Reading Enrichment Guideline

2015 GUIDELINES FOR IMPLEMENTATION OF READING ENRICHMENT PROGRAM Document for GNI staff, CDC, School’s board and children’s parent

0

CONTENTS I.

REASONS TO IMPLEMENT THE PROGRAM................................................................ 2

II.

OBJECTIVES AND OBJECTS .......................................................................................... 5 1. Objectives....................................................................................................................... 5 2. Impacts ........................................................................................................................... 5 3. Expected Results ........................................................................................................... 5 4. The relationship with Vietnam’s education program ............................................... 5 5. Objects of impacts and benefits .................................................................................. 6

III.

MAIN ACTIVITIES .......................................................................................................... 8

1. Developing library system in schools and the communes ....................................... 9 1.1

Selection and implementation of the library model suitable to schools ..................... 9

1.2

Developing a community library system .............................................................................. 11

2. Improving the ability to manage and use libraries of teachers and students ..... 12 2.1

Training teachers to participatory manage library ............................................................ 13

2.2

Building and training the student library board ................................................................ 13

2.3

Building rules of library management and use .................................................................. 15

2.4

Training students to improve skills ......................................................................................... 16

3. The movement on mobilizing the Reading Enrichment in schools ...................... 17 3.1

Seminar on Reading Enrichment in schools – families .................................................... 17

3.2

Experimenting the movements on encouraging students to read - to find out: .. 18

3.3

Organizing Reading festival ...................................................................................................... 18

4. Strengthening the involvement of community in the Reading Enrichment........ 18

IV.

4.1

Establishing core groups/ teams for the Reading Enrichment ..................................... 19

4.2

Launch the movement of library development and reading in the community .... 19

DEPLOYMENT .............................................................................................................. 20

1. Deployment of the program ...................................................................................... 20 2. Steps of program implementation ........................................................................... 20 3. Roles of relevant parties ............................................................................................ 21 V.

APPENDIX .................................................................................................................... 23

Logical Frame of Reading Enrichment ............................................................................ 23

1

I.

REASONS TO IMPLEMENT THE PROGRAM Reading- according to the simple sense, is the interpretation of the texts to obtain the

information from the letters, pictures, diagrams, etc in the texts. However, the current process of reading books is a complex combination including a lot of parts such as determinating phonemics, understanding senses of a word, finding out key words, fast reading ability, combination ability and information in which such words or such sentences contain, etc.

People considers reading as a means to obtain information and to develop knowledge for themselves.

Research1 has shown how developing a love of reading is important for children’s life chances. According to the OECD2,

“Finding reading effective change”.

ways to engage pupils in may be one of the most ways to leverage social

Good reading skills closely linked with the ability to search jobs, increase incomes and opportunities for

advancement.

Researchers

in

England have noted that “as students 3

become engaged readers, they provide themselves with self-generated learning opportunities that are equivalent to several years of education.” They also reported that children with a positive attitude to reading are more likely to practice the reading skills they are learning at school.

Children who hear their parents read to them every day since they are three years old will have a varied vocabulary and more resilient than peers4. There is also evidence that reading for pleasure can benefit children and young people beyond the classroom and into their adult life, in turn enriching the world around us.

Reading or taking part in social reading activities such as reading groups help young people relax, support learning, combat isolation and build social capital, help develop confidence and self-esteem and promote enjoyment and well-being5.

1

Reading for Change, Organisation for Economic Cooperation and Development, 2002.

OECD (Organization for Economic Cooperation and Development) 3 Guthrie J.T. and Wigfield A., Engagement and Motivation in Reading, 2000.

4 Washbrook E. and Waldfogel J., Cognitive Gaps in Early Years, The Sutton Trust, 2010.

5 Book Marketing Ltd/The Reading Partnership, Reading the Situation: Book Reading and Public Library Use, BML/The Reading Partnership, 2000 2

2

Reading culture is reading behaviors, reading values and reading standards of each individual, of the social community and of the managers and state management agencies related to reading and searching information, knowledge.

The behaviors, values and

standards are formed from three factors, including: Reading habit, reading hobby and reading skills. Reading culture of each individual and of the social community is different from each other due to their different reading habit, reading hobby and reading skills.

Reading culture associated with education – is a premiss as well as a condition to equip and improve knowledge for students in particular and for readers in general.

Today, both the trend of world education in general and of Vietnam in particular focus on developing both knowledge and skills, especially social knowledge and living skills.

Besides

the

learning

basic

knowledge in the core curriculum courses, readers should learn and improve their own knowledge.

Along with the IT development, the youth have the opportunity to reach much new knowledge. However, they also are faced with a lot difficulties in classification and selection of information sources – which information is correct and useful for their studying and life.

Meanwhile, the relationship between adults and the youth, especially the relationship between parents and children tends to be neglectful. Labor activities to earn their living take much time of the parents, thus the parents do not have much time for taking interest in and caring about the studying – reading of their children. Some parents even consider the education as the responsibility of the schools. Thus, many children have to self-study, self-search knowledge among vast resources of positive and negative news. Therefore, an appropriate orientation of purposes and methods of reading – searching information is very importand and necessary for the youth.

3

Nevertheless, the library system in the community does not meet the demand for reading books and searching information of readers. In the communes in the project of GNI, the library system unevenly develop, is faced with the lack of many facilities and management human resources. With the limited economic conditions, many schools and locals have no a library, or the libraries in such schools and locals does not satisfy the demand for readings books and information searching of students and of the population. The No. of books in libraries in the schools mainly response to the annual loan of textbooks of students, and the sources of information, recreation and skill support are very limited and are rarely updated. Thus, the students lack conditions to access to more deeper knowledge, especially the knowledge about life skills. The knowledge, scientific literatures on production also very limited in the community libraries. Those matters show that the right to access to information of the students and of the people in the community is not ensured.

For 10 years of operation of the community development project in the locals, GNI has implemented some activities towards Reading Enrichment such as building and upgrading libraries in the schools, organizing contests of reading books or festivals of culture – sport, etc. However, such activities are on the basis of a small scale, have no connection and are not continuously maintained from year to year, thus, the impacts and sustainability that such activities bring to the students and to the community in the locals are not great.

For the reasons as described above, GNI in Vietnam makes plan to research and deploy the “Reading Enrichment” program in the locals of the project in the period of 2015 – 2020.

4

II.

OBJECTIVES AND OBJECTS 1. Objectives

Developing reading culture in the community: development of reading habit and reading skills for the students and for the people in the locals, towards a community with full of knowledge and active self-improving their knowledge.

2. Impacts The program is expected to help: (1) The schools, families and the community take more interest in, and take more actions for the students, and firstly, educate the reading habit and self-search information and knowledge for the students.

(2) The students understand and well apply the rights to access to information in their studying and training activities in the schools and in the community.

3. Expected Results (1) Increasing the ability to access to information from the standard publications / database for the students and for the community.

(2) Forming the reading habit and developing reading skills for the students.

4. The relationship with Vietnam’s education program The Reading Enrichment program has a close relationship with the current Vietnamese education system. The program contributes to the obtaining the general education objectives in the schools.

The initial efficiency which can be seen from the Reading Enrichment program is improving the studying results in Vietnamese (at primary schools) and Literature (at secondary schools and high schools) of the students. Especially, the students participating in the program when they were children (4 ~ 8 years old) have a good vocabulary and reading ability and they adapt much more effectively to the education programs in their schools.

Increasing the confidence and ability to participate in group activities. Developing the ability to self-study of students and helping the students to improve knowledge and thorough understanding the knowledge which is obtained from the standard studying courses. Therefore, through the formation of reading habit and reading skills, the students become active objects in the Learner- Centered education program.

5

5. Objects of impacts and benefits Table 1. Objects of impacts and benefits from the Reading Enrichment Objects

Impacts and benefits

Children,

Objects with direct benefits

students

Improving opportunity to and the right to access to and exploit informations; Developing their own knowledge and information Understanding and much more effective implementing the right to participate and the right to access to information Enhancing the communication between parents and children, between students and schools.

Library

Objects with direct benefits

officials,

Improving the skills of library management and use;

teachers

Understanding the importance of the libraries, good skill to mobilize the participation of students, of the community in the maintenance and development of libraries in schools.

Schools

Objects with direct benefits Upgrading libraries, adding books and materials which are usefull for both students and teacher; Having opportunity and ability to mobilize external force (parents, community, GNI) to develop the education in the schools.

Students’

Objects with indirect benefits

families

Much more thorough understanding the demand for developing and educating of their children Improving knowledge and opportunity to participate in education activities in schools and familites Enhancing the communication between parents and children.

Villages/

Objects with direct benefits

communes

Upgrading libraries, adding books and materials which are usefull for peole in the community; Understanding and mainly contributing to development and maintenance of reading culture in the community.

6

Reducing social evils; Strengthening Social Welfare

Impact to community

Impact to groups: Club, school, family

Enhance communication among members

To enhance the sense of responsibility; Forming the habit of acting and thinking have targeted.

Fostering the high-quality labor resource

Enhancing understanding & cooperation between groups, social organizations in commune

To mobilize human and material resources in the group

Impact to personal: Students, Librarian, Teacher

Trained on self-learning ability Develop knowledge and skills

Figure 1. The impact of the Reading Enrichment program to individuals, group and community

7

III.

MAIN ACTIVITIES

Figure 2 . Reading program content 8

1. Developing library system in schools and the communes Currently, the No. of libraries in schools and the communities is limited, the quality of library services also does not meet the demand for reading and searching information of students, and people in the community.

Therefore, it is necessary to comprehensively upgrade and develop libraries in the community, to create opportunity to access to facilities and basic library services for both students, and people in the community. Two main locations are schools and libraries in villages/ communes –the most favorable location for access to information.

1.1

Selection and implementation of the library model suitable to schools Since the demand for readings and the current status of facilities in the projects are

different, library model will be various depending on each school/ project.

1.1.1

Library models in schools 

Standard

libraries:

Pursuant

to

the

Regulation on standard libraries in high schools No. 01/2003/QĐ-BGDĐT: criteria for 1 – textbooks, newspapers, magazines, maps, and pictures for education,

CDs

and

VCDs

associated

with

textbooks, 2 – Facilities, 3 – Profession, 4 – Activity organization, 5 – Library management. This model is suitable to the schools which are equipped with libraries and basic library services. 

Multifunctional friendly libraries: are the places benefiting many benefits in addition to reading purposes to the students. The libraries should create the most favorable opportunities for students to comprehensively develop their potentials. Such libraries are considered as a multifunctional studying corner with a lot of activities such as reading, researching, creating, drawing, fine arts, listening, education games, etc.

9



Libraries in classes: A library/ book cabinet in each class is an efficient way to form reading habit and reading interest for each student. The presence of the book cabinet in each class corner is a reminder for students that “you should take a book and start reading”. The libraries in classes support to the libraries of schools; improve the ability to access to books and materials for students. Libraries in classes simply contain a bookshelf, a book cabinet, or even a book plastic container. 

Outdoor Libraries: are suitable to school with

lack of functional rooms. The outdoor space is palm-leaf huts or under the canopy of trees, even in the classroom corridors, or under the stairs if suitable.



Mobile libraries: are suitable to villages in communues or circulation of books among libraries in schools.

A school/ commune is able to implement one model or combine some models so that such model(s) is (are) suitable to the demand and capacit of their local.

1.1.2

General requirements for libraries

Depending on the current status and the demand of schools and communes, it is possible to choose an appropriate library model. Nevertheless, each library should meet the following general requirements: -

Readers are easy to access.

-

The libraries frequently operate.

-

The libraries ensure the sufficiency of space and facilities for the use of services in-situ and for home loan.

-

Facilities and materials in the libraries are suitable to the demand and natures of the users.

10

-

Books, materials and equipment in the libraries are classified and managed in accordance with standards.

-

The libraries have the participation in management of the relevant parties.

1.1.3

Support activities for improving the library system

According to the survey and statistics, schools and communes are making plan for upgrading/ supplementing books and equipment to the libraries in their locals. The expected activities to be implemented in the period of 2015 – 2020 include:  New building/ upgrading libraries in schools: New building/ upgrading libraries in schools is to increase the area of use and increase the No. of students using the libraries.  Developing the libraries in classroom corners: Developing book cabinets or supplementing books and materials. Paying attention to the participation in management and development of the book cabinets of the students and the parent associations.  Supplementing library equipment and facilities: The basic library facilities to be supplemented such as chairs, tables, bookshelves, book cataloges should be suitable to the demand of using and the natures of users (ages, height, ability to use, etc).  Supplementing books and materials: The books and materials to be supplemented should be suitable to users (students and teachers), the reference criteria to choose books. Here are basic criteria to choose books: -

Relating to and improving knowledge for the standard studying courses.

-

Helping to actively develop knowledge and skills

-

Helping to relax and providing useful information.

-

Suitable to ages and the psychological characteristics by ages.

The list of books and library equipment can be referred to: http://thietbigiaoduc2.edu.vn/tai-lieu/bao-gia-thiet-bi-52/ http://thietbigiaoduc2.edu.vn/tai-lieu/bao-gia-sach-51/

1.2

Developing a community library system Like the support activities for the libraries in schools, the support activities for the

community libraries also include two main components: (1) Developing the community book cabinets; and (2) Supplementing library equipment and facilities.

At present, some villages had been equiped with community book cabinets in their own cultural houses, but the No. of and quality of books are limited and do not meet the

11

demand of children and the people. The development of community book cabinets should be discussed in village meetings.

2. Improving the ability to manage and use libraries of teachers and students Amost schools now have no library officials or library officials are teachers, thus the library management in schools is not methodical and there is not long-term development in such libraries. The students and teachers – who directly use the library services still play a passive role – only using the available services in the libraries rather than participating in management and development of the libraries towards suitable to their own demand for use.

Therefore, besides the investment in development of facilities for the libraries, it is necessary to improve the awareness and the skills of library management and use for both teachers and students in schools.

Library using Includes the ability to:  Understand and follow the rules of libraries;  Use the books and equipment in the libraries for their own purposes  Give feedback in order to adjust/ change the library services towards the current demands.

Library managing Includes the ability to:  Make plan for frequent operation;  Develop contents and comply with such contents;  Audit and check the books and equipment in libraries;  Adjust/ change the library services towards the current demands.

The process of implementation is as following:

12

Table 3. Improving awareness and skills of library management and use for teachers and students 2.1

Training teachers to participatory manage library This activity helps the library officials and teachers understand the necessity of the

mobilizing the participation and guides them methods of mobilizing the participationof students and teachers in the schools in the library management and development.

Objects of the training: Library officials and head teachers Contents of the training: -

Importance of the participation of students and teachers in the management and development of libraries

-

Methods of mobilizing the participation: Process and methods of building the student library boards, methods of building rules of library use in schools, in classes, the way to find out demand for reading and using library services of students, etc.

-

Supplementing specialized skills of material management and library equipment for the library officials.

2.2

Building and training the student library board For the schools with student library board (the schools under the VNEN model), head

teachers only should discuss with the board and agree the method of implementation. For 13

the schools without a student library board, head teachers should vote a student library board in classes (fixed or rotating).

Figure 4. The roles of student library board, and library officials and teachers Table 2. Contents of training for the library board The library board of class

The library board of school

Trainer: Head teachers.

Trainer: Library officials

Contents of the training:

Contents of the training:



Managing the class library:



+ Recording of borrowing – returning

Collecting demand for reading books and using the library services

books;



Building the library rules

+ Re-checking books every week;



Making the annual proposal of books

+ Assigning the groups of the class to clean

and library equipment according to

up and arrange books in the cabinet every

demands of the students.

week. 

Contacting with the school library:

+ On behalf of the class, borrowing – returning books/ studying tools.

14

2.3

Building rules of library management and use As stated in the clause 2.2, after building the class library board, school library board,

the head teachers and library officials of the schools will guide such boards to build rules of library management and use. Such rules should meet the criteria: -

Such rules are built by students;

-

Such rules are suitable to the current status of the schools (in terms of time, facilities, demand of teachers and students)

-

Students are able to comply with such rules.

Table 3. Requirements for building rules of library management and use Rules of class library

Rules of school library

management and use

management and use

Trainer: Head teachers .

Trainer: Library officials

Objects: class library board, student in Objects: school library board such class

Requirements:

Requirements:

 Building the bases on the basis of demand

 The rules should be Simple, students

of students and teachers in the schools,

in the class easier to understand and

and the current capacity of the school

implement.

library;

 The rules maybe specify behaviors of  Specifying behaviors of library users; all students in such class in regard to  Time of operation, and the way to use the the library; time of book loan, No. of books to be borrowed.  It is possible to supplement the rules

library services.  It is possible to supplement the rules of competition

of

reading

books

and

of competition of reading books and

competition of donating books

competition of donating books

The principal notifies all the students of

The rules should be implemented in

such rules in the salute of flag.

the classroom activities;

Also, the principal notifies the Board of

The head teachers notify the Board of parents of the rules and plan for library parents of the rules and plan for library development which are proposed by the development which are proposed by the students. students.

15

2.4

Training students to improve skills Reading skills means the expressing of acts and thinking to bring benefits to readers, help

readers obtain much useful information in a time and conditions suitable to their demand.

The reading skills include:

Basic actions of reading: Ensuring the sanitation and safety of the reading such as sitting position, the distance between eyes and materials, book, etc.

Skill to orient the reading: Determining the purposes and objectives of the reading – what reading is for, which information should be collected?

Skill to choose books and materials for reading: Selecting books and materials in accordance with your purposes, objectives and abilities. Searching and choosing the sources of materials – libraries, or searching sources such as dictionaries, handbooks, etc and digital materials from the Internet.

Skill to analyze and summarize: Analyzing the structure of each materials, obtaining main contents of stories – developing the awareness of characters in stories; determining storyline characters, theme and main content of a text.

Critical thinking skill: Ability to distinguish right - wrong through

the

information

in

materials;

analyzing

and

questioning about the information which should be clarified in the books.

Information

System

skill:

Systematicallycontinuously

selecting materials to be read (from lower level to higher level, from simple matter to complex matter). Comparising information in the books to information in other sources of information.

16

Illustration skill: Using tables and diagrams (such as thinking diagrams and charts) to present / recap ideas and information in the texts.

Fast reading skill: Browsing the text in a short time, finding key words to obtain the main contents of the whole texts.

Skill to consolidate and deepen the obtained information such as recording, summing up, making notes, exchanging to friends or workmates, etc.

Skill to apply to the practice: Drawing ideas/ experience, lessons; comparing and applying the obtained knowledge to proper cases in the life.

The ultimate goal of the reading skill development are to the most effectively reading, to firmly grasp the core contents and to apply the obtained knowledge to the reader’s life.

3. The movement on mobilizing the Reading Enrichment in schools In order to form and maintain the reading habit of students, it is necessary to implement the long-term mobilization movements which are participated in the coordination of schools and families. The school management boards and parents associations should agree to a proper mechanism in order to make students interested in reading in schools and at home.

In the period of 2015 ~2020, GNI will experient the mobilization of Reading Enrichment in the schools as following: 3.1

Seminar on Reading Enrichment in schools – families 17

The seminar can be implemented with the combinationo f parents at the beginning – end of each semester. The schools co-operate with families to: -

Determine the current capacity and demand for reading of students

-

Determine the current status of libraries and reading culture in schools and at home

-

Implement support measures (what should teachers do? What should families support?.

For example, teachers assign a research group to collect information for the lessons; parents support books or decorate libraries, etc.

-

Propose the support plans for GNI: plan for development of head teachers and services for reading, including:

 Location and time of operation  Objects of service  Services (reading/ borrowing/ accessing to the Internet, etc)  Management methods (self-management, transfering, etc)  The available sources, the sources to be supplemented.

3.2

Experimenting the movements on encouraging students to read - to find out: The schools and parents associations will agree the organization method, as following:

 Projects on scientific research for students: Launching students / groups of students to perform small projects on scientific research related to the studying programs on the basis of information from the libraries. Rewarding the individuals/ groups with good projects.

Introducing the researches in Cultural festivals or in wall-newspapers of the schools.  Emulating in studying in order to accumulate points for book rewards;  Contests on writing comments on books; a book per week – sharing in the class/ radio system of the schools, etc.

3.3

Organizing Reading festival A festival of reading culture will be organized once per year for the whole students in

a schools or among the schools in the local. The methods of organization are various depending on each creativeness and characteristics of each school. The festival will be combined with activities of clubs, contest of drawing/writing poems/ telling stories/ playingact according to the topics in books, exchanging old books, rewarding books to students with good study results, etc.

4. Strengthening the involvement of community in the Reading Enrichment The library management in the locals, at present, almost is unilateral – schools/ villages self-manage and self-implement the annual development plan, without the involvement or 18

support of relevant parties such as students, parents association, organizations or social unions (Youth Union, Women association, etc). Therefore, the library services have not been abundant, the quality of equipment and books in the libraries have been poor, not suitable to the current demand of readers, then such libraries attract less No. of people to use, books and equipment at such libraries are easy to loss or degrade due to the low awareness of library protecting and developing of the readers.

4.1

Establishing core groups/ teams for the Reading Enrichment The core core groups/ teams for the Reading Enrichment: are the people who

frequently assist the schools/ villages to manage and develop the libraries. + In the schools: Developing Board of student and schools support in library management.

All members of the board may be parents association, Youth Union. + In villages: Youth Union, Women Association, etc will appoint their representative to manage and develop the libraries.

Such groups/ teams are the bridge among students – schools – community in the Reading Enrichment. Depending on the objectives and initiatives of such groups/ teams, the groups/ teams can propose an appropriate operation program, movement of Reading Enrichment.

4.2

Launch the movement of library development and reading in the community The movements are launched by the schools, groups/ teams of Reading Enrichment in

the locals. The methods of implementation are various depending on the demand and current status of the community. For example, Mobilizing families to contribute books / materials in

order to establish a general book cabinet in the cultural housing. Mobilizing the movements “family’s reading books”, or “Reading books to children”.

19

IV.

DEPLOYMENT 1. Deployment of the program In order to ensure the efficiency of the program deployment and monitoring, in the period

of 2015 ~ 2020, the program will be experiend in 1 ~ 3 schools/ locals of the project. Based on the results on annual program implementation, GNI and the Committee for Reading Enrichment, Project management board and the schools will agree the next operation plans (enlarging or remaining the locals of program implementation; form of operation and roles of relevant parties, etc).

4. Ajusting, maintaining and developing 3. Experienting

2. Making plans

1. Statistics of current status + Demands of students and of the community. + The current human resources

+Developing facilities services. + Mechanism of organization – operation.

+ Developing libraries in some schools and communies. + Training students and library officials + Movements on reading enrichment

+ Evaluating efficiency. + Developing library networks + Enhancing the participation of families and the community in the reading enrichment development for students.

+Objects of benefits

Figure 5. The process of implementing the Reading Enrichment Program in the period of 2015 ~ 2020 2. Steps of program implementation Table 4 is the extected time for deploying specific activities of the “Reading Enrichment� program of GNI in the locals. The steps will be designed and adjusted to be suitable to all units.

20

Table 4. Steps of implementing the Reading Enrichment program in the period of 2015 ~2020 No.

ACTIVITY

DURATION

1

Surveying the current status and demand of the community

11/2015

2

Making plan for Reading Enrichment in conformity with the current status of the locals

12/2015

3

Making plan for supporting schools

1/2016

4

Upgrading libraries in the schools

1~3 / 2016

5

Training the library officials and head teachers to manage and use libraries

3 ~4/ 2016

6

Training the library board

3 ~4/ 2016

7

Developing and implementing the rules of library management and use

4~5/2016

8

Extracurricular activities for Reading Enrichment

4~12/2016

9

Periodical implementing, monitoring and technical supporting

1 ~ 12/2016

10

Evaluating at the end of years and making plan in the future

12/2016

11

Contiuing upgrading the libraries

2017 ~2018

21

Training students to develop the reading skills

2017 ~2020

22

Mobilizing to develop the reading culture in the community

2017 ~2020

23

Assessing the quality of the program

11/2020

3. Roles of relevant parties

Table 5. Roles of the relevant parties in the deployment of the Reading Enrichment program in the period of 2015 ~2020 Units

Roles

ďƒ˜ Surveying the current status of demand and facilities in schools, Project management villages board ďƒ˜ Assisting the units to make plan and implement the plans ďƒ˜ Monitoring and evaluating the efficiency of activities;

21

 Arranging officials in charge to frequently operate the libraries in Department of schools; education & training  Making plan for developing of library and organizing – Schools implementing the movements on the Reading Enrichment;  Co-operating with GNI and parents association to maintain and strenghtn the reading movements.

Core group of Reading Enrichment in schools

 Assisting and monitoring the Reading Enrichment in schools and villages;  Making plan for Reading Enrichment together with schools, villages;  Encouraging students to self-study and self-read at home.

Core group of Reading Enrichment in villages

 Arranging officials in charge to frequently operate the libraries in the community;  Mobilizing the movements on reading books and developing libraries in the community

Good Neighbors International (GNI)

 Supporting fund for library development & movements on reading books;  Supporting to train and develop the skills of library management and use, the reading skills for both students and teachers;  Supporting to provide technical consultancy in the library management and development.

The program should be closely co-operated among GNI and units, associations in the locals.

Core group of RE in vilages

CDC

School

•Librarian

•Education Department •Board of school

Library board of school Library board of classes •Head teacher

Core group of RE in school

22

V.

APPENDIX

Logical Frame of Reading Enrichment Purpose

Developing reading culture in the community: development of reading habit and reading skills for the students and for the people in the locals, towards a community with full of knowledge and active self-improving their knowledge.

Content

Detailed description

Indicators

Outcome 1

Increasing children's access to % of children in the school can sources of publications and access to a library in the school databases which are formal and community and guaranteed quality

Output 1.1

No. of libraries established Community library system is The No. of books, library developed meet information equipment; demand of children and the No. of services at the library; No. of librarians people.

No. of library users

Activity 1.1.1

Establish/ Developing school library system

Activity 1.1.2

Establish/ Developing commune library system

Indicators definition Nguồn dữ liệu Access library: Using the 1. Test of GNI on habits and books and library reading comprehension equipment in the capacity of students frequency and quality 2. Questionnaires for the consistent with the needs families, students and of children schools

1. Report of GNI Activity 2. Local reports and statistics

Activity 1.1.3

Launching the movement to support the development of reading culture in schools

Output 1.2

No. of training courses; Ability in management and No. of student are trained; using library of children and No. of librarian and teacher are the people being improved trained

Activity 1.2.2

Training librarian and teacher to participatory manage library Establish the student library board at classes and school

Activity 1.2.3

Training on using and managing library for students

Activity 1.2.1

Outcome 2

Former reading habbit and develop reading skills for children

% of student who meet reading standard % of student have the time to read ≼ 30 minutes per day and use central library ≼ 2 times per week % of students regularly use the library % of family care to the children's reading

1. Report of GNI Activity 2. Local reports and statistics

* Reading standard: of male/ female acccording to OECD standards * Care to the reading: have words and actions to encourage the reading

1. Test of GNI on habits and reading comprehension capacity of students.

2. Questionnaires for the families, students and schools

24

Output 2.1

Reading skill of student is improved

Activity 2.1.1

Training on reading skill for students

Output 2.2

Movements in developing reading culture was held at the school

Activity 2.2.1

Piloting the movement to encourage students to read self learn

Activity 2.2.2

Organizing Reading festival

Output 2.3

Activity 2.3.1 Activity 2.3.2

Movements in developing reading culture was held at commune

No. of training courses; No. of student are trained

1. Report of GNI Activity 2. Local reports and statistics

Number movement launched per semester; People join the movement

1. Report of GNI Activity 2. Local reports and statistics

Number movement launched per year; People join the movement; No. of books / equipment was donated to library

1. Report of GNI Activity 2. Local reports and statistics

Establish core group of Reading Enrichment Launching the movement to build school library and community libraries

25

Reading makes my eyes shine as lights all miles - Cao Ba Quat, Vietnam poet – patriot - Culture celebrity

I don’t believie in the kind of magic in my book. But I do believe something very magical can happen when you read a good book – J.K Rowling, British writer - screenwriter

At the moment that we persuade a child, any child, to cross that threshold, that magic threshold into a library, we change their lives forever, for the better - Barack Obama, United State of American President

Every man who knows how to read has it in his power to magnify himself, to multiply the ways in which he exists, to make his life full, significant and interesting - Aldous Huxley English Writer - philosopher

The more that you read, the more thing you will know. The more that you learn, the more places you’ll go- Dr Seuss American Writer - director