the-neuroscience-of-your-brain-on-fiction.html?pagewanted=all

a. Set-up a small library of fiction books in an orphanage to inspire children to aspire for great things, despite the dire circumstances they may have been born to.

b. Encourage children to read fiction books.

c. Improve the children’s reading comprehension, in English and Filipino.

d. Improve the children’s writing skills, in English and Filipino.

e. Train older members of the group on how to conduct the read-along sessions/reading lessons.

f. Teach the children the value of books.

g. Encourage others to replicate the project in other orphanages or communities.

III. Project Details

a. Library Books

1. Selection – Books shall be curated based on suggestions of writers, teachers and other professionals. The following considerations shall be taken in selecting the books:

Books for read-along sessions, values education, and reading comprehension must be included.

The books should cater to different age groups, based on the demographics of the orphanage.

Books for pure leisure reading shall be included. DVDs of book-movie tie-ins should be included to

help children visualize the books they are reading.

2. Acquisition

Books may be purchased or donated based on a list that will be made public. The list of books already acquired shall be updated in real-time in order to maximize the resources from donors.

Books donated personally may include a short note of encouragement and the name of the donor.

b. Beneficiary – Association De Damas Filipinas

1. Pre-assessment of Beneficiary

Demographics in terms of age group, gender, reading skills (in English and Filipino)

Availability of room/space for library and reading/training sessions and other resources (books, teachers, teaching materials)

Available fiction books

2. Institutional Support

Support for project duration (six months), for reading lessons

Other institutional initiatives to encourage reading Institutional pledge to continue project Allow minimal refurbishing/redesign of the

library/classroom so that it becomes conducive for leisure-reading

c. Reading Lessons

1. Frequency – Reading lessons shall be conducted once a month, for the different age groups (i.e., toddler and young adult).

2. Assignments – Only optional writing assignments shall be given.

3. Volunteers – Reading lessons shall be conducted by trained volunteers. An allowance for transportation and

materials shall be made available upon request by the volunteers.

d. Read-Along Sessions

1. Frequency – Read-Along sessions shall be conducted once a month for the different age groups.

2. Readers – Readers shall represent artists and other professionals who can inspire children to read.

3. Book – Books to be used for read-along sessions may be selected from the library or may be donated by the reader.

e. Training

1. Training for volunteers - A training session shall be conducted to train volunteers without any teaching background on how to conduct the reading lessons. The training shall include a module on how to prepare a lesson plan.

2. Training for members of the community – older members of the community shall also be trained on how to conduct reading lessons in order to sustain the project beyond the project duration.

f. Social Media

1. Donations –

Set-up website/blog to open the project for donations in cash or books.

Update in real-time for every book donation/purchase to maximize resources.

Make cash donations and utilization available for viewing online for transparency. Each donor shall be identified by code (for their privacy and in order to

minimize grandstanding). Balance sheets shall be available for viewing every end of the month.

Remainder- If, at the end of the project duration, any amount remains, the same shall be utilized to purchase additional books or materials.

2. Calendar –

Create and update a public calendar for volunteer training, reading lessons and read-along sessions.

3. Project replication

At the end of the project duration, a summary of the project will be prepared in order to encourage others to replicate the project.

A list of potential beneficiaries shall be made available.

The booklist, sample lesson plans, budgets, etc. shall also be made available.

g. Time-Line

1. Project Duration – 6 months from the launch of the library.

2. Timeline –

March – Curate library books; set-up project website

April - May – Announce project; accept cash or book donations

May – Construct bookshelves (if necessary), acquire books not donated

June – Launch project June to December – Read-along and reading

sessions. January – Publicize project in order to encourage

others to replicate.