Background

1. A model for encouraging the adoption of the reading habitin children in rural Chinese :Development & progress

2. Background Reading projects established by the Chen Yet-Sen Family Foundation in: Kansu Jiangsu Anhui Zhejiang Yunnan Reading projects in rural China

3. Program vision & goals • Create a self-sustaining culture of reading in communities • Create scalable reading models • Encourage reading for pleasure by children • Influence positive local attitudes towards reading for pleasure Reading projects in rural China

4. Project stages Reading projects in rural China

5. Site visits • Sites in all provinces visited • Facilitated by local partners; eg NGO, local education authority (LEA) • Interviews with stakeholders; children, parents, librarians, teachers, principals, NGOs, LEAs • Room to Read sites in Cambodia & Vietnam Reading projects in rural China

6. Site visits Key issues surfaced: • Understanding of material, human resources & supports • Regional characteristics • Expectations of participants • Obstacles; eg strongly held assumptions • Opportunities; eg potential leaders Reading projects in rural China

7. Development of reading mandala Pragmatic reading model based on: • Elements drawn from literature • Concept of free voluntary reading (Krashen, 1993, 2004a, 2004b, etc) • Sound LIS principles • Observed strengths from site visits • Interviewee responses Reading projects in rural China

8. The reading mandala Reading projects in rural China

9. Partnerships • Principle of mutual obligation • Local foundations eg NGO • Other foundations • Local education authorities • Professional bodies • Schools • Book suppliers • Equipment/software suppliers Reading projects in rural China

10. Reading mandala:key elements • Reading for pleasure • Attractive collections • Access to materials • Inviting facilities – ‘owned’ by students Reading projects in rural China

11. Reading mandala:key elements • Engaging activities • Reading exemplars • Trained librarians • Whole-school approach • Communities of practice Reading projects in rural China

12. Model library concept • Create exemplars for others to emulate • Create multiple models based on different environments & characteristics • 8 model school libraries established Reading projects in rural China

13. Key challenges • Resources • Leadership • Library operation • Access • Attitudes Reading projects in rural China

14. Resources • Poor facilities within schools • Little/no supports outside schools, eg community libraries • Government supplied reading materials • Student population size puts stress on resources Reading projects in rural China

15. Leadership • Projects need to be initiated by local leaders • Senior personnel need to act as reading exemplars • Leaders need to drive changes in attitudes • Librarian’s role & status must be high enough to drive reading programs Reading projects in rural China

16. Library operation • Skill level of librarians to be enhanced ( effectiveness & efficiency) • Appreciation of library/ reading room design (functional) & aesthetics (tangibles) • Monitoring & evaluation to be undertaken (verification) Reading projects in rural China

17. Training Three-stage training for school librarians Reading projects in rural China

18. Access • ‘Protection’ of the collection has a major impact on library policies • Size of libraries is small restricting physical access • Lack of online catalogs makes lending laborious • Low title/student ratio puts stress on collections & policies Reading projects in rural China

19. Attitudes • Reading for pleasure concept not widespread – reading seen as a vehicle for academic improvement • Librarian is not seen as a high status role • Library skills are not perceived as distinct or specialised • Collection is seen as a precious resource (which it is) to be protected Reading projects in rural China

20. Progress • Willingness to embrace new ideas but tempered by deeply held assumptions • Concept of attractive titles accepted • Concept of access taking root • Concept of inviting facilities accepted • Importance of specialised training recognised • Support by principals Reading projects in rural China

21. Progress • Monitor model schools • Continue training – levels 2 & 3 • Continue refining model • Report on progress • Disseminate results – CY-SFF conference, other conferences, articles etc Reading projects in rural China

22. The presenters would like to acknowledge contributions to the project by: • The Chen family & CY-SFF Board • Angel Leung, Jacqueline Shek & Jenny Hui • Hela Law & Judy Zhu • The administrators, principals, teachers, parents, students etc who cooperated in the project Reading projects in rural China

23. References Henri, J., Warning, P. (2007). A model for reading and library service in rural China. Read to Learn: School Library Development in China International Conference. Hong Kong. Henri, J., Warning, P., & Leung, A. (2007). A scalable model for developing free voluntary reading through school libraries in rural China. Online. http://www.chenyetsenfoundation.org/report/Reading_Model_Final_20071030.pdf Henri, J., Warning, P. & Leung, A. (2008). The Reading Mandala: A scalable model for developing reading habits in children in rural China. World Class Learning and Literacy through School Libraries: IASL Annual Conference. California. Reading projects in rural China

24. References Henri, J., Warning, P. (2008). Reading & Learning: Developing models for library & reading services in rural China. ITIE2008: Connecting Rural Communities conference, Huzhou. Krashen, S. (1993). The power of reading: insights from the research. Englewood: Libraries Unlimited. Krashen, S. (2004a). Free voluntary reading: New research, applications & controversies. Innovative Approaches to Reading & Writing Instruction: RELC Conference, Singapore. Krashen, S. (2004b). The power of reading: insights from the research. 2nd ed. Westport: Libraries Unlimited. Reading projects in rural China