This document discusses initiatives by Friends of African Village Libraries (FAVL) to promote reading in rural Burkina Faso by producing locally relevant reading materials. FAVL has experimented successfully with producing photo books using volunteers' photos on topics of local interest. These books are popular in community libraries. FAVL also established a small multimedia center to produce pamphlet-style books printed locally. The center encourages local authors and has produced its first series of 10 children's books. These initiatives aim to address the lack of reading materials for rural communities and promote reading by providing content that reflects local culture.
The document discusses two initiatives by Friends of African Village Libraries to create locally produced reading materials for children in rural Burkina Faso. The first initiative involved creating photo books using photographs taken by volunteers in villages. Over 60 photo books on topics like local jobs, riddles, and stories were produced. The second initiative established a multimedia center in Houndé to produce pamphlet-style books written by local authors. Ten initial books were created on topics like dreams of going to school and the story of an orphan who succeeds. Both types of locally produced books have been widely read and generated interest among rural readers.
The newsletter provides updates on the activities of Friends of African Village Libraries (FAVL) in Burkina Faso, Ghana, and Uganda over the past year. Key points include:
- FAVL now supports 34 libraries in Burkina Faso, 3 in Ghana, 1 in Uganda, and over 40 Ugandan member libraries.
- In Burkina Faso, 20 new libraries opened with a USDA grant and a librarian conference was held. Four books were published.
- In Ghana, after-school reading programs were held in all 3 libraries and 300 books were purchased.
- In Uganda, the library association conference was hosted in Kamuli.
- Activities included reading camps, book
The Namuwongo Community Library has had a successful first year of operation, with key achievements including high visitor numbers, employment of five staff who received training, valuable community participation, a partnership with the local government, and an increasing collection of books and services. Looking ahead, the library aims to continue developing programs, strengthening partnerships, and pursuing financial sustainability to support its vision of providing learning opportunities for all community members.
The document summarizes a Rotary-funded Global Grant project from 2013-2017 to establish a multimedia center in Houndé, Burkina Faso. The center will assist local residents in producing books about African themes to distribute to local libraries. As of March 2014, $7,347 of the $35,584 grant had been spent. Next steps include hiring a manager, continuing to produce 20 new titles per year, printing and distributing thousands of copies, and organizing an electronic title catalog.
FAVL started with one small library in Burkina Faso and has since partnered with communities across Africa and supporters worldwide to help libraries grow. FAVL aims to develop a culture of reading by encouraging people to read for pleasure as well as purpose. FAVL trains and supports local librarians who serve their own communities and look for ways to improve local libraries by adding new books to attract, motivate, and satisfy readers of all types, including through popular summer reading camps that help children's reading, writing, and public speaking skills.
Harford County Public Library had a notable year in 2013 by expanding Sunday hours and hosting special events. The Library also focused on supporting small businesses and entrepreneurs. It introduced several new digital services for patrons to access magazines, movies, music, audiobooks and online courses from home. The Library also launched an innovative early literacy program called Little Leapers that provided kits to develop preschoolers' skills through hands-on activities.
This document is for first half of a panel presentation.at the Joint Conference of Librarians of Color, 2012. The slides discuss a research project and preliminary results. The research question: Do our library collections reflect the diverse youth we serve?
The document discusses two initiatives by Friends of African Village Libraries to create locally produced reading materials for children in rural Burkina Faso. The first initiative involved creating photo books using photographs taken by volunteers in villages. Over 60 photo books on topics like local jobs, riddles, and stories were produced. The second initiative established a multimedia center in Houndé to produce pamphlet-style books written by local authors. Ten initial books were created on topics like dreams of going to school and the story of an orphan who succeeds. Both types of locally produced books have been widely read and generated interest among rural readers.
The newsletter provides updates on the activities of Friends of African Village Libraries (FAVL) in Burkina Faso, Ghana, and Uganda over the past year. Key points include:
- FAVL now supports 34 libraries in Burkina Faso, 3 in Ghana, 1 in Uganda, and over 40 Ugandan member libraries.
- In Burkina Faso, 20 new libraries opened with a USDA grant and a librarian conference was held. Four books were published.
- In Ghana, after-school reading programs were held in all 3 libraries and 300 books were purchased.
- In Uganda, the library association conference was hosted in Kamuli.
- Activities included reading camps, book
The Namuwongo Community Library has had a successful first year of operation, with key achievements including high visitor numbers, employment of five staff who received training, valuable community participation, a partnership with the local government, and an increasing collection of books and services. Looking ahead, the library aims to continue developing programs, strengthening partnerships, and pursuing financial sustainability to support its vision of providing learning opportunities for all community members.
The document summarizes a Rotary-funded Global Grant project from 2013-2017 to establish a multimedia center in Houndé, Burkina Faso. The center will assist local residents in producing books about African themes to distribute to local libraries. As of March 2014, $7,347 of the $35,584 grant had been spent. Next steps include hiring a manager, continuing to produce 20 new titles per year, printing and distributing thousands of copies, and organizing an electronic title catalog.
FAVL started with one small library in Burkina Faso and has since partnered with communities across Africa and supporters worldwide to help libraries grow. FAVL aims to develop a culture of reading by encouraging people to read for pleasure as well as purpose. FAVL trains and supports local librarians who serve their own communities and look for ways to improve local libraries by adding new books to attract, motivate, and satisfy readers of all types, including through popular summer reading camps that help children's reading, writing, and public speaking skills.
Harford County Public Library had a notable year in 2013 by expanding Sunday hours and hosting special events. The Library also focused on supporting small businesses and entrepreneurs. It introduced several new digital services for patrons to access magazines, movies, music, audiobooks and online courses from home. The Library also launched an innovative early literacy program called Little Leapers that provided kits to develop preschoolers' skills through hands-on activities.
This document is for first half of a panel presentation.at the Joint Conference of Librarians of Color, 2012. The slides discuss a research project and preliminary results. The research question: Do our library collections reflect the diverse youth we serve?
Heinrich Mann's quote about the importance of books is presented. The document then summarizes how Oklahoma libraries provide valuable resources and programs that promote literacy and learning for children. Libraries offer books, audio tapes, computers, storytimes, summer reading programs, and outreach through bookmobiles. They also provide volunteer opportunities to encourage community involvement among youth.
Van vuuren communal reading as a way to foster a reading cultureFOTIM
This document discusses the One Book One Library project at the University of Johannesburg aimed at promoting a reading culture. It provides background on literacy and reading habits in South Africa. The project selects an annual book for all campus libraries to read, such as Three-Letter Plague in 2009 and Black Diamond in 2010. Activities include discussions, author visits, and marketing. Over 400 and 900 students participated respectively. While requiring a budget, the project is worthwhile in increasing knowledge and challenging stereotypes among student readers.
Bookwatch Vol.20 No.1 (Approved Cover)Libay Cantor
This issue of Bookwatch focuses on the role of literature in advocacy. The editor, Libay Linsangan Cantor, discusses how she transformed the national tragedy of Typhoon Yolanda into a literary work by giving voice to survivors. Onnah Valera contributed an article exploring developments in queer Philippine literature and the challenges faced. Tin Palattao argues for including "taboo" topics in children's literature. Loreen Ordoño interviews Buhay Bahaghari editor Eva Callueng on current LGBT writing and topics.
This document is a newsletter from the Children's Services Division (CSD) of the Maryland Library Association. It discusses upcoming CSD events, including conferences in April and June. It also shares news from libraries around the state, such as a Black History Month program for young inventors in Cecil County and an Acts of Kindness Club in Harford County. The newsletter encourages donations to an ice cream basket for a silent auction and seeks volunteers for the 2016 Blue Crab Young Reader Award committee. In addition, it provides details on registering for webinars and the annual MLA conference in May.
FAVL provides community libraries in West and East Africa that offer books, storytelling, games, singing, and dancing to help children and adults discover the joy of reading. The libraries also host summer reading camps and provide facilities like latrines to encourage reading and learning. FAVL shares statistics on its African libraries and describes opportunities for volunteers through its study abroad program or financial donations.
This 3-sentence summary provides the essential information from the Libri Foundation grant application document:
The document is a grant application form for the Libri Foundation's Books for Children program, requesting funding to purchase new children's books for the Crisp County High School media center in Cordele, Georgia. The application details the library's budget, programming, needs, and plan to publicize and utilize new books if awarded a matching grant of up to $350 to address budget cuts impacting their materials budget.
Friends of African Village Libraries had a successful 2010, supporting 15 libraries across 4 countries. They inaugurated two new libraries in Burkina Faso and implemented summer reading camps in Ghana and Burkina Faso. FAVL also continued their Reading West Africa program that brought students to Burkina Faso to produce reading materials. Key priorities for FAVL include building library endowments, hosting more reading camps, and producing materials in local languages.
This 3 sentence summary provides the essential information from the Libri Foundation grant application document:
The document is a grant application form for the Libri Foundation's Books for Children Program that asks for information such as the name and location of the applicant library, details about the area served, circulation and programming information, budget details, plans for local fundraising by sponsors, reasons for needing assistance acquiring new children's books, and agreement to submit a follow up report.
Bookwatch Vol.20 No.2 (Approved Cover)Libay Cantor
This article provides an overview of trends in Philippine literature for children and young adults. It discusses how the local market is expanding as global markets for children's and YA literature grow. It interviews practitioners in the field, including professors who teach creative writing, illustrators, and authors. They provide insights into what has been published, what is being written, the creative process, and challenges with publishing and marketing locally and abroad. The article notes that while foreign content remains popular, Philippine literature for young readers has grown over decades and platforms have evolved to potentially reach youth audiences. It aims to help the growth of Philippine literature for young readers and enhance its reach for the future.
FAVL supports community libraries in African villages that provide books, reading materials, and educational activities for children, including summer reading camps. The libraries offer a place for children to read, discover new books, tell stories, play games, sing, and dance. FAVL seeks help from donors to fund and support these African village libraries.
This document discusses how traditional library models are designed for middle-class patrons and do not adequately serve poor communities. It proposes changing library models and operations to better serve poor populations by easing barriers they face, such as late fees, location restrictions, and residency requirements. Examples given of new models include "front porch libraries" located in homes in poor neighborhoods and library gardens created by convicts doing community service that transform libraries into community green spaces. The goal is to make libraries more accessible and welcoming to poor patrons by removing assumptions of car ownership and addressing environmental challenges they face.
The document discusses IBBY's Children in Crisis Programme which provides bibliotherapy and establishes libraries and community centers for children affected by conflict and crisis around the world. Locations mentioned include Lebanon, Peru, China, Gaza, Iran, Afghanistan, and favelas in Rio. The program trains people in conflict management and collects children's voices, photos, and paintings to share with media to help children be heard.
The Kwani Trust runs the Soma Schools Tour to promote creative writing and literature among youth. The tour introduces students to contemporary African books and authors. Writers discuss their journeys and careers with students. Since 2013, the tour has reached 1,779 students at 21 schools, donating 500 books. The objective is to inspire more young creative writers by exposing them to published authors and broadening their perspectives beyond the curriculum. Partnerships with companies can help donate more books to school libraries and reach more remote areas.
Since ancient times, adults have entertained children with folktales and stories that were passed down orally. As these oral traditions developed, written children's literature emerged, starting with Aesop's Fables in 400 AD. Over subsequent centuries, children's books evolved from instructional texts to include illustrated stories and books intended solely for pleasure reading in the 18th-19th centuries. Today, children's literature encompasses many genres and formats.
The Evolution of the Public Library Final PaperAnnie Watkins
The document discusses how public libraries have evolved over time to better serve the public. It notes that historically, libraries primarily served the elite and educated classes. Over time, as more of the general population gained literacy, libraries opened their services to broader demographics. However, racial segregation meant that black communities had limited access and received poorer resources and facilities than white libraries. The civil rights movement helped integrate libraries and make them inclusive of all races. The document also discusses how libraries have adapted youth programs and services to attract different age groups.
The Tribal College Librarians Institute (TCLI) started in the 1980s to address the needs of librarians at tribal colleges. It has since expanded from a three day statewide program to a five day nationwide program serving over 66 tribal colleges. The mission of TCLI is to provide professional development for tribal college librarians and those who serve tribal college students. TCLI receives funding from various sources including the Institute of Museum and Library Services and the Paul Allen Foundation. The institute offers sessions on topics like cultural presentations, library services, education, and networking opportunities to address the unique needs of tribal college libraries.
Effective use of library by Pasifika- slanzarobfinlay
Presentation for SLANZA conference 2011, including :
knowing your students;
knowing education goals and issues for Pasifika students;
print and digital resources;
strategies that will engage;
Library environment
This document discusses the importance and future of public libraries. It begins by asking whether public libraries are still relevant institutions in the 21st century or if they are becoming obsolete like other outdated technologies and services. The author argues that public libraries play a vital role in society by collecting, organizing and providing access to recorded knowledge, and that without public libraries, society could regress similar to how Europe entered the dark ages. The document then examines the history of public libraries and how their roles and services have evolved over time to remain relevant to their communities. It emphasizes that while methods may change, the core purpose of libraries to disseminate information remains constant. The author argues that librarians must demonstrate passion and commitment to securing the future of public
This document provides information about education in South African townships. It notes that most South Africans are of black ancestry and speak Bantu languages, with English and Afrikaans also being commonly used. It then focuses on Tshume Primary School, which is supported by the Calabash Trust, and shows pictures of the staff, students at prayers, cooks preparing food, students reading in the library, doing displays, writing poems, and doing math activities. The goal is to bring a creative approach to education and promote literacy to provide opportunities for students.
The newsletter provides updates on the activities of Friends of African Village Libraries (FAVL), a non-profit organization that supports libraries in Burkina Faso, Ghana, and Uganda. FAVL works with local partners to develop literacy programs, provide library materials and training, and build libraries. Updates include FAVL supporting three libraries in Ghana with materials and repairs, the Community Libraries Association of Uganda distributing books and assisting various library programs, and FAVL's partner in Burkina Faso continuing to produce and distribute locally authored books to schools. The newsletter honors donors and late supporters of FAVL's mission.
FAVL was founded in 2001 to help establish and support village libraries in rural Africa. Since then, it has helped establish 38 libraries in Burkina Faso, 3 in Ghana, and 1 in Uganda. In the past year, FAVL partnered with other organizations to establish 2 new libraries in Burkina Faso. However, terrorism has led to the closure of 5 libraries in Burkina Faso and displacement of residents. FAVL continues its work of supporting existing libraries and establishing new ones to promote literacy, education, and community.
Heinrich Mann's quote about the importance of books is presented. The document then summarizes how Oklahoma libraries provide valuable resources and programs that promote literacy and learning for children. Libraries offer books, audio tapes, computers, storytimes, summer reading programs, and outreach through bookmobiles. They also provide volunteer opportunities to encourage community involvement among youth.
Van vuuren communal reading as a way to foster a reading cultureFOTIM
This document discusses the One Book One Library project at the University of Johannesburg aimed at promoting a reading culture. It provides background on literacy and reading habits in South Africa. The project selects an annual book for all campus libraries to read, such as Three-Letter Plague in 2009 and Black Diamond in 2010. Activities include discussions, author visits, and marketing. Over 400 and 900 students participated respectively. While requiring a budget, the project is worthwhile in increasing knowledge and challenging stereotypes among student readers.
Bookwatch Vol.20 No.1 (Approved Cover)Libay Cantor
This issue of Bookwatch focuses on the role of literature in advocacy. The editor, Libay Linsangan Cantor, discusses how she transformed the national tragedy of Typhoon Yolanda into a literary work by giving voice to survivors. Onnah Valera contributed an article exploring developments in queer Philippine literature and the challenges faced. Tin Palattao argues for including "taboo" topics in children's literature. Loreen Ordoño interviews Buhay Bahaghari editor Eva Callueng on current LGBT writing and topics.
This document is a newsletter from the Children's Services Division (CSD) of the Maryland Library Association. It discusses upcoming CSD events, including conferences in April and June. It also shares news from libraries around the state, such as a Black History Month program for young inventors in Cecil County and an Acts of Kindness Club in Harford County. The newsletter encourages donations to an ice cream basket for a silent auction and seeks volunteers for the 2016 Blue Crab Young Reader Award committee. In addition, it provides details on registering for webinars and the annual MLA conference in May.
FAVL provides community libraries in West and East Africa that offer books, storytelling, games, singing, and dancing to help children and adults discover the joy of reading. The libraries also host summer reading camps and provide facilities like latrines to encourage reading and learning. FAVL shares statistics on its African libraries and describes opportunities for volunteers through its study abroad program or financial donations.
This 3-sentence summary provides the essential information from the Libri Foundation grant application document:
The document is a grant application form for the Libri Foundation's Books for Children program, requesting funding to purchase new children's books for the Crisp County High School media center in Cordele, Georgia. The application details the library's budget, programming, needs, and plan to publicize and utilize new books if awarded a matching grant of up to $350 to address budget cuts impacting their materials budget.
Friends of African Village Libraries had a successful 2010, supporting 15 libraries across 4 countries. They inaugurated two new libraries in Burkina Faso and implemented summer reading camps in Ghana and Burkina Faso. FAVL also continued their Reading West Africa program that brought students to Burkina Faso to produce reading materials. Key priorities for FAVL include building library endowments, hosting more reading camps, and producing materials in local languages.
This 3 sentence summary provides the essential information from the Libri Foundation grant application document:
The document is a grant application form for the Libri Foundation's Books for Children Program that asks for information such as the name and location of the applicant library, details about the area served, circulation and programming information, budget details, plans for local fundraising by sponsors, reasons for needing assistance acquiring new children's books, and agreement to submit a follow up report.
Bookwatch Vol.20 No.2 (Approved Cover)Libay Cantor
This article provides an overview of trends in Philippine literature for children and young adults. It discusses how the local market is expanding as global markets for children's and YA literature grow. It interviews practitioners in the field, including professors who teach creative writing, illustrators, and authors. They provide insights into what has been published, what is being written, the creative process, and challenges with publishing and marketing locally and abroad. The article notes that while foreign content remains popular, Philippine literature for young readers has grown over decades and platforms have evolved to potentially reach youth audiences. It aims to help the growth of Philippine literature for young readers and enhance its reach for the future.
FAVL supports community libraries in African villages that provide books, reading materials, and educational activities for children, including summer reading camps. The libraries offer a place for children to read, discover new books, tell stories, play games, sing, and dance. FAVL seeks help from donors to fund and support these African village libraries.
This document discusses how traditional library models are designed for middle-class patrons and do not adequately serve poor communities. It proposes changing library models and operations to better serve poor populations by easing barriers they face, such as late fees, location restrictions, and residency requirements. Examples given of new models include "front porch libraries" located in homes in poor neighborhoods and library gardens created by convicts doing community service that transform libraries into community green spaces. The goal is to make libraries more accessible and welcoming to poor patrons by removing assumptions of car ownership and addressing environmental challenges they face.
The document discusses IBBY's Children in Crisis Programme which provides bibliotherapy and establishes libraries and community centers for children affected by conflict and crisis around the world. Locations mentioned include Lebanon, Peru, China, Gaza, Iran, Afghanistan, and favelas in Rio. The program trains people in conflict management and collects children's voices, photos, and paintings to share with media to help children be heard.
The Kwani Trust runs the Soma Schools Tour to promote creative writing and literature among youth. The tour introduces students to contemporary African books and authors. Writers discuss their journeys and careers with students. Since 2013, the tour has reached 1,779 students at 21 schools, donating 500 books. The objective is to inspire more young creative writers by exposing them to published authors and broadening their perspectives beyond the curriculum. Partnerships with companies can help donate more books to school libraries and reach more remote areas.
Since ancient times, adults have entertained children with folktales and stories that were passed down orally. As these oral traditions developed, written children's literature emerged, starting with Aesop's Fables in 400 AD. Over subsequent centuries, children's books evolved from instructional texts to include illustrated stories and books intended solely for pleasure reading in the 18th-19th centuries. Today, children's literature encompasses many genres and formats.
The Evolution of the Public Library Final PaperAnnie Watkins
The document discusses how public libraries have evolved over time to better serve the public. It notes that historically, libraries primarily served the elite and educated classes. Over time, as more of the general population gained literacy, libraries opened their services to broader demographics. However, racial segregation meant that black communities had limited access and received poorer resources and facilities than white libraries. The civil rights movement helped integrate libraries and make them inclusive of all races. The document also discusses how libraries have adapted youth programs and services to attract different age groups.
The Tribal College Librarians Institute (TCLI) started in the 1980s to address the needs of librarians at tribal colleges. It has since expanded from a three day statewide program to a five day nationwide program serving over 66 tribal colleges. The mission of TCLI is to provide professional development for tribal college librarians and those who serve tribal college students. TCLI receives funding from various sources including the Institute of Museum and Library Services and the Paul Allen Foundation. The institute offers sessions on topics like cultural presentations, library services, education, and networking opportunities to address the unique needs of tribal college libraries.
Effective use of library by Pasifika- slanzarobfinlay
Presentation for SLANZA conference 2011, including :
knowing your students;
knowing education goals and issues for Pasifika students;
print and digital resources;
strategies that will engage;
Library environment
This document discusses the importance and future of public libraries. It begins by asking whether public libraries are still relevant institutions in the 21st century or if they are becoming obsolete like other outdated technologies and services. The author argues that public libraries play a vital role in society by collecting, organizing and providing access to recorded knowledge, and that without public libraries, society could regress similar to how Europe entered the dark ages. The document then examines the history of public libraries and how their roles and services have evolved over time to remain relevant to their communities. It emphasizes that while methods may change, the core purpose of libraries to disseminate information remains constant. The author argues that librarians must demonstrate passion and commitment to securing the future of public
This document provides information about education in South African townships. It notes that most South Africans are of black ancestry and speak Bantu languages, with English and Afrikaans also being commonly used. It then focuses on Tshume Primary School, which is supported by the Calabash Trust, and shows pictures of the staff, students at prayers, cooks preparing food, students reading in the library, doing displays, writing poems, and doing math activities. The goal is to bring a creative approach to education and promote literacy to provide opportunities for students.
The newsletter provides updates on the activities of Friends of African Village Libraries (FAVL), a non-profit organization that supports libraries in Burkina Faso, Ghana, and Uganda. FAVL works with local partners to develop literacy programs, provide library materials and training, and build libraries. Updates include FAVL supporting three libraries in Ghana with materials and repairs, the Community Libraries Association of Uganda distributing books and assisting various library programs, and FAVL's partner in Burkina Faso continuing to produce and distribute locally authored books to schools. The newsletter honors donors and late supporters of FAVL's mission.
FAVL was founded in 2001 to help establish and support village libraries in rural Africa. Since then, it has helped establish 38 libraries in Burkina Faso, 3 in Ghana, and 1 in Uganda. In the past year, FAVL partnered with other organizations to establish 2 new libraries in Burkina Faso. However, terrorism has led to the closure of 5 libraries in Burkina Faso and displacement of residents. FAVL continues its work of supporting existing libraries and establishing new ones to promote literacy, education, and community.
This newsletter provides updates on the activities of Friends of African Village Libraries (FAVL), a non-profit organization that supports libraries in Africa. FAVL works with 18 libraries in 4 countries to develop literacy programs and provide training for library staff. Key updates include: a new coordinator for FAVL's Ghana libraries; expanded health camps in Ugandan libraries; a project to create 20 new libraries in Burkina Faso; and the production of 4 new children's books in local languages. FAVL is also working on a new library for the village of Sebba in Burkina Faso through fundraising efforts.
FAVL supports libraries in Burkina Faso, Ghana, and Uganda by providing books, funding literacy programs, and training library staff. Current fundraising priorities include building endowments for community libraries, renewing stocks of African authored books, and producing books in local languages. Updates are provided on activities at libraries in each country over the past year, including hosting reading competitions, refurbishing libraries damaged by storms, and distributing thousands of books.
The newsletter provides updates on several initiatives of the Friends of African Village Libraries (FAVL) organization. FAVL was able to purchase a popular graphic novel series called Aya of Yopougon for libraries in Burkina Faso thanks to donor support. FAVL also manages 18 libraries across 4 countries and supports an additional 64 libraries through partnerships. Current fundraising priorities include establishing endowments and renewing books stock for the libraries. Several library programs are highlighted, including successful reading camps in Burkina Faso, after-school programs improving student skills in Ghana, and a new library opening in Burkina Faso honoring a deceased Peace Corps volunteer.
FAVL supports libraries in rural Africa through donations and volunteers. In 2020, they supported 38 libraries in Burkina Faso, 3 in Ghana, and the Kitengesa Community Library in Uganda. Updates included rebuilding a library in Ghana damaged by a storm, reopening libraries closed due to COVID-19 with safety measures, and producing locally authored books in Burkina Faso languages to promote literacy. FAVL also mourned the loss of supporters and librarians while continuing their mission to develop reading cultures and programs.
The document summarizes the activities and challenges of Friends of African Village Libraries (FAVL) in supporting community libraries in Africa. It discusses that FAVL has helped establish 38 libraries in West and East Africa, but faces ongoing challenges including advocating for more government support, conducting research on the impact of libraries, and motivating and training village librarians with limited resources. It also provides updates on positive activities and developments at several FAVL-supported libraries.
The document summarizes the activities and challenges of Friends of African Village Libraries (FAVL) in supporting community libraries in Africa. It discusses that FAVL has helped establish 38 libraries in West and East Africa, but faces ongoing challenges including advocating for more government support, conducting research on the impact of libraries, and motivating and training village librarians with limited resources. It also provides updates on positive activities and developments at several FAVL-supported libraries.
The Read-a-Thon fundraiser typically takes 4 weeks. In the first 2 weeks, students set reading goals and collect sponsorships. Week 3 is designated as reading week where students track reading minutes. In the 4th week, students collect donations from sponsors and submit them along with their time sheets. The funds raised will help provide books, libraries, and librarian salaries for communities in Africa that lack access to reading materials.
FAVL's mission is to promote literacy in rural Africa. It supports libraries in Burkina Faso, Ghana, and Uganda through developing literacy programs, library staff training, and fundraising for priorities like building endowments and stocking books. In 2017, FAVL held conferences for librarians, organized summer reading camps, and repainted and upgraded libraries. It also produced new books in local languages and received donations to continue its work promoting reading.
The Friends of African Village Libraries newsletter provides updates on their work in 2017 to support libraries in Burkina Faso, Ghana, and Uganda. Key activities included holding conferences for librarians in Burkina Faso and Uganda, producing new books and materials for libraries, and hosting literacy programs. Donations helped fund priorities such as building endowments for libraries and acquiring additional books and materials in local languages.
The summary provides an overview of the activities of the FAVL Multimedia Center in Houndé, Burkina Faso from October 2013 to April 2014. Key points include:
- Construction of the center was completed in October 2013 and equipment arrived in November.
- Six books were published in the Faso Bibliothèque series for children, printed locally.
- The center promoted local authorship and received 13 submissions from aspiring writers.
- Future plans include books for different age groups, in local languages, and organizing reading clubs.
This newsletter provides updates on the activities of Friends of African Village Libraries (FAVL), a non-profit organization that supports libraries in Africa. It discusses how FAVL works with local partners to develop literacy programs and provide training for library staff in Burkina Faso, Ghana, and Uganda. In the past few years, the COVID-19 pandemic and conflicts have negatively impacted many community libraries. The newsletter provides specific details on challenges faced by libraries in Burkina Faso due to civil conflict, as well as updates on activities of libraries supported by FAVL in Ghana and Uganda. It also recognizes donors and loved ones memorialized through gifts to FAVL.
FAVL is committed to establishing and supporting small community libraries in Sub-Saharan Africa to increase access to reading materials. It works with villages to build and staff libraries, provides books and training, and ensures reporting. FAVL has established 14 libraries across 4 countries and supports the Uganda Community Library Association with over 60 member libraries. In 2009-2010, FAVL launched reading camps, opened 4 new libraries in Burkina Faso, received a grant to improve girl access, and increased UgCLA membership by 50%. It also supported various library conferences and launched a study abroad program where students publish culturally relevant books.
During August, the author participated in reading camps in four villages in Burkina Faso. The camps were facilitated by local teachers, librarians, assistants, and 2-3 Peace Corps volunteers. Each day included guided reading, free reading, tutorials, and lessons on topics like health, gender, and success in school. The camps emphasized improving reading levels through a return to basics like reciting the alphabet and syllabification. Overall, the author enjoyed the experience and seeing the impact of the camps, which will help in their role as a Peace Corps volunteer.
My Keynote Speech at the 37th Congress of the International Board of Books for Young People (IBBY) in Russia
I debunked some myths about reading culture in Africa and presented the key pillars of the Children books industry. Explored the existing challenges, progress achieved so far and possibilities.
Also presented the work and impact of Muna Kalati, in advancing development and peace in Africa through Children books.
The annual report summarizes the activities of Friends of African Village Libraries (FAVL) in 2009. FAVL established 13 libraries across Burkina Faso, Ghana, Tanzania, and Uganda, serving over 135,000 visitors. Key accomplishments included two new libraries in Burkina Faso, increased support for the Uganda Community Library Association which grew to over 60 members, and launching the first Reading West Africa study abroad program in partnership with Santa Clara University.
The document summarizes Lavinia Gadsden's trip to Uganda and Rwanda from August 9-24, 2010 to visit various community libraries and organizations. It describes several Ugandan community libraries started by local communities to provide books and reading materials for children and adults. It also mentions visiting libraries built by other non-profit organizations in Uganda and Rwanda, including the Ready for Reading library in Kigali, Rwanda and the Miracle Corners community center outside Kigali. The trip provided an opportunity to learn about different models of community libraries and organizations working to improve education in rural areas.
The document summarizes Lavinia Gadsden's trip to Uganda and Rwanda from August 9-24, 2010 to visit various community libraries and organizations. It describes several small, grassroots libraries started by local communities throughout Uganda that are part of the Uganda Community Library Association, which has over 80 member libraries. It provides details about several specific libraries visited, the local leaders supporting them, and the programs and resources they offer. It also discusses two other organizations, Ready for Reading and Miracle Corners, that Gadsden visited in Rwanda.
The document provides information about libraries and resources for school librarians in the Philippines. It discusses the Library Hub project which aims to make books more accessible for school-aged children. It also mentions the Philippine Librarians Association and Philippine Association of School Librarians which work to support librarians. Finally, it lists additional resources for children's literature and librarianship in the Philippines.
Similar to Libraries creating reading material for rural children readers in Burkina Faso (20)
The document summarizes a training report for the Uganda Community Knowledge Project (UCKP), which provided digital learning resources, tablets, and training to 5 community libraries in Uganda. Key points:
- UCKP is a 1-year pilot project funded by Book Aid International to provide digital resources and training to support reading and learning in underserved communities.
- Each library received a Remote Area Community Hotspot for Education and Learning device, tablets loaded with e-books, storage safes and other materials to support activities.
- A 3-day training was conducted for 2 representatives from each library on using the devices and resources, data collection, child safety, and monitoring and evaluation.
- Challen
The monthly report from the Bolga-Sherigu Community Library in July 2023 saw high patronage, especially at night. Popular activities included group readings, individual reading, games, and students preparing for exams. A fan and lightbulbs were replaced. Visitors included the library coordinator who monitored the space. Overall, it was an encouraging month for the library.
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2. 2
1. Introduction
The primary function and public service of public libraries, even today in the digital age, is to
promote reading. For libraries to serve the reading public, they must have collections that
will interest readers. In many situations, it is not enough to passively accept the books
available from publishers and book donation programs. As with schools, the staff of public
libraries and the organizations that support public libraries have to be attentive to the creation
of content (Amaral and Rosenberg 2000).
Creation of original content that reflects local culture is especially important for
promoting reading in rural Burkina Faso. Village readers are mostly first-generation readers.
They have not been immersed, from childhood, in a reading culture. Their parents have not
read them story books as children. Their home environment has been literacy-poor; most
homes have no books. Their teachers have not read them story books in the classroom.
They have not had free reading time at school. This literacy-poor environment continues to
this day, even though about 50% of children in rural Burkina Faso are now attending school.
Almost no primary schools have school libraries and secondary schools have just a few
shelves of books, often kept locked away in the office of the director. The Ministry of
Education proclaims awareness of the importance of promoting a reading culture, even
though the budget for book distribution and reading programs is minimal. Indeed, the
network of 35 government libraries (known as Celpac) has been virtually abandoned.
Likewise, the book publication business in Burkina Faso is quite neglected. Only a handful
of children and young adult books are published each year. Novels continue to be published
regularly, and there has been a growing interest in publishing memoirs (though often of poor
quality). The book distribution system is minimal, with fewer than ten bookstores serving the
entire country, and all located in the two large cities of Ouagadougou and Bobo-Dioulasso.
3. 3
The reading ecosystem is changing, of course. Newspapers are increasingly available
even in rural areas. Second-hand imported books, however, are increasingly available in the
markets of Ouagadougou. Bookstores and informal sector book stalls serve the well-
educated urban reading public. The market for reading materials is definitely growing. In
the past, this would have been enough to ensure a vibrant reading ecosystem. The
introduction of smart phones has clearly changed the purchasing habits and leisure time
habits of would-be readers. It is unclear whether places like Burkina Faso will support both a
reading culture and a smart phone culture. In any case, rural areas, home to more than 70%
of the population, remain neglected.
2. Reading preferences of rural African readers
When books are made available to rural populations in Africa that are first or second-
generation school-goers, a class of avid readers emerges (Yannotta and Dent 2005, Goodman
2008, Parry 2009). In Burkina Faso, numerous studies have suggested the cost-effectiveness
of promoting reading (Kevane and Sissao 2006, Kevane and Sissao 2008, Diallo 2009,
Compaoré, Kevane and Sissao 2012). New readers, especially youth and children, have
strong motivation to read.
There is, however, considerable problem of access to books and other reading
materials.
Every library, moreover, is faced with choices over how to allocate a limited collections
budget. In practice, rural African libraries confront a serious dilemma: fill up shelves with
donated European or American books, from organizations such as Books for Africa and
BookAid International, or purchase books written by African authors, or books developed
with an African reader in mind. Donated books are quite inexpensive. In Ghana, for
example, the Ghana Book Trust in Accra provides donated books at nominal cost. African-
4. 4
oriented books, on the other hand, typically cost USD $5-10 per copy when purchased
through bookstores or even direct from publishers. Stranger-Johannessen (2014) discusses
this and other ethnical issues confronting rural libraries in Africa
When libraries make choices regarding collection development, studies of reading
preferences must be considered. If an African novel or children’s book were likely to be read
50 times, while another book developed for the European or American audience were only
likely to be read 10 times, then in terms of the “cost per book read,” it would be reasonable to
pay five times.
Unfortunately, there are few careful studies of the reading preferences in Africa. Griswold
(2000) studied adult readers in Nigeria, and found an overwhelming preference for Nigerian
and other African novels. Dent, Goodman and Kevane (2014) report on a study of a set of
summer reading camps in northern Ghana. Children attending the camps were offered
African or European books, on alternating days. The research found that there was no
difference in the amount or quality of books read on the different days. In the controlled
setting of a summer reading camp, with counsellors encouraging and monitoring reading,
Ghanaian schoolchildren seemed to be equally willing to read both types of books. Plonski
(2009) also offered some evidence that donated books had similar virtues, in terms of reader
preference and outcomes from reading, as African books.
The experience of Friends of African Village Libraries (FAVL) is pertinent. FAVL
has found very strong demand for African books compared with donated books, in 13
community libraries in Burkina Faso. FAVL has been aiding village libraries in Burkina
Faso since 2001. At present, FAVL established and continues to support 13 village libraries.
The libraries are typically one room buildings, often refurbished from abandoned buildings
no longer used by the community. Each library collection comprises from 1,000-2,000
books. The libraries and librarians are technically under the office of the mayor as
5. 5
representative of the rural or municipal council. In practice, only a few mayors and
councilors evince much interest in the libraries, and much library management and
supervision is carried out by FAVL. FAVL donors support transfers to the mayors to cover
librarian salaries. FAVL also supports libraries with a variety of reading programs and book
renewal.
Libraries supported by FAVL are lending libraries. Records of borrowing indicate
overwhelming preference by adult readers for African novels. Roughly 60% of all loans are
African novels. Moreover, usage of books in the libraries, especially by schoolchildren,
confirms strong preferences for children’s books with African settings.
Francophone Africa has, unfortunately, a sizable deficit in the production of
children’s literature (Attikpoé 2007, Cazenave 2009, De Agustín 2012). Burkina Faso is
even worse in this regard, with few publications and limited distribution of books intended
for children and youth (Sissao 2009). In view of the difficulties in acquiring children’s
books, FAVL undertook the process of experimenting with a variety of book production
strategies. The next two section describe two of those strategies: the production of
photobooks, and the creation of a center to print and distribute locally authored reading
materials.
3. Creating photo books for early readers
FAVL was inspired by the work of Kathy Knowles to begin, in 2007, the production and
distribution of photo books for young readers and new adult readers. Kathy Knowles,
director of Osu Children’s Library Fund, which primarily supports libraries in Ghana, has
created more than 50 books. Ms. Knowles approached FAVL to translate several of her
books into French and Dioula, one of the largest languages of southwestern Burkina Faso.
6. 6
The results were four books centered on the theme of colors: red, blue, green and yellow.
Following that, FAVL translated, and Kathy Knowles published, the book Crocodile Bread.
Seeing these beautiful photo books published and distributed by Knowles was
inspiring. Working with Knowles, one also appreciates the enormous craftsmanship that
went into each of her books. She is a talented and hard-working photographer. She spends
hours on image processing and layout. She works closely with a graphic designer. She
fundraises tirelessly to secure funding for publication of the books. But think about this: For
all the huge amount of work that Kathy Knowles puts into her books, they would probably
never be distributed to rural Burkina Faso, and no child in rural Burkina Faso would ever
read her books and admire the artistry and craftsmanship of the photography and book
production.
The perspective at FAVL was that perhaps another way to serve rural readers in
village libraries would be to aim for speed and quantity and worry less about quality.
Changes in technology had, in 2008, made the creation and printing of photobooks much
simpler. So in 2007, FAVL asked a university student, Chelsea Rangel, who was
volunteering in a village library in Burkina, to try her hand at making photo books. FAVL
received a $2,000 grant from the Santa Clara Rotary Club for the printing, as well as
technical assistance on printing from a Rotary club member, Charlie Wasser. Chelsea, in the
course of two months in the village, took photographs for three books. One book was on the
making of brewed sorghum beer, one on the making of peanut fritters, and the last on the
marketplace in the village. The text was in French and Dioula. FAVL printed 100 copies of
each book, at a cost of about $5 per book, and shipped them to Burkina. They were a big hit
in the libraries.
FAVL then conducted another pilot in 2008, with Amy Reggio, another volunteer
who spent a summer in Burkina. This time the costs of publication were covered by a grant
7. 7
from the New Field Foundation, based in San Francisco. The goal was to create content that
would encourage girls to become better readers. Amy produced three books: My Favorite
Books, One Day in the Life of the Midwife, and My Mother and Me. FAVL produced the
books using Adobe Indesign, and printed them using a print-on-demand service, called
Fastpencil.com.
Once FAVL had “proof of concept,” book production began in earnest. In the fall of
2009, FAVL partnered to launch a study abroad program with Santa Clara University called
Reading West Africa. University students spent three months in Burkina, including six
weeks in a village immersion experience where they volunteered in the village library.
During their village stay, they completed a project for a digital photography class (under the
able instruction of Professor David Pace). The project was to create photographic content
and text for three photo books. I should point out that creation of these, and the pilot
photobooks, involves considerable collaboration with the village librarians and other village
residents. Many people are engaged in the production of these books.
Over three years, 24 students created more than 60 photobooks. They are available
for preview and purchase on the website:
http://www.fastpencil.com/users/favlafrica
Four examples should suffice to give an idea of the content created. The first is
Working: What is Your Job by Brian Lance, a talented young photographer, on the kinds of
work people do in the villages and nearby towns (see Appendix for examples of several
books). It includes a portrait of the mayor of Houndé, with his official sash that has been of
interest to villagers, many of whom had never seen the mayor in person or seen pictures of
him. The second is Riddles! by Lacey Goodloe. Young children from the village of Dohoun
pose and answer common riddles of the village. A third book is The Little Trickster, by
Ezequiel Olvera. He got some children to act out the roles of a family that is mystified when
8. 8
small things appear and disappear, and little cakes are eaten by a mysterious ghost. But
everything turns out fine; it is just the little one playing a trick on his family. Lest you think
all the books are for young girl readers, Lacey Goodloe also made a book oriented towards
boys, The Trucks of Burkina Faso. This book introduces a lot of specialized vocabulary in
French, dealing with truck parts. I should point out that building vocabulary is probably one
of the main pedagogic purposes of these books. Numerous studies show that early readers
acquire vocabulary by reading and inferring from context, especially with visual cues of
photographs, what the word might mean. The word then becomes imprinted in the brain,
along with the visual.
Lately, FAVL has moved to encourage local photographers and authors to produce
photo books. To date, FAVL have printed three books by one of the coordinators, Sanou
Dounko. The first is about building of improved latrines, and follows a training done by
Dounko. The second is Julie Visits the Village Garden, about a girl visiting a village garden.
The third is on the animal market in the town of Djibo, in northern Burkina Faso. Also,
students at a local secondary school in Ouagadougou put together a book called Faso Park: A
Tourist Book for Children about an amusement park in the capital city. For village readers,
this would probably be the only time they would see images of this park. It was a nice
chance for privileged youth in Ouagadougou to do a project that directly benefitted rural
readers,
An important initiative has been to demonstrate another kind of book that will be very
attractive to readers in villages. These are books about recent local history, illustrated, to the
extent possible, with photographs from the region. Our test book was the life story of Koura
Bemavé, an 80- year old resident of Béréba village. Bemavé served in the French colonial
army, and had a small cache of photographs from his youth and military service, and then
during his long time in the village. The book FAVL made about his life has been much
9. 9
appreciated. Unfortunately, FAVL has only found one other person willing to share a private
stock of photos and reproduce them in a book that can be stocked in the local library. The
photos were not as good as the first book, but should nevertheless be appreciated by the local
community. FAVL staff members are not sure why few people have not volunteered, despite
some efforts to promote the books.
The books have been a fantastic success in terms of generating interest among readers
(Ernst 2012). Second only to some children’s books by Ivoirian writer Fatou Keita, and the
Fati children’s books by Kathy Knowles, the photo books have become the most widely read
books in the village libraries. Librarians are absolutely convinced of the wide
4. Local books: Multimedia center of Houndé
The success with creating photo books led FAVL to work collaboratively with the Rotary
Club of Sunnyvale (and Rotarian Charlie Wasser) to apply for a larger grant from Rotary
International to produce even more books printed locally. This five year $35,000 grant was
approved in 2013, and funds were transferred in August 2013. The mayor of Houndé, the
province capital, provided a small building which was refurbished and provided with
electricity. The building became the Houndé Multimedia Center, with several computers and
printers and other book production tools.
The center will organize workshops and encourage local authors to get their ideas into
book form. The books are printed as pamphlets, and distributed to local libraries and schools.
FAVL was lucky to have a third-year Peace Corps volunteer, Molly Morrison, help with the
launch and development of procedures.
In the first year 2013-14, ten books have been created and printed in a label called
Series Faso Bibliothèque. This series caters to children and youth at a low reading level. Each
page features one sentence per page accompanied by one image per page. The books are
10. 10
printed in black and white with a color card stock cover. The binding is folded and stapled.
The ten books printed are as follows.
1. Le rêve d’Olivia (Olivia’s Dream)
A young girl falls asleep and dreams about going to school. She dreams that she will
learn how to read and write, make friends, become successful and ultimately become
a nurse. When she awakes, she asks her mother to register her for school.
2. L’histoire de Nazounou (The Story of Nazounou)
A little boy is given an orange tree sapling which he plants and cares for. As he gets
older, he continues to care for the tree and plants more orange trees which eventually
become an orange orchard. He sells the oranges and becomes wealthy and successful.
3. Le soleil et la lune (The Sun and the Moon)
This story is a myth about why the solar eclipse happens.
4. Lisons ! (We Read!)
Children love to read and in this story they read everywhere in the village, from the
library to the line at the water pump to up in a tree.
5. L’école et la résponsibilité des parents (School and the Responsibility of Parents)
This story highlights the struggles of girls who struggle in school because they are not
supported by their parents and they often don’t have enough time to study. Because
they aren’t successful in school, often these girls are taken out of school and married
off young.
6. Mon âge, ma chance (My Age, My Luck)
A baby is born and explores his surroundings and appreciates his world as he grows
into a child.
7. Je découvre le marché
11. 11
Young readers are introduced to the vocabulary of a village marketplace.
8. Remi est un enfant sage et poli (Remi is a Wise and Polite Child
A young boy named Remi shows his responsible and caring nature by working in his
family’s fields and is rewarded for his good behavior.
9. Un enfant travailleur (A Child who Works)
A boy asks to be enrolled in school so that he can learn to read and write. He also
works in his family’s fields. His father is pleased and rewards the boy for his hard
work.
10. Rama l'orpheline (Rama the Orphan)
Rama is an orphan who is withdrawn and sad, but through determination and hard
work she becomes a successful professional woman.
The multimedia center has also printed and distributed a beautiful set of larger-size books
in a series called Series Contes du Burkina Faso. The books in this series are full-page
images and a few lines of text. The first five books printed are of traditional stories collected,
edited and then illustrated by Peace Corps volunteers in Burkina Faso. All of the stories are
written in French as well as translated into Mooré and Jula.
1. Le tambour d’Ali (Ali’s Drum)
Ali is a young boy who loves to play his drum. He plays his drum all over the village
and with his father and grandfather, who are also drummers.
2. Le chasseur et le crocodile (The Hunter and the Crocodile)
This story explains why the crocodiles of this area are considered sacred in a village
called Sabou.
3. Princesse Yennenga (Princess Yennenga)
12. 12
The origin story of the Mossi people revolves around a princess named Yennega who
is a brave female warrior.
4. Le voleur de poissons (The Fish Thief)
A rabbit and a hyena go fishing together and the hyena is tricked by the crafty rabbit
that ends up stealing all of his fish.
5. Petit Rouge et le chacal (Little Red and the Jackal)
This is the familiar story of Little Red Riding Hood, in a Burkina context.
The overall response to the books has been positive. The books seem to be interesting
to readers because the books are written by local authors. From casual observations in the
village libraries, children seemed equally likely to pick up the Faso Bibliothèque books as
any other children’s book. Numerous adult library patrons mentioned that many people in
these villages are familiar with Alidou BOUE (the author of Olivia’s Dream) and they are
excited to see his photograph in the back of the book. The reading level seems appropriate
for primary school children beginning at age 9 or 10, if the child attends school. However,
younger children are still interested in the pictures and, according to the librarians, offer their
own commentary about what they imagine the text says. High school age students have also
expressed interest in the books; some read for pleasure but most are interested in writing their
own stories and are looking at the books as inspiration. A few of these students have actually
proposed stories or have submitted finished stories.
5. Tools for production and challenges
The tools needed for creating photo books are relatively simple. One indispensable tool is a
digital camera capable of taking high quality images. The graphic design and creation of the
books is comparatively straightforward, and then can be done in Powerpoint, Microsoft
13. 13
Publisher, and Adobe Indesign. Most people familiar with computers can be trained in the
software in an afternoon. A relatively powerful computer is needed to manage the digital
files. Making books in Burkina is problematic. Most people lack cameras, and transporting
digital files from village region to the FAVL office in Ouagadougou, and then transferring
them to the U.S., is difficult. Internet connections are very slow. Even FAVL staff members,
after training, have great difficulty in composing suitable images, cropping, adjusting color,
and managing files.
As mentioned earlier, books are printed through fastpencil.com. It takes an hour to
upload a book (the files can be 50 MB) and its front and back cover. Usually, a single test
copy is printed, for about $25. If the quality is acceptable, then multiple copies can be
ordered, for about $8 per book if more than 20 are ordered. Shipping books to rural libraries
in Africa is another significant expense. Costs vary depending on shipping method and
country of origin.
Production of pamphlets books in Houndé is also relatively simple. The most
important tool is a high-resolution scanner. Books are created using Microsoft Publisher or
Microsoft Word. The books are printed on ordinary 24lb paper using a laser printer. The
librarian in Koumbia covered her copies of the books with sheets of clear plastic and stapled
them in place which has increased the books’ durability and perhaps this should be something
that the center will do for future copies of Faso Bibliothèque. There have been problems with
the printer cartridges. While people familiar with printers can often troubleshoot mechanical
issues connected to the printers, local staff has little experience, and often relies on expensive
private contractors for repairs.
As important as the actual tools of production is the imagination to conceive of a story
or theme for books. For the photo books, the theme must link the 24 images that are typical
of a good photo book. For certain books, such as counting, alphabet or color books, little
14. 14
imagination is required, but a good book needs great photographs. Books with a story theme
are more challenging, especially for people not accustomed to be thinking of simples stories
for young readers. This is considerably harder.
Creating text is surprisingly challenging for people not accustomed to writing for
early and young readers. The vocabulary has to be kept simple. Sentences should be
declarative. In order to produce quality work, it is important that the books are
grammatically correct. However, this is more difficult to achieve than initially assumed. Each
book has to be read multiple times by different people to catch all of the mistakes. FAVL is
working on a system to edit the text with minimal usage of paper and ink that will streamline
this process.
Many would-be authors, illustrators, and editors are asking for some sort of
compensation payment for their work. FAVL explains that the books are for educational
purposes and that FAVL is not producing books for profit so there is no compensation to
offer except a copy of the finished product.
An important challenge is to produce local language books. Mother tongue literacy is
a key pedagogic strategy for primary schools in rural areas (Edwards and Ngwaru 2012,
Welch 2012, Opoku-Amankwa, Edu-Buandoh and Brew-Hammond 2014). The Ministry of
Education of Burkina Faso has refrained from mother tongue teaching in early years, partly
because there is almost no material written in local languages(Lonkila, Edmond, Laurentine,
Alamissa et al. , Napon 2003). (At the time of this writing, there appear to be no children’s
books published in any of the national languages of Burkina Faso, though there are pamphlet
books for adult education in national languages.) Would-be authors in Burkina Faso,
however, appear to be very reluctant to write short books in national languages. They usually
explain that they are not trained in the orthography and grammar of national languages, and
so they would not be able to write “correctly.”
15. 15
6. Conclusions
There is growing concern in Africa over reading habits and reading culture (Tella and
Akande 2007, Commeyras and Mazile 2011) . This paper discusses the issue from the point
of view of small rural community libraries, striving to promote reading. The experience of
Friends of African Village Libraries (FAVL) has been that young readers respond very
positively to locally-produced books that feature local people and themes. Realizing this,
FAVL has experimented successfully with two initiatives. The first is the production of
photo books, printed through fastpencil.com. The second is the establishment of a small
media center in the town of Houndé, where a production team uses scanner and laser printers
to produce pamphlet-style books. Both kinds of books are widely read in the community
libraries of the region.
16. 16
References
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cas des pays francophones d’Afrique." International review of education 53(1): 23-37.
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