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Vietnam Room to Read presentation

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Presentation given by Truc Nguyen Tan Thanh from Vietnam's Room to Read program -- at Hands on Literacy 2010 in Singapore

Presentation given by Truc Nguyen Tan Thanh from Vietnam's Room to Read program -- at Hands on Literacy 2010 in Singapore

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    Vietnam Room to Read presentation Vietnam Room to Read presentation Presentation Transcript

    • Efforts to Give Back: The Role of School Libraries in Vietnam Education
      Hands on Literacy Conference
      Singapore – November 13, 2010
      Presented by Nguyen Tan Thanh Truc (MLIS),
      Room to Read Vietnam
    • Presentation Overview
      Barriers to establishing a reading culture in Vietnam
      Room to Read’s current efforts to address these barriers
      Moving forward – Next Steps
    • What are the barriers to establishing a reading culture in Vietnam?
    • Barrier #1 – Primary Education System: General
      There is no common message between educators and the government authority to value libraries as “the heart of the school and community.”
      Existing curriculum gives no time for free reading activities, and relies heavily on textbooks instead.
      Educators lack knowledge of children’s literature and how to select appropriate books for children to read.
      No budget and few options available when selecting books for school library
      High student/teacher ratio in classrooms
      Half-day schooling
      Result:
      School libraries are not sufficiently valued in Vietnam.
    • Barrier #1 – Primary Education System: School Libraries
      There are many school libraries in Vietnam’s Education System:
      However, the quality and use of these school libraries is questionable.
    • Barrier #1 – Primary Education System: School Libraries – cont.
      Current school libraries lack:
      • Clear definition of purpose, roles and functions
      • Quality materials and infrastructure, including space and furniture
      • Trained librarians – initial training and ongoing support:
      • Library work often falls to teachers who have teaching responsibilities and who lack necessary education and training
      • Library activities
      • Network and resource sharing
      • Ability to promote reading to children, teachers and parents.
      Result:
      School libraries are not fully functional in Vietnam.
    • Barrier #2 – Current Library System
      No existing policies in place to support reading culture
      Inadequate financial investment
      Large disparity between rural and urban public libraries in regards to access and available resources
      Academic libraries do not provide enough useful resources, and specialized libraries are slow to innovate
      Result:
      Decline in library use in Vietnam.
    • Barrier #3 – Lack of Quality Children’s Books & Materials
      Very few authors and illustrators writing for children
      Available books and materials are usually translated
      Focus is on illustrations and not words/text
      Lack of research on children’s reading needs and interests
      Book leveling – no cooperation between educators and publishers
      Large access disparity between urban and rural areas
      Result:
      Poor quality and low quantity of children’s books in Vietnam.
    • Barrier #4 – Lack of Family & Community Involvement
      Illiterate parents
      No habit of parents regularly reading stories with children at home:
      Reading is not a priority – time and space are not available in home or community
      Low income makes it difficult to purchase books
      Lack of knowledge on how and where to access books
      Other habits have greater priority - watching television, reading news and playing games online
      Currently no national day for reading promotion in the community
      Result:
      Reading is not a priority in the home or the community.
    • Room to Read’s efforts to address these barriers
    • Room to Read – Supporting School Libraries
      Since 2003, Room to Read (RtR) has launched467libraries in Vietnam primary schools; an additional 100 will be established in 2011.
      RtR supports these libraries over a three-year period, including teacher and librarian training and ongoing professional development.
      Local community needs inform the type of library selected for a given school, whether it is a mobile, separate, constructed or classroom library model.
    • Renovated Reading Room
      Classroom Library
      Mobile Reading Room
      Constructed Reading Room – Inside and Outside
    • Room to Read – Supporting School Libraries – cont.
      Books and Materials:
      Local language publishing program that creates quality children’s books and materials to fill gaps in the current market.
      Sourcing existing quality children’s books for all libraries that are developmentally and culturally appropriate.
      Between 3-5 books provided per student.
      Books are classified by reading level.
      Library Infrastructure:
      Special attention is given to library furniture, layout and design so that each library is inviting and accessible by all children.
    • Display bookshelves in RRs
      Art corner in a CRR
      Decoration in a renovated RR’s wall
      A book shelve in CL
    • Room to Read – Supporting School Libraries – cont.
      Teacher and Librarian Training:
      Designed by professional librarians internationally and reviewed and adapted by Vietnamese teachers and librarians to reflect Vietnam context and needs.
      Utilizes Train-the-Trainer model in partnership with BoET, DoET and local community partners.
      Targets school librarians, teachers and headmasters.
      Includes how to initially set-up library, manage the library and deliver engaging literacy activities for students.
      Works with schools on developing long-term sustainability strategies for the library beyond RtR’s 3-year support cycle.
    • Some images on teachers and librarians’ training courses
    • Room to Read – Supporting Vietnam’s Education System
      Working in partnership with BoET and DoET, RtR has:
      Provided training and professional development activities for headmasters, teachers and librarians
      Advocated for a designated reading period in all schools
      Increased family and community awareness and involvement
      Provided ongoing monitoring and support of libraries
      Provided long-term sustainability of libraries
    • Room to Read – Supporting Family & Community Involvement
      Annual ceremony for International Literacy Day combined with the Opening School Year Day:
      Raises awareness on the importance of reading and school libraries and involves local authorities, public libraries, DoET leaders, headmasters, parents, teachers and students.
      Annual reading and writing contest for children:
      Provides opportunities for creative, imaginative and logical thinking and writing and involves DoET officers, authors and illustrators, headmasters, parents, teachers and students.
      Summer reading programs at schools:
      Increases time children can access books for reading during school break and involves local authority, BoET leaders, parents, teachers and students, news media, youth volunteer clubs and women clubs.
    • Reading Day 2010.
      Art corner in a CRR
    • Moving forward – Next Steps
    • Next Steps at Room to Read Vietnam
      In 2011, RtR Vietnam will be focusing on:
      Establishing reading periods in all schools supported by RtR
      Increasing family and community engagement through events, summer program activities and targeted marketing campaigns
      Improving teacher and librarian training and ongoing professional development support, specifically on children’s habit of reading, book leveling/classification and reading period
    • Bring a book to a child, create a lifelong learner for Vietnam’s Future
    • Thank you!For more information about Room to Read: www.roomtoread.orgMy contact information:truc.nguyen@roomtoread.org