Cooperation Bases System for Educational Cooperation in 2007
by the Japanese Ministry of Education, Culture, Sports Science and Technology

Life Skills
Programs
ManualChildren
Opening
Doors！
Promoting the Joy of Readingin Developing Countries

Life Skill programs manualLife Skills Programs Manual
Promoting the Joy of Reading in Developing Countries
Children Opening Doors!
Cooperation Bases System for Educational Cooperation in 2007
by the Japanese Ministry of Education, Culture, Sports Science and Technology
Published in March 2008 by Japan NGO Network for Education（JNNE）
Writers: Takafumi MIYAKE, Tokiko ITO / Shanti Volunteer Association (SVA)
Toru MORI, Yukie SARUTA / Action with Lao Children (ALC)
Yuriko WATANABE / Oizumi Junior High School, Attached to Tokyo Gakugei University
Following persons gave valuable comments on draft manual.
Shinji Tajima Ryoko Sato
Editor: Toru MORI
Translator: Eriko MIYAZAKI
Produce: Japan NGO Network for Education（JNNE）
Office: Shanti Volunteer Association (SVA) 31 Daikyocho Shinjuku-ku Tokyo, JAPANTo all people working in international cooperation for children

This “Life Skills Program Manual” was created for people working for children in the
sectors of education, health, rural development, refugees, human rights, disaster rehabilitation,
environment and so on.

Life skills, such as creativity, judgment, communication abilities and emotion control, areessential for dealing with daily problems and getting through difficulties in life. Also, theseskills are vital for children who live under the harsh conditions. Although the attainment oflife skills at school has been discussed, the actual practices are not enough, especially indeveloping countries.

We made this practical manual “Promoting the Joy of Reading in Developing Countries”
based on our reading and library activities at schools and in communities as education
projects that lead to life skills attainment.
This manual is based on our experiences in Southeast Asia. We hope to expand thismanual to make it work in different situations in the world. Your comments or related
experiences would be greatly appreciated.

March 2008

Japan NGO Network for Education (JNNE)
e-mail：jnnegeneral@hotmail.co.jp
URL：http://jnne.org/

Another Life Skills Education ManualLife Skills Programs Manual
The Possibilities and Challenges of HIV/AIDS Education１

Welcome to the Life Skills Education Program Manual:“Promoting the Joy of Reading in Developing Countries”

Solve problems positively.

Decide and Judge on oneʼs own（Problem Solving）(Decision-making)Think objectively and critically.

Think with creativity and imagination.

（Critical Thinking）（Creative Thinking）

Life Skills
Build friendly relationships.
（Interpersonal）

Abilities to deal with andExpress oneʼs self through words andsolve daily problems

attitude.
（Communication）

Feel empathy for others.
Understand oneʼs self

（Empathy）

Control stress.

(Self-awareness)(Managing Stress and Feelings)

Books are not only for the attainmentof words and knowledge.
Familiarizing children with books does not only

What are life skills?
People often have desires and face various problems inlife.

In order to realize these desires and solve thesecontribute to learning words and gaining knowledge.

problems, we need knowledge and skills. When we sayChildren can enrich their imagination, decide and judge

skills, some think of special skills such as vocational skills.

objectively on their own, understand others, and respect

Internationalthemselves through folk tales and stories.

Also, they

Organization (WHO) call these basic skills to live in thesometimes learn about themselves through the characterssociety “life skills,” and these organizations advocate thein stories.

importance of education for life skills. We can say thatChildren attain important abilities for living byenjoying books and stories.

such

as

World

Healththe abilities that books give to children are part of life
skills.

２organizations

When a child opens a book and listens to a story,
she/he opens doors for the possibilities of a rich life.

Structure of this ManualChildren become familiar with books inThis section examines the following

Part2
TheoryPart1

variousCase

examplesStudies

promotion activities bring to various situations

should we think of relationships between

and places, including schools, communities

reading books and life skills?

situations.
of

what

This

section

shows

and

readingbooks

questions. What does reading books
contribute to human growth?

Howrefugee camps and disaster areas.
This section shows the roles, process andChildren need assistance from adults to

Part3
Practice

become familiarized with books. Teachers,

Part4
Supportwho have never touched children’s books

points needed in order for organizations to
implement projects.

Projects aim forself-reliance in the project areas. Therefore,
when the community achieves the goal, thebefore can themselves grow thoughorganization finalizes the project and leaves

reading promotion activities.

the project area.

Reading Promotion Activities
Reading Promotion Activities encourage children to enjoy

The Role of Adults ‒ Connecting
children with books

books in an environment in which not enough education is

Donation and placement of books by educational

provided.

It aims for healthy children’s development byorganizations and supporters do not simply encourage

facilitating school and community libraries, promoting

children to read books. In fact, there are many books that

picture books for classes, and organizing various activities,

are not used and remain in storage.

including arts, traditional music and sports. These activities

Adults play an important role in connecting children

also develop children’s life skills, such as the ability towith books.

express one’s self and communicate with others.

create a safe environment for children, and tell them

They can collect and choose the books,

stories. Moreover, activities based on their life style are
Photos Left: Children listen to stories. (Burmese refugee camp inalso effective in the promotion of life skills.

Thailand)/ Middle: School library (Laos) / Right: Children enjoy theirsuccess of the activities depends on the motivation ofhandmade Kamishibai (paper-theater) in Timor-Leste

staff (teachers) rather than the facilities.

The

３

―――

Contents―――

Part1 Case Studies
Case Study 1

Expanding children’s potential and their literacy skills
Community Library in the Burmese refugee camp, Thailand・・・7
Case Study 2

Motivating teachers and improving the quality of education
School Library, Lao P.D.R.・・・10
Case Study 3

Reducing dropout rate
School Library, Cambodia・・・12
Case Study 4

Overcome cultural and religious barriers and gain understanding and empathy

Community Library/ Mobile Library, Afghanistan・・・13
Case Study 5

Relieving physical and mental stress post-disaster
Library activity in the region affected Sumatran Tsunami, Thailand ・・・16

Part2 Theory
1. Life Skill Education and Reading Promotion Activity・・・18
1-1. Reading promotion in developing countries・・・19
1-2. Relationship between reading promotion and Life Skill education・・・20

2. Importance of Reading Promotion
2-1. Reading as a right ・・・23
2-2. Reading as human development・・・25
2-3 Reading for childhood development・・・26
2-4. Reading Promotion for richness of humanity・・・27

3. Tasks and functions of library・・・28

４

Part3 Practical methods of reading promotion
1. Collecting and Keeping Books
1-1. Collection and selection of books・・・31
1-2. Publishing books・・・34
1-3. Making Kamishibai (paper-theater) ・・・38
1-4. Using quality foreign books・・・42
1-5. Repair of books and magazines・・・44

2. Making opportunities of reading books
2-1. Various styles of libraries and school libraries・・・45

School library・・・45
Jidokan (Community children’s center) ・・・47
Katei Bunko(Home library)・・・48
Community library・・・49
Mobile library ・・・51◆Library car ◆Library box and library bag ◆Circular library box
Delivery library service・・・52
Services of mobile library・・・52
2-2.

Display and classification of books・・・53

3.Librarian
3-1. Librarian’s task・・・56
3-2. Training of librarians・・・57
3-3. Training at teacher training school・・・60

4. Service and events encouraging users
4-1. Daily work of a librarian・・・61
4-2. World of story telling・・・65● Story telling without any means・・・66● Story telling with picture books・・・67●Kamishibai (picture-theater)・・・68● Paper puppet theater, puppet theater, panel theater and apron theater・・・70
Story telling hour・・・75
4-3. Library service for those who have difficulties to visit a library ・・・78
4-4. Cultural activities・・・79
4-5. Events related to library activities・・・80
4-6. Information magazine・・・81

５5. Management and participation of children and community・・・82
5-1 Opening library to public and community participation・・・82
5-2. Participation of children and youths・・・83
5-3. Participation of a community: library promotion to parents・・・84
5-4. Rule of the library・・・85
5-5. Recording the number of visitors・・・86

Part4 Support by NGOs and donors
1.Project Cycle・・・88
2. Reading Promotion Program as Educational Cooperation
2-1

Approaches to the reading promotion project・・・89

2-2

Situation of target area and approach of the support・・・90

2-3

Project formulation study・・・94

2-4

Identification of the counterparts and negotiations・・・100

2-5Making a project proposal・・・101

3. Implementation
3-1 Baseline survey・・・103
3-2

Feedback of the Baseline survey・・・103

4. Monitoring
4-1.

Why is monitoring necessary? ・・・104

4-2.

Method of monitoring with an interview ・・・104

4-3.

Activity report and user record・・・106

4-4.

Monitoring by counterparts・・・106

5. Sustainability of project5-1. Why sustainability is necessary? ・・・107
5-2. How to keep sustainability? ・・・107
5-3.

Exit strategy・・・108

5-4. Strategies for each project cycle stage・・・109
5-5. Sustainability of financial resource・・・111

In conclusion: for the future of children
children’s poems・・・112

６

Part1 Case Studies
Reading promotion activities have brought various benefits to children and local communities;

Case Study 1

Expanding children’s potential and their literacy skills.
Community Library in the Burmese refugee camp, Thailand

Community Library■Libraries for Children who do not know the world outside ofcamps

Due to the violation of human rights and the conflict between the
Burmese military government and ethnic minorities, 150,000 people
have escaped to Thailand and live in refugee camps without
knowing when they can go back.
In the Burmese refugee camps, people cannot access outside
information , cannot live comfortably and do not have enough safe
areas for children. People started becoming refugees in the middleof the 1980s. Therefore, children born in the refugee camps do notknow the world outside the camps.
Shanti Volunteer Association (SVA) started the library promotion
Picture books enhance child development.

program in 2000. As of 2007, 25 community libraries are operatingin nine camps.

1 Library Committees have been set up to be
responsible for the management of the Community
Library in the refugee camps.
2. Librarians are selected upon the applications fromthe camp population for the sake of the sustainabilityof the operation.
3. The books provided in the libraries are in Karen, themother tongue of the refugees, and in Burmese theChildrenʼs Room in the Community Library.

official language of Myanmar.

7

■ Story telling contributes to the richness ofchildren’s vocabulary of their mother tongue.

Children remember many stories that they listened toin the libraries, and they tell these stories to theirparents and younger brothers and sisters at home until
they go to bed. It is reported that some parents got evenmore interested in the stories than the children told
them the stories and became an enthusiastic user.
Especially, it is said that the conversations at home andat school have become linguistically richer because thechildren’s

Librarians tell stories to children.

vocabulary

of

the

Karen

languagedramatically improved.
Now, we will examine what children have improved in by the reading promotion
from the following three aspects: knowledge, attitude, and skills. This study isbased on the results of the questionnaire which was given to parents and teachers
six months after opening the libraries.

<Impact of reading promotion on children’s ability >Knowledge・Children are now able to find what happens outside the camps.

・Children have learned health, hygiene, and women’s rights issues.

・Children have learned the history of their ethnic group.

AttitudeThis can also be a place where theirculture is preserved.

8・Children have acquired a habit of reading books.

・Children have improved their ability to think and to imagine.

・Children’s motivation for learning has increased.

・Children have learned to respect older persons.

・Children have become confident to speak in public.

・Children have looked after their younger brothers and sisters voluntarily.

・The relationships among children have been strengthened.

・Children have learned how to keep things clean.

・

Parents and children now talk more often than before..

Skill
・

Children have increased the vocabulary of the mother tongue.

・Children have improved their literacy skills.

・Children have improved their ability of asking questions.

・The oral and written expressions of children were enriched.

・Children have learned how to draw pictures

<Impacts on the youth>・The youth considers the Community Library as a place where they canspend a meaningful time.

・The youth is increasingly interested in reading books.

・The youth now has better access to information and knowledge.

・The youth has learned the current situation of their ethnic group.

・

Traditional culture was at risk of disappearing but because of reading
Drawingpromotion, ethnic traditions are being passed down to the next generation.

picturefreely.

Community

libraries also serve as childrenʼs center.

<Impacts on schools and communities>
・Community libraries are considered as new educational institutions in addition to the schools.

・Opportunities for education have been increased.

・

Even illiterate people come to the libraries and enjoyed looking at picture books.

・

Picture books provided people with concrete images of the world outside the camps.

・Children enjoyed programs which were not operated at school.

・Teachers have learned to use library books to improve classroom practices.

・

Story telling at nurseries is significantly helped in children’s emotional development.

・Parents became aware of the importance of education.
Source: Evaluation Report on Library Project in the Burmese Refugee Camp, SVA (2006)“Burma” or “Myanmar” ?
The current Burmese government gained a control of thecountry, by bringing down the democratic group in 1988 andchanged its official name from “Burma” to “the Union of
Myanmar” the following year. They changed it because “Burma”
indicated only the Burmese group and thought “Myanmar” better
expresses the complexity of the ethnic groups that reside in the

Decorating artworks of children. Decoration

country.

makes the space child-friendly.

Some experts, however, argue that Myanmar is not thebest name to explain the ethnic diversity. That is to say, there wereno meaningful differences between the words “Burma” and“Myanmar”, as the former is a literary expression whereas thelatter is a colloquial one .
Moreover, among those who support democratization inside andPublic Library and Community Library
In Japan, the Public Library is set up and operated
directly by a local government based upon the Japanese
Library Law. A library in this manual, on the otherthe country and the ethnic minorities whose human rights

hand, is operated by the local community but still

have been infringed, many of them have been opposed to thekeeping its public nature, functioning as a life-longcurrent government as well as its new country name.

learning institution, and as a place to foster community

outsideThis manual uses “Burma” to illustrate its case for thecultural exchange like the Japanese Public Library.

educational assistance for the Karen people, who have been denied

Therefore, this manual uses the term “Community

their human rights in their home country, and they usually call

Library” not Public Library.

their home country “Burma”.

9Case Study 2

Motivating teachers and improving the quality of education
School Library, Lao P.D.R.

In Laos, many children do not have opportunities to read books carefully since there aren’t
enough textbooks for every child. As a result, many children fail to acquire literacy, and as manyas 30% of the first graders fail their final examination.
Under this situation, school libraries provide children with previous reading opportunities.
The enjoyment reading books contributes to the improvement of literacy skills; subsequently, it
helps them learn to enjoy writing.
◆A school receives picture books.
The first picture books seen by both children
and teachers

The first day they receive the books children try to the read books
by tracing the words with fingers. Teachers are also not familiar
with the books. They just observe the children because they do notknow how to deal with them.

◆Training for Teachers
Start with familiarizing teachers with books.

Teachers also learn story telling skills in training workshops.
Each participant practices story telling skills in front of children
on the last day of workshops. They look nervous and unskilled.

◆ Children’s enthusiasm to the paper -theater
encourages the teacher to work hard.

A teacher who learned and practices story telling skills inclasses, more committed to teaching by the reaction fromchildren about her performing Kamisibai (pictue-theatre).

10◆A collection of compositions by school childrenChildren develop literacy not only by reading, but by writing

Picture books are utilized not only for reading but

whatever they like. (Phon Kham primary school, Vientiane

also for materials for writing skill.

Province)◆Librarians enriching reading promotion activities

A librarian teacher is saying “I would recommend this book forthe first graders to familiarize themselves with numbers”. The
Sainyabuli Province is committed to reading promotion by
allocating librarian teachers in each school.

◆Parents understand the importance of readings and cooperate inreading promotion by donating items such as bookshelves.

Improvement of children’s literacy has made parents cooperative
to school library activities. Parents donate fabric “library bags” forbooks and wooden bookshelves. (Si Mung Khoun primary school,
Sainyabuli Province)
In this province, school nominates a librarian and works actively
for the management of the library and reading promotion toward
children.

◆The Principal’s decision is a determining factor.

In Vientiane Province, there is no librarian. The principal of
Sim Ma No primary school said “we will choose one incharge of library from the current teachers.” The main
purpose is to increase literacy and reduce the number ofdropout by reading promotion.

11

Case Study 3

Reducing dropout rate
School Library, Cambodia■Distributing books reduces dropout rate

his chart shows the change in the dropout rate of 86 primary schools in
Banteay Meanchhey

1.6
1.4
1.2
1
0.8
0.6
0.4
0.2
0

Province, Cambodia, before and after library

programs. While schools having the average range of books saw an increase

1.494

in the dropout rate by 0.8%, those having more than the average reduced it

0.92

by 2.6%.
This research has also shown that when the number of books per student

Less story telling group

Many story tellingincrease by 1, the dropout rate reduced by 2.6%; and the promotion rate

Freqency of Story tellingrose by 5.1% (after adjusting for other factors like the number of student perteacher, the school facility, and the parents’ educational and financial
background). Therefore, it can be concluded that distributing books iseffective in reducing the dropout rate.
2
1■Story telling is effective in reading promotion

0.838

0
-1

Less copies group

Many copies group

This chart shows the frequency of library use (per month) as an indicator-2.56

of reading habits. There is big gap between schools that offered less story-2-3

telling and those that offered more; the former is 0.9 and the latter is 1.5.

Dropout rate

From this result, is can be said that story telling also plays important role inreading promotion.
Cluster School System■“Cluster School System” introduced by the Cambodian government
ripple effectsatellite
schoolsatellite

The Cambodian Ministry of Education, Youth and Sports has introduced

schoolthe Cluster School System to utilize that limited resources effectively. Thiswas first implemented as a pilot project from 1993 to 1995 and then

Main
Schoolsatellite

satellite
schoolschooluniversalized. Cluster means a group of things like grapes and, in thiscontext, a cluster consists of a main school and 4-10 satellite schools.
Each main school has a Cluster Library for a teachers’ and students’ study,

satellite

satellite

schoolschoola Resource Center for managing learning materials, and a Meeting Room
for weekly technical meeting with satellite school representatives. The
purpose of the technical meeting is to provide the information from thegovernments, to distribute documents, to share the result of workshops, toSupport with workshops, informationand learning materials
Ministry, Bureau of Education IOs and NGOs

12

develop learning materials and to organize workshops for teachers.
Cluster Library organizes expositions to community to raise community’sawareness to education.

Case Study 4

Overcome cultural and religious barriers and gain understanding
and empathy
Community Library/ Mobile Library, Afghanistan■A History of malfunctioned public education and prohibited girls’ education

In Afghanistan, public education did not function for a long time due tolong-lasting conflict and girls’ education being prohibited under Islamic
fundamentalism.

Due to the end of the Taliban administration in 2002, many

internally displaced peoples and refugees returned home, moreover, the new
government started supporting education for school-aged children, including
education system reform and school construction.
Although five years have passed, the primary enrollment ratio is about 60
percent. Thirty percent of schools do not have classrooms, and only 10 percent ofteachers are educated.

Moreover, the gaps between urban and rural areas andA library box came to a village.

between girls and boys are big.
■Two Years for the Preparation

Shanti Volunteer Association (SVA) started reading promotion activities tosupport education in Nangahar Province, Eastern Zone in Afghanistan. This
includes management of a community library in Jalalabad, as well as a mobile
library for rural primary schools, library training for school teachers, publishingfolk tale books in the national languages (Pashtun and Dari), and providing folk
tale books and foreign picture books.

However, 90 percent of people living in

Naghar Province are Pashtun, who maintain a conservative culture and for thelast 20 years have been influenced in particular by a fundamentalist strand ofIslam. Therefore, there have been many obstacles to treading promotion
activities.

They see picture books for the first time.

The experience in Afghanistan is different from other Buddhist

Southeastern Asian countries where SVA has worked before.

It took two years to build thefoundations before starting actual activities.
■Refusing “Story Telling for Children” during the Initial Phase

In Afghanistan, it is believed that adults and teachers should control
children and expostulate with them. Therefore, they often hit children
with wooden sticks. In educational situations, teachers have to respond tochildren with dignity and do not play with children. Teachers do not evenshow their feelings in front of children. Since the story telling that SVA
promotes needs the story teller to imitate characters with gestures, someAfghan people refused to do story telling during the initial phase.
A girl reading a book aloud13

Although only rich people obtained picture books in the 1970s, picture books in their national
languages had not been published before. This is because people think that picture books andpicture story shows are against the Islamic culture, which bans the worship of idols.

Moreover,rural officials and teachers are afraid that foreign picture books with local languages may teachchildren other religious and foreign cultures.
■Opening a Model Community Library as the First Step

In the community library in Jalalabad, children, including those notattending school, enjoy books. The library was set as a model for reading
promotion activities. Furthermore, the library aims for education officials
and parents to understand reading promotion activities, as well as test
children’s response to new folk tale books and foreign picture books.
An SVA librarian and an interested university student work part-time at
the library.

It is open from 8am to 12:30pm and 1:30pm to 4pm, six days aweek (closed on Fridays). Children can read folk tale books published by
SVA and foreign picture books from Pakistan, Iran, England and Japan
community library in Jalalabad

written in Pashtun and Dari. Children can come to the library and read picture books anytime.
If they are registered, they can borrow books.

Librarians do story-telling, play games withchildren and hold literacy classes.
Considering that former nomads and internal refugees have to move a lot, children do notneed to register to join the library.

Moreover, one staff from the provincial department of

information and culture works half days three days a week as a representative of the department.
When the library started, there were few books. However, there are now 1,000 in thecollection (200 for lending). There are more than 100 visitors a day and from 25,000 to 30,
000 visitors a year. People in the province have looked at children in this community library
and activities done by SVA, and have eventually understood the importance of the reading
promotion activities, so their anxieties are gone.
■A Place where Children can be Themselves

To respond to the needs of the users of the library, the library plays the roleof a children’s house (Jidoukan). New events have been added, including
literacy classes and traditional dance classes for children not attending school
and are engaged in child labor, music instrument classes, monthly parent
Library used for children housemeetings, birthday parties, competitions for plays, and even events organizedChildren enjoy holding papers.

by children.
Children in Jalalabad help their families rebuild their lives after the conflict,and take care of young siblings. Many of them work for their families andcannot go to school. Since there is no park, children just play on the roads. This leads to a lotof accidents and abductions.
At the library, children follow the rules, including washing hands and book handling, and14

enjoy picture books and games.

Some children have even started story-telling and recite

Afghan poems in front of other children.
Since some parents only allow children to go to the community library, children can go to the library to take a break fromhousework. Therefore, the library functions as an important place where children can access books, where parents can send
children, especially girls, without anxiety and children can be themselves.
■Children’s response changes adults.

After gaining the understanding of education officers, SVA started amobile library. In this activity, SVA staff members visit rural primary

Mobile Library Activities

schools with a round book box, do story-telling, and circulate the bookat Schools

box among primary schools. At the rural schools, teaches hesitated at
first.

For instance, after the SVA staff did the story-telling, a teacher

complained to the school principal, saying, “If children laugh in my class
tomorrow, who will take the blame?” SVA repeated the mobile library
activity and had teachers accustomed to it. SVA also did training forteachers. Right after the training, teachers did story telling in a stiff andawkward manner in front of the children, who were more nervous than having fun. However,after several trainings session, the teachers understood the importance of the library andchanged themselves by looking at children’s response. Some teachers were even surprised atseeing children who concentrated on listening to the stories, without being scolded withwooden sticks.
■Consideration of Religion and Expansion of Activities

When picture books are published and provided, the Picture Book Publishing Committee,
including the local concerned people at teacher training college, checks the wording in thebooks and takes Islam into consideration. For instance, they make sure that pictures of pigs
and the line of the female body are not shown.
When picture books were first published, the language used was only
Pashtun. This is because Afghanistan was governed by a tentative
administration at that time and it was uncertain which ethnic groupwould officially take on the administration. Pashtun people do not
like Dari.

However, both Pashtun and Dari have been used for

publishing since 2006.
Although the program has functioned well, teachers and parents in
new project areas do not know anything about the reading promotion
activities. Although SVA knows that it takes time for people to accept their activities, it
always holds meetings with village leaders, elders and religious leaders.

SVA avoids

Training for teachers

discussion on religion, accepts differing opinions in each region, and responds to themflexibly.

Through these attitudes, the reading promotion activities are successful as ateaching method, literacy material and a tool for children’s life skills education.

15

Case Study 5

Relieving physical and mental stress post-disaster
Library activity in the region affected Sumatran Tsunami, Thailand

In the post-disaster period, we can operate avariety of activities at the libraries in the relief camps
and temporary housings. This is an example ofactivities in a disaster area in Thailand after Sumatran
Tsunami.
●What was the purpose?
– To provide a safe gathering place for theirchildren

A “Temporary Library” was set up in the relief
camps in order to provide a safe place for children
two weeks after the disaster. Activities like basic
library services, puppet theater for the nurseries, anda mobile library with circulating librarybags were started.
Operation systems were not changed from other library projects; we provided books, recruited
local people (in this case, from the relief camp) as librarians, and started operation afterorganizing training for the librarians.
As this is an emergency case, we adhered to the policy to never ask children about the
Tsunami and involved people from the community in the management roles so that the children
and parents could feel safe there.
Relief activities under an emergency period consist mainly of logistic support anddistribution, although they tend to overlap. Meanwhile, we provide support on psychologicalaspects through library programs, such as drawing, reading picture books, and programs that
promote the strengthening of relationships with others.
●What is effectiveness of the library program?
– To ease people’s stress

After the Tsunami, people were confronted with increased stress, fear, and anxiety due tothe extent of the disaster, the sudden change of life, and difficulties with life in a relief camp.
The library program has been able to ease the stress.
Firstly, the people have a place to go. They were able to escape terrifying memories of thedisaster when they spent time in a library. Secondly, in a relief camp, life tends to be too
difficult for families to look after their children and they left more stress as many strangers werepassing by with distributions. For those who were afraid of being apart again under such
stressful circumstances, the library functioned as a safe haven where their children could play.

16

Although other NGOs provided children with safe-play areas where they played with toys,
watched TV, and did their homework, their services were usually limited to temporary events or
during the distribution of materials. There were no active programs similar to the library
program, which operated child-oriented activities. In this sense, the library program added an
important semi-permanent place for the children.
●How large it is?
– We used a large tent

We built a large tent as a temporary library in the relief camps. We arranged plastic
sheets, library bags, fans and water tanks inside; there were no chairs. We also provided board
games and jigsaw puzzles. It is important to adjust the layout of a library to match local
conditions, such as the weather. In this case, for example, we designed the floor higher thanground level to avoid getting the plastic sheets wet when it rained.
●How do you recruit librarians?
– We asked for applications for volunteer staff from the community.

In the beginning of the operation, the NGO staff carried out most activities. Then, we
appointed 2 volunteer staff members, who are from the affected population and have a strong
will to contribute to the community, for each library. They received on-the-job training.
●When are they open? What kind of service do they offer?
– We opened daily

The library was open daily from 8:30 to 18:00. Although its main target users wereprimary school students, there was a range of visitors from infants to secondary school
students. We provided library service, story telling, singing, dancing, drawing and so forth.

17

Part2 Theory
How does the enjoyment of books relate to life skills? What are life skills?
This section shows the importance of reading books, as well as reading promotion
activities in developing countries.

1. Life Skill Education and Reading Promotion Activity
Reading promotion activities are based on human rights, and aim for child development
through enjoyment. This leads to the improvement of children’s life skills.

Solve problems positively.

Decide and Judge on oneʼs own（Problem Solving）(Decision-making)

Enjoy reading andThink objectively and critically.

activities.

（Critical Thinking）

Think with creativity andimagination.
（Creative Thinking）

Life Skills

Reading Promotion Activities

Right

to

Receive

Ability to deal with and solve daily problems

Build friendly relationships.

Express oneʼs self through（Interpersonal）

words and attitude.

an

Education（Communication）

Right to succeed culture

Feel empathy for others.
（Empathy）

Understand oneʼs self
(Self-awareness)

Control stress.
(Managing Stress and Feelings)

Development of Sense of Values,
Attitude and Knowledge18

1-1. Reading promotion in developing countries■Reading undervalued in environments with a small number of books.

In many developing countries, the activities to promote reading books for children, havenot been taken seriously. The main reason for this is the lack of books. For example, about
4,400 titles of children’s books (excluding cartoons) are published every year in Japan; on theother hand, only 50 titles of children’s books come out in Cambodia. However, this does notmean that children do not need to read books.
In order for children to develop their sense of values, attitude and knowledge, reading
promotion activities were started based on the children right to receive education and maintaintheir culture.
■The donation of books itself does not encourage children to read them.
This is why it is important to promote reading.

The donation of books itself does not mean children will enjoy books. In some projects,
local people do not read donated books and leave them in the boxes. It is because teachers
have no long-term experience reading books to children and do not know how to use them.
Therefore, reading promotion by trained librarians and teachers is essential to get themfamiliar with reading.
Reading promotion activities are carried out in both formal and non-formal education,
targeting the youth, parents, teachers, librarians and those who are involved children’s
activity.
Reading Promotion Activity
Main activities are to develop and publish

Structural elementsof Reading Promotion Activity

quality books, to organize story telling andlibraria

cultural events, to organize workshops forlibrarians and teachers, to set up and manage

space fora suitable place for library and reading, and toreading

goal

books

build a network of social resources.
children(readers)■Development of Four Elements for Libraries

Library operation consists of 4 elements: librarians, books, space for books, and children(readers). You need to take them into consideration when you make an action plan. Activities
involve local administrations, schools, local communities and local NGOs to develop eachelement.

19

1-2.Relationship between reading promotionand Life Skill education■Develop life skills for dealing with daily problems

Life skills education refers to education for “development of necessary abilities for dealing
with various problems and demands in everyday life in a constructive and effective manner 1”
Also, life skills education pays attention to the flow of knowledge, attitudes and skills. Thisis because people can deal with problems properly with skills, which come from attitudes andactual behavior based on their knowledge. Examples for adults are the prevention oflifestyle-related diseases and quitting smoking. People need to haveNow, you will see how reading promotion
activity is related to Life Skill education.

the appropriate skills to control their emotions, keep good humanrelations and make themselves desirable.

Knowledge – through picture books,

Although we need various skills to respond to different problems

storybooks and story telling of reading

and demands, there are skills that can be used for any situation. These

promotion activities, people are able to acquire

are called life skills, which include (1) decision -making and problem

the knowledge on language (mother tongue),solving,literacy, health and sanitation, environment,

communication and interpersonal relations (4) self-awareness andpeace, diverse culture and history of ethnics,

empathy, and (5) managing stress and feelings.2 We will look at thetradition, culture, society, current affairs,

reading promotion activities from the perspective of life skills

ethics and humanity.

education.

Attitude – reading promotion activities,
such as using library, telling stories, playing(2)

criticalthinking

andcreativethinking,(3)■Two functions of reading promotion: “to achieve goals” and“to acquire practical tools”

games and drawing, induce people to readOn the one hand, reading promotion brings practical life skills—asbooks. Reading books encourages them tomentioned in the previous paragraph. On the other hand, reading

improve their attitudes of communication withpromotion activities like board games, picture books and paper

others and to become more involved withtheaters are used as a tool in the Life Skill education program—suchothers and the world (or external affairs).

as health education, prevention of accidents with land mines, andenvironmental education—in order to cope with certain challenges.

Skill

–

Reading

contributes

to

the

Therefore, it can be said that reading promotion activity functions as

development of literacy and numeracy as

one of the tools to learn Life Skills, in addition to being a promotion

practical skills. Other reading promotion

method of literacy.

activities also enable people to acquireHere, you will see how reading promotion activities help Life Skill

functional literacy such as communication

education programs with the case of the Community library at askill, thinking faculty and self-esteem.

Burmese refugee camp.

1“WHO Life Skill Education Program” WHO (1997), translation by Tetsuro Kawabata, et al., Taishukan Publishing Co., Ltd. p.12
2“HIV/AIDS Mannual” Katsuma, p.5,620

Reading Promotion Activity as a tool of learning Life Skills
Type of Life skill

Characteristics of a life skill 3

Expected results after reading
promotion activities
Examples of Community Library in the
Burmese refugee camp

Decision-making

Problem Solving

Critical Thinking

Creative Thinking

It helps to make constructive decision
about daily life
<effect>
If the youth can think carefully to makeevaluation and decision by himself, he
could bring better results.
It enables to cope with problems in their
daily life positively.
<effect>
If
they
leave
seriousproblems
unresolved, they may suffer from mentalpressure and physical tense.
It enables to analyze information andexperiences objectively.
<effect>
Peoplecanunderstandvariousviewpoints of others and avoid being
under pressures caused by them.
It enables to think of several possibilities
for problems and to make simulation
before making a decision and finding asolution.
<effect>
They can handle their daily life flexibly,
by thinking of situations to which they
have not faced.

Communication

It helps to express themselves with either
words or attitude, considering thebackground of the situation.
With this skill, they can express their
desires or fears, as well as opinions anddemands, so that they may seek advises
and helps,● People are able to have their own
opinions by thinking the answers ofquestions by librarians● People become more active; theydecide voluntarily to join library eventsand practice to show their achievement.
● People can learn how to solve
problems from contents of books(acquisition of knowledge). They also
understand what they learned at school
deeply with additional books in library●Children who were afraid of speaking
in public become active to ask parents
and teachers.

● People can grow their imagination
with various picture books. They also
imagine their future and work hard toachieve the goal.
●People can learn many ideas aboutwar, peace and human relationships andapply them to their daily life when they
make decisions.

●Children who used to fight against
one book, could improve relationships toread a book together.
● Peoplecanlearn
non-verbal
communication through games andother activities in libraries.
●People get to know the folk tales andthe experiences of different generations
and asked them some advises and helps.

Interpersonal

It helps to communicate with others in apreferable way.

●People become accustomed to keeping
the library regulations and consider

3 “WHO Life Skill Education Program” WHO (1997), translation by Tetsuro Kawabata, et al., Taishukan Publishing Co., Ltd.

p.13-15

21

Self-awarenessEmpathy

Managing Stress andFeelings

This skill enables them to develop andretain good friendship, which isimportant for their mental and social
health. They can also keep good
relationships with their family, which isthe fundamental body for social support.
This skill also means to learn how tofinish a relationship in a positive way.
It helps people to know about themselves,
their own personal character, own strong
and weak points, desire and dislike.
People can find when they feel underpressure with this skill. Self-awareness is
indispensable for developing sympathy toother people as well as effective
communication and relationships.
It enables people to understand andshare other person’s feelings, even when
they have completely different lifestyle
from theirs.
Having empathy enables people tounderstand and share someone else’s
feeling. Therefore, it allows them toimprove social relationships among
different ethnic or cultural groups. People
will take generous actions for those whoneed a help and tolerance, and for mostvulnerable people such as HIV/AIDS
patients and mental patients.
Helps to identify the causes of stress indaily life, to find out its influence and tocontrol it.
This skill includes easing the causes ofstress by changing physical environment
or lifestyle. Learning how to ease one’s
tension for preventing health problems
from inevitable stress is also one form of
this skill.
This
skill
requires
understanding
persons’ emotion including their own, tolearn how emotions are related to theirattitudes, and to cope with these
emotions properly. For example, strong
emotions like rage and grief will give bad
effects to their health if they do not treat
them properly.

other users. Through cultural activities,
they look up elder people more, so thatthey can act properly to them.

●People learn polite expression.

●People become aware of their ethnic
identity by learning their culture andhistory from folk tales and think whatkind of skills and knowledge are helpful
for their future.

● Through folk tales and culturalactivities, people respect their own
culture and diverse culture of otherethnics. They also come to think better
attitudes toward their parents andfriends.

● Refugee children can ease theirtraumatic experiences which they went
through before they arrived at the
refugee camps, by coming to library,drawing, chatting with friends andreading picture books.

Source: “WHO Life Skill Education Program” WHO (1997), translation by Tetsuro Kawabata et al.,Taishukan Publishing Co., Ltd. p.13-15,

22

2. Importance of Reading Promotion
Until recently, emergency relief like food and medical support are considered as primary
supports in developing countries; educational support tended to be regarded as less important.
However, children without basic education, which offers fundamental life skills, grow up withno awareness of the importance of education; they do not have any experience in the learning
process.
This may take on a vicious circle that may proceed into the next generation. Children arenever able to retain their childhood forever. During childhood, therefore, securing educationrights, as well as health, is significant to develop the foundation of humanity, because humanbeings can have creative and thinking abilities at their childhood.
Now, you will see why reading promotion is considered as a guarantee of education in thefollowing section.

2-1. Reading as a rightReading is considered an activity that is indispensable for people to acquire literacy,
improve their sensibility and expressiveness, enrich their power of imagination, and learn
abilities for a better life. To start reading from an early age fosters “life skills” that enable
them to think, understand, and make better life decisions.
In principle, the chances to learn life skills, which people can acquire by reading, should
be provided to everybody equally: no matter whether one lives in a developed or a developing
country. There are, however, 800 million children and adults who have no access to basic
education or to the benefits of reading books in the world. They are neglected from thesocieties, considered as the illiterate, and are forced to live without any chances to have basic
rights of human beings. It is a big challenge to secure their rights to learn and to know.
In this section, you can see further possibilities of reading promotion with several related
constitutions and laws.
The right to learn
In 1985, the Fourth International UNESCO Conference on Adult Education declared thatthe right to learn is one of the indispensable human basic rights. According to thedeclaration, the right to learn is:
the right to read and write;
the right to question and analyse;
the right to imagine and create;
the right to read one's own world and to write history;
the right to have access to educational resources;
the right to develop individual and collective skills.

23

This declaration clearly mentions that “learning” is not a luxurious culture or a right whicharises after securing basic needs.
This is not an exclusive right for those who are in the privileged classes classified by sex,
age and social status. Education rights are guaranteed for everyone in anytime and anywhere in
one’s life.
Convention on the Rights of the ChildThe Convention on the Rights of the Child was adopted at United Nation in 1989, sayingthat children have human rights and have to be treated as equal as adults. Children can claims
the rights of development and social securities in accordance with their physical and mental
development.
Education rights can be the center of this security. J. Piajet, the leader of International New
Educational Movement, explained that most things that human beings acquire in their processof development are derived from education, not from genetic inheritance, and social andeducational factors consist of “conditions of development” at any stage of development.
The Convention on the Rights of the Child declares that any children who are below theage of 18 years have a right of education (Art.: 1 and 28). Education aims for: a) the
development of the child’s personality, talents and mental and physical abilities to their fullest
potential; b) the development of respect for human rights and fundamental freedoms, and forthe principles enshrined in the Charter of the United Nations; c) the development of respect
for the child’s parents, his or her own cultural identity, language and values, for the national
values of the country in which the child is living, the country from which he or she may
originate, and for civilizations different from his or her own; d) the preparation of the child for
responsible life in a free society, in the spirit of understanding, peace, tolerance, equality ofsexes, and friendship among all peoples, ethnic, national and religious groups and persons ofindigenous origin;and e) the development of respect for the natural environment. (Art.: 29) It also declares
children the right to have free time besides formal education and to join cultural life and the art.
(Art.: 31)
International Covenant on Human Rights
There are some people who live under a difficult situation for reading in theirmother tongue in the world even if they can read and write it. Such people consistof, for example, i) aboriginal groups who have been kept their original ethnic,
linguistic and cultural identities for long time, ii) refugees and those who ask forprotections, iii) minority groups of immigrants, iv) those who have short-stay visa
and forced labors and so forth. Although they are literate of the major or official
languages of the country where they live, they often face a difficulty to read theirmother tongue as the same way as they read the official language.

24

Article 27 of International Covenant on Civil and Political Rights, which was carried at UN
General Assembly in 1996, stipulates individual’s security of mother tongue as the minority’s
right, saying as follows; “ In those States in which ethnic, religious or linguistic minorities
exist, persons belonging to such minorities shall not be denied the right, in community withthe other members of their group, to enjoy their own culture, to profess and practice their own
religion, or to use their own language.”
In addition, Universal Declaration of Linguistic Rights was carried in Barcelona, Spain, led
by the Translation and Language Rights Committee of International P.E.N Club, in 1996. The
most important feature of this declaration is that it declared linguistic rights as both collective
and personal rights considered the use of their own language in private and in public without
any interventions. When considering that this declaration is currently under the lobbying to
adopt in the UN General Assembly, it is certain that there is global movement to consider
linguistic rights as basic human rights in written words.
However, the declarations of these basic human rights have no impacts if they are not taken
into an action. The individuals’ development to read, know and think will create society andexplore the history. Reading is truly one of the means to take action for these human rights.

2-2. Reading as human development
When we read books, there are various purposes for reading; we may read books to enjoy,
to look into something, to meet intellectual interests, and so forth.
Written culture differs from the image culture, which gives us one-way communication, inthat the active communication enables us to consider matters, to imagine a situation, to agreeand criticize other opinions and to put own ideas to others. Learning these types ofcommunication continuously fosters humanity, such as richness of sensibility, fair decisions,
intellectual imagination and suitable communication with others. Moreover reading offers thebest opportunity to learn vocabularies that people cannot gain in their daily life. It is said thatvocabularies from reading are ten times as rich as those from a daily life. People can improvetheir communication ability with rich vocabularies to make more colorful expressions andsmooth communications
The purpose of Life Skill education is to develop the abilities that help people to cope withproblems and demand in their daily life. Therefore, reading promotion can be recognized as
one of the useful tools for Life Skill education.

25

2-3 Reading for childhood development
For children, physical health can be maintained by eating.
On the other hand, reading and listening to many stories foster their rich sensibilities andimaginations and help their mental development.
Therefore, it is essential to keep proper mental and physical development of children,
adequate notorious food, direct experiences in nature environment and in human society and,lastly, indirect experiences in the imaginary world of storybooks.
◆Food・・・・・・・・・・・・・・・・・・・・・・Nutrition for one’s body
◆Imaginary world of story telling and storybooks・・Nutrition for one’s mental healthThree main elements for mental health①direct experience in natural environment②direct experience in human society③indirect experience in an imaginary world of books

source: ”The World of Picture book and Creation of Nursing Culture” by Junko Watanabe

For children, imaginary worlds in storybooks are just for fun, not for useful purposes orlessons. One touching story can move children to remember it and become a motive of reading.
Children develop their sensibilities, such as hope, courage, confidence, relief and enthusiasm,
and imagination, having mental and emotional virtual experiences in storybooks. These abilities
encourage them to deal with difficulties and to have power of living. Children who haveexperiences of books come to know the joy of reading and have a habit to reading.
When children have more experiences to feel joy, fun and happiness, they will be able toshare these feelings in their future. Reading direct following abilities:＜The abilities acquired by reading＞
A.

Thinking ・・・To enlarge knowledge base. To learn the importance of having
questions.

B. Imagining・・・To envision the world of literacy with oneʼs imagination . To feel
empathy.
C. Listening・・・To listen to stories
D. Speaking・・・To develop vocabularies. To learn proper and right languages. To learn
rhyme of languages. To communicate with speakers
E. Creativity and Expression ・・・ To be creative and express one’s self.
F. Reading・・・To read books voluntarily
G. Feeling relaxed・・・a different feeling from that is felt in school.
H. Acquiring the abilities mentioned from B to F would help students to improve theirattitude towards classes and the relationships with teachers.

262-4. Reading Promotion for richness of humanity
United Nation’s Millennium Declaration was adopted to achieve the quality of society that
secure the basic living standard as human being for every people, including children.
However, nearly one billion of children still have no secured their childhoods, being under the
threat of hunger, conflict and HIV/AIDS.
Here, we introduce the message by Shinji Tajima, Representative of International Center for
Literacy and Culture (ICLC):“Literacy has to have its own philosophy and purpose. Literacy education should
aim for the universal purposes and contents with rich humanity, rather than merely
acquiring the skills and abilities on how to read, write and calculate. How much humanbeings have promoted the literacy which has made them unhappy and killing each other(Human begins have often promoted a kind of literacy that brought them misery andprecipitated murder; it continues even today. Knowledge and skills that are expressed inletters should be responsible for the entire humanity. I believe that literacy must exist to
give life to human beings, to eliminate conflicts, and to create the world where they cantrust each other.”(from “The Principle and Activities of Human Literacy”)

This message should be considered by those who are literate or those who are learning
how to read and write; because persons who are literate and educated have invented landmines and nuclear development at this moment.
Hence, reading promotion in this manual aims firstly to develop “Life Skills”, whichenable children to think, understand and take action by themselves and, secondly, to develop
humanity, which enable them to have respect their own culture, other ethnics, religions,cultures and languages and to solve a problem through a dialogue.

27

3. Tasks and functions of library
When you operate reading promotion, where are suitable places for an institution? As statedin the previous sections, Education Rights are to be provided to all people. A “library” is theinstitution that supports this education rights. According to UNESCO Public Library Manifesto(1972, revised in 1994), the public library is considered as follows:“Freedom, Prosperity and the Development of society and individuals are fundamental
human values….Constructive participation and the development of democracy depend on
satisfactory education as well as on free and unlimited access to knowledge, thought culture
and information. The public library, the local gateway to knowledge, provides a basic condition
for lifelong learning, independent decision-making and cultural development of the individual
and social groups (UNESCO Web site, 2007)”Thus, the public library has been recognized as the “lifelong learning institution”, which
provides learning opportunities to all people, in the international context
In the same manifesto, the services of the public library are “provided on the basis ofequality of access for all, regardless of age, race, sex, religion, nationality, language or social
status.” And it also stipulates that “specific service and materials must be provided for those
who cannot, for whatever reason, use the regular services and materials, for example linguistic
minorities, people with disabilities or people in hospital or prison.” From this manifesto, you
can find the public library is the educational institution, which is open to those who arethreatened their linguistic rights and have difficulties to read in their own language.
Equality of providing public library services plays a role to bring a lot of cultural information
so that people can reduce information gaps with learning opportunities to all. Hence, the public
library can be recognized as the suitable institution fostering life skills, which are the goal ofreading promotion.
■Public library and School library/reading room

A library is the best place to implement reading promotion. A library, in theterms of its roles, can be classified into two types: a public library and aschool/reading room library.
On the one hand a public library is set up in a community and is open to public,on the other hand, a school library is established as an annex of the school andopen mainly for students. In 1999, UNESCO declared UNESCO/IFLA School
Library Manifesto that supports the principles of UNESCO Public Library
Manifesto.
In implementing reading promotion at a public library, the most useful point is
to be able to reach all people at community level to operate diverse activities.

28

Public library is also open to children who cannot go to school, the illiterate
and the disabled.
In contrast, reading promotion at a school library can be operated equally toschoolchildren from their early age.
This section looks at the functions of public libraries and school libraries separately.
＜Public Libraries＞
Function ① Collect, organize and provide material resources
Users of public libraries vary in age, gender, profession, education, preference and religion.
Therefore, public libraries have to collect, organize and provide different material resources tomeet the various needs.
Function ② Lifelong learning
Lifelong learning is an idea that integrates social life as the private individual and a broader
sense of education over the whole span of life.

Public libraries are one of the main facilities

which can guarantee the right to learn and can support self-motivating learning over one’s
whole lifetime.

People can be encouraged and stimulated by different resource material inlibraries. This results in that people can improve their motivation in further exploring andlearning.
Function ③ Creation of culture and continuation of traditions
Public libraries provide opportunities for accessing and sharing information among all
people in the community, from babies to elders.

Also, they preserve various cultural

resources that have been protected since the past and create a community culture, which will
be inherited by future generations.
In the reading promotion activities, we encourage people to be proud of their traditional
culture.

Also, we promote respect for and the understanding of other cultures in theircountry and other countries through reading books. In order for people to become proud of
their culture and traditions, we work using their mother tongues, which represent their culture.
We undertake activities to encourage people to preserve their culture and traditions at
libraries.

29

＜School Library＞
Function ① Education
School libraries are essential facilities for school education.

Moreover, students cancommunicate with other students and teachers. In order for students to become adults who canuse public libraries for their lifelong learning collaboration between school libraries and public
libraries is important.
Function ② Service and advice
Librarians at school libraries need special skills to respond to the demands of students andteachers and provide them with appropriate resource materials. Moreover, they have to help
students learn, and perform reading promotion activities by reading picture books to students togive them the chance to discover books appropriate to their needs.

＊＊＊

Whether a librarian or teacher, a person is necessary for giving users the enjoyment of reading
and knowledge, both in public and school libraries.
books out.

They are not just responsible for lending

They play a role in developing a reading culture through communication with users.

As the final part of this theory section, we will share messages from the “Year for Reading byChildren” held in Japan in 2000.

All the words connecting the past, present and future exist in books. Therefore, the reading ofbooks to find these words and develop our wisdom will decide our future. This means that thereading ability of children is one of the keys to open doors to the future of the earth and humanbeings.

References
・ ＶＳＯ（1994）Setting Up and Running a School Library / Heinemann・Japan Library Association（1995） “The Mission and Objectives of Public Library: The Commentary Notes”
・Japan Library Association（1998）“Child Service Theory”

・Ryoko Sato（1998） “Child Service Theory”

Kyoikushiryo shuppankai, Inc.

・Shukei Maesono（1998） “ Library Service Theory” Tokyo Shoseki Co.,Ltd.:・Section on Library Services to Multicultural Populations （2004） “Library Services to Multicultural Populations”
Japan Library Association
・Japan Library Association（2002） “Multicultural Communities: Guidelines for Library services”

30

Part3 Practical methods of reading promotion
In this section, you will see several methods on how to attract children to libraries and how to develop
enjoyment in reading.

1. Collecting andKeeping Books

1-1.Collection
and selectionof books◆Collection of books
Firstly, you observe
what kind of books areavailable in a local market.
In the case of the Burmese
refugee camp, for example,
thefollowing

Questionswere asked while collecting
books because there wereno publications in Karen,
their mother tongue, andthe basic difficulties infinding books for children.
The books published in the language of the ethnic minority

・What kind of books the local libraries have?

・

Whether there were any books written in the language that we sought for?

・

How many books for children were published?

・

What kinds of category of books were published?

・

What magazines were published?

・

Were there any persons who held books written in ethnic minority’s languages?

・

Did the local church, temple or supporting agencies publish books and magazines?

・

Where refugees able to import books in their own language from their country?

If you already find any resource of books like local book shops or other accesses to books,
you can skip this section and go on to the next section: “selection of books”

31◆Selection of books
Secondly, you will think which books are suitable for users. Selection of books is one of the
crucial tasks of librarian. This is a difficult and demanding task, which requires experiences. The
quality of the book selections and distribution affects greatly to the richness of the communities
reading experience.
The librarian needs to consider which the books are suitable in accordance with the respective
ages of children carefully; the quality of a library depends on librarian’s ability to select theappropriate books.
◆Selection of books with limitations
In the case of limitations on the number of publication of books in the minority’s languages,
one needs to collect documents in the targeted language. Under such circumstances, you have tokeep attention to increase the number of books with publishing books at the same time, if it ispossible. In publishing children’s books, especially, it is important to choose attractive contentsfrom various topics, such as social affairs, economics, natural science and arts, and to avoid
publishing books just for fun. Ability of book selection is relevant to a plan what kind of books
you develop.
For example, in the case of the library at Burmese refugee camp, foreign picture books havebeen translated into Karen as there are few Karen picture books. This method should obtain the
copyrights from the original writers as a precondition.
◆Selection of books for adults
The main point of book selection for adults is to keep various topics. Because adult’s interests
are more diverse than those of children, you have to be careful to keep a balance of category.
Also, you have to be careful to create a library that is open to all community members: a partial
selection of books makes the library useful for only special interest groups. For example, allreligion documents and books should be collected equally even thelibrarians believe a certain religion. Asking users requests bysetting request boxes is also a helpful way to select books when
you already have certain amount of books because it encourages todevelop deeper relationships between librarians and users.
Also, youth aged 12 to 19 years, in the first stage of theirmaturing, start becoming conscious of themselves and haveconflicted feelings about adults and society. Libraries need toprovide and publish books for such youth.

In many

English-speaking countries, libraries have sections for young
Presentation day of tradition andculture class for Karen youth

32

adults that are in between children’s and general literatures. More recently, the numberof libraries that have book corners for young adults has increased in Japan.

◆What is a good book for children?
For children, physical health can be maintained by eating. On<Key points of quality books>

the other hand, reading and1. To express clear messages of writers to children

listening to many stories foster their rich sensibilities and2. To make people read repeatedly

imaginations and help their mental development. Therefore,

3. To have attractive characters, which children feel

indirect experiences in the imaginary world of storybooks are

sympathy toessential elements for their development of mental health.

4. To have good combination of a story and pictures

Hence, bad quality of books can be harmful for their

5. To have rich expression with limited vocabularies

development of sensibility. Suppose if children read a book that is

6. To have effective page layout and design

filled with violent expressions like “Kill him! Beat him! Go to the

7. To use proper and beautiful words

Hell!!” What will happen to children’s attitudes? They probably
start to use these violent expressions in their conversations. Even if they read many books,
they cannot improve their ability of communication with such low quality of books.
To develop self-expression with rich vocabularies and thoughtful communication, readingof quality books is necessary. Then, what kinds of books are considered as good quality books
for children? You will see seven key points of quality books and the example suitable book
categories in Japan.
＜the example suitable book categories in Japan＞
1.

Books which are universal long-sellerex.) “Guri and Gura” (Fukuinkan Shoten Publishers, Inc.), “Big Turnip” (Fukuinkan Shoten Publishers, Inc.),“Odango Pan” (Fukuinkan Shoten Publishers, Inc.), “Little blue and little yellow” (MULBERRY BOOKS), “THE
THREＥ BEARS” (CLARION BOOKS), “THE VERY HUNGRY CATERPILLAR)” (PUFFIN BOOKS), “TheThree Goats Gruff” (Harper Collins Publishers), “MILLIONS OF CATS” (G.P.Putnam's Sons), etc.
2.

Books which express the value of relationships with family and friends

ex.)“Peter's

Chair”(Harper

Collins

Publishers),“Goast

Barba

Papa”

(Kodansha),“Swimmy”(SHOLASTIC.INC),“Ookami to 7hikino Koyagi” (Fukuinkan Shoten Publishers, Inc.), etc.
3.

Books which give information about physical science and healthex) “Where Does Food Go?” (Doshinsha Co,.Ltd),“Sutte Haite Yoi Kuuki” (Doshinsha Co,.Ltd),“We Are All One
Big Family” (Fukuinkan Shoten Publishers, Inc.), etc.
4.

Books which develop understandings and attitudes to the disabled personsex) “What's that?” (Forlaget), “Rulle Pa Eventyr” (Tiden Norsk Forlag), etc.
5.

Books which introduce importance of natural environmentex) “The Little House” (SHOLASTIC.INC),“Barbapapa's Ark” (Frederick warne), etc.
6.

Books which introduce traditions, cultures and life styles of other countries livelyex) “People” (Heinemann),“Can you fineｄme?” (ACCU),“White House and Suhoo” (Fukuinkan Shoten Publishers,Inc.),“Taro and the amazing bamboo shoot” (Fukuinkan Shoten Publishers, Inc.), etc.
7.

Books which explain importance of the dignity of human beings and peaceex) “The story of FERDINAND” (The Viking Press), etc.
(Source: UNESCO Library 100, National Federation of UNESCO Associations in Japan)33

1-2. Publishing books
When donors publish books, there are three approaches: using local resources, outerresources and both local and outer resources.
In the case that there is few books in the local market, children’s books hardly can befound. Less books implies that few producers, such as writers, illustrators and editors,
are engaged in the publishing sector. You may find book writers for adult books but
not for children. To find editor is more difficult although editors play a key role inoriginal version, black and white

developing books. Thus, if you publish new books with local resources, you have tofind and train writers as well.

printing(right)
reprinted version, new illustrations

Lastly, it is necessary to follow a domestic publishing law and to have copyrights andofficial permission in publishing books.

and colored printing(left)●Reprint of books
The easiest way of book publishing is to reprint. You can reprint the original version as it is.
However, it will be effective to draw children’s attraction to change illustrations, colors andsize of books.
●Translated foreign books
You can publish foreign books translated in target language. It is easy to keep quality ofbooks when you choose universal long-sellers. In this case, you have to make a contract of”Little Prince” and “Ghandi” ‒Translation of a quality literature andcopyrights with publishing companies. You may find funding donors that are from thenative countries of writers in some cases.

biography●Finding and training local writers
Competition is one of activities to find local writers. Announcement through mass media
like newspaper and radio as well as through cultural and educational institutions is effective tohave as many as applications.
Screening applications is also a good opportunity to develop the ability of book selection;
Picture book for learning alphabet,

therefore it is better to include the prospective persons, who you want to train as key players

usingof book publishing, into the jury.

thepaperworkoftheparticipants at the seminar on
picture book development

Best works will be revised with advises of professional editors so that they can have a highquality to be published. Jury have to provide other applicants with detail comments as they also
have a chance to publish their books in the future.

Prize winner book of “Competition of Folk tale picture
books” was come out after revised with Japanese
editorʼs support. This competition was announced to34

ask people to develop their traditional folk tale as a
picture book.

<Judgment of competition>
In the judgment of the competition, cultural difference between local people and donors
reflects to the judgment. Some emphasize the originality; the others think that good ethics areimportant. Cultural differences emerge as usage of color, too. It is controversial issue howmuch you accept outside donors’ opinions onto the judgment.
When you invite many local counterparts as judges, to carry out the judgment anonymously
can be one of solution to reach the fair result, although it is sometimes considered as a style.
Importance of story telling
Reading promotion never disagrees with the value of oral culture andBooks that are a collection of local

considers them inferior to storybooks and picture books. “Folk tales”,

wisdom,which are picked up as the contents of picture books, are derived frommedicinal herbs

the word-of-mouth traditions. Developing picture books of folk tales, you

Booksshould pay your respect to oral traditions.

Collections of local wisdom that are published

such

are

not

as

books

necessarily

for

about

stories.

into books are also meaningful.
●Points to consider in publishing folk tales（1）Choose folk tales appropriate for children
Folk tales are part of the culture that has been passed down by word of

For instance, the following show how tomake a medicinal herb book.
① Collect medicinal herbs with people who

mouth over generations. This means that folk tales are for speaking andknow a lot about them.

listening. They were originally not meant to be written and read.

effects of the herbs and things toMoreover, many folk tales have been passed down to relieve stress fromconsider about them.

work and daily life.
Therefore, not all
picture books.

Some folk tales are also cruel and violent.

folk stories are necessarily appropriate for children’s

Record the② Press medicinal herbs and preserve.
③

Rather, we have to avoid making picture books based on

Stick these pressed herbs to paper andadd explanations.

folk tales with violent and sexual expressions, which have negative④

effects on children.

⑤ Make an index and cover.

Photocopy the pages.

⑥ Collect all the pages together and make a（2） The process of rearranging folk tales for children
You have to be careful in decided what should be shown in the pictures.

book.
⑦ Ask people who teach about medicinal

For instance, in Snow White, there is a scene where a witch says to aherbs to check the content.

mirror, “Who is the most beautiful woman in the world?” If we depict a⑧ Correct errors and finish.

beautiful woman in a children’s picture book, children will not need toimagine what a beautiful woman looks like.

Also, we might givechildren a fixed concept of beautiful women. In order to avoid such a situation, we must be
careful in deciding what parts of a folk tale are expressed in pictures and words. Words andpictures have to complement each other. We must think creatively for generating a synergetic
effect.

35

36

Making of hand-binding books

37

1-3. Making Kamishibai (picture-theater)
Kamishibai(picture-theater or picture-story show) is one of means of story
telling that showing sequent pictures with play-like story telling. A sense ofunity of storytellers and audience, through their mutual communication, is an
attractive point of Kamishibai. Kamishibai is developed in various topics:
original stories, folk tales, health education, daily life, and so forth. Also,
Kamishibai is the easiest form of reading tools that everybody, both children
and adults, can make.

Kamishibai
made by Lao student:

1)

Tap water keeps running!
We have to stop it!

“Whose work?”(summary)2) “Excuse me, Mr. Cup. Can you stop thistap water running?”“I am afraid that I am too small to do it.”

3) “Mr. Folk! Can you help me with this waterrunning?”“I cannot do it.”4) “Mr. Knife! How about you?
Could you cut to stop this water?”“Sorry, it is impossible for me to cut water.”5) “Oh dear! It is I, the bucket,
that can stop this!”38

●Comparison to picture books
Picture books are developed expecting to be looked carefully. Readers can read them in theirown way although they are also used for a story telling in front of many children. Therefore,
picture books are required having high quality of stories and illustration in order to draw
children’s attraction.
Kamishibai, on the other hand, mainly focuses on making atmosphere like a theater. Thus,
actors are indispensable. Originally, it has been performed with a stage, which is wooden framewith wooden windows as a curtain though performance without a stage is also common. People
can enjoy watching Kamishibai from a distance. Pictures need not be professional; handdrawing will develop warm relationships with audience.
Kamishibai is not bound like a picture book. Actors change a scene to the next withdrawing papers. Technique of drawing papers, such as speed and making noises, can give
dramatic effects to stories.
Healing effect of the sense of unity ofKamishibai
There are several cases that Kamishibai healed
people. For example, A boy from ethnic minority in
Laos, who had to stay in bed alone, could regain hissmile after watching Kamishibai. He had felt
depressed because he spoke his own language andhad difficulties to communicate with other children
until then. The way of talking of nurses and the sense

Kamishibaii

of unity with children brought good effect on his

has

actorsandaudience. Picture books are readfeeling.

carefully in readersʼ hands.

In Japan, Kamishibai plays important role inold-age homes. It is recognized that Kamishibai eases
loneliness of aged people because they enjoy it
together.

Kamishibai is played with a stage.

There are story lines in the

Actors draw a front picture to change a scene.

reverse side of Kamishibai.

(without a stage)

39

●How to make a Kamishibai＊Size – Size more than 38cm x 26cm will be useful to play in front of large
audience.
＊Number of pictures – There is no limitation of pages in making handmade
Kamishibai. Japanese published Kamishibai, for instance, has 12 pages on
average.
1. Key points of making a script – to select scenes and scripts for each page.
a)

Not to choose a story having many characters.

b)

To select a story that have well organized storyline; the climax of story brings deep
impact to audience.

c)

To make words lively so that actors can play each character; to avoid using long andexplanatory sentences.

d)

To put clear and short sentences to each picture; long sentences make audiencebored.

e)

To convey as many as information by pictures and not to add explanatory words.

f)

To put title and names of author and illustrator in the first picture.

g)

To put serial numbers at the left-bottom corner of pictures. Kamishibai puts story on
the reverse side of pictures, so that relevant story and picture are never put in the same
page. For example, the script of the first picture is written in the last picture and thesecond picture’s is in the first one and so on.

2. Key points of layout and illustration
It is better to make a rough layout of Kamishibai before drawing in large paper. You candivide a whole story into several scenes (ex. 12 scenes) in accordance with its contents. Whenyou start drawing, you can refer following points:layout Aa) To Use vivid colors and drawing relevant face of characters to a story line so thataudience can find them from a distance.
b) To draw characters, especially heroes and heroines, in the same fashion throughout
a story; children can tell each character by the same appearances. (See layout A, B andC)c) To avoid using color pencils; vivid and clear colors help Kamishibai understood from alayout Ｂ

distance by large audience.
d) To draw simple pictures so that audience can tell scenes from a distance.
e) To put characters’ face to the left to draw walking scenes; because actors change
papers from right-side, audience will fell that characters is walking backward if they
face to right. (See layout A)f) To avoid similar layouts within the same Kamishibai: combination of wide and closelayout C

40

view. (See layout A, B(wide view) and C (close view))

Kamishibai by children

Even though you do not have a story, you can enjoy playing with your drawings in the form of
Kamishibai. Following pictures are Kamishibai by Lao primary school students, which are instructedby Mr. Mitsunori Yabe, a Japanese Kamishibai writer. He introduced his work “Detekita Nanda?
(What is coming from the window?)” and organized a workshop for the Lao primary school children.
This has Question and Answer style asking audience what is hiding behind the window.

What is behind thewindow?

Look!

An
apple!

Kamishibai (Picture-theater) dealing with problems in the area

Due

to

deforestation,

the

Many people start planting trees and the mountains

mountains have no trees and water.

became covered with trees again. People regainedThis leads to no crops for food.

their healthy lives and lived happily after that.

Source: "The first tree: One tree planted is the beginning of prosperous Life"
Planned and directed by Shinji Tajima
Published by New Task Force of PMLC/JICA with cooperation of ICLC

41

1-4. Using quality foreign books
When you have limitation to find books in target languages, what can you do? In the
countries which do not have a matured market of children’s books, in other word, which do
not have a developed publishing sector, it is time-consuming to train writers, illustrators andeditors until having a functional book market. Even, if you seek for quality publishing, it willtake preposterous time.
Translation of universal quality books is one of answers to this problem. You can print
translated scripts on stick paper and put it to the original books. The strong point of thismethod is to provide local children with quality books quite easily.

However, there is one point to be noted: to concern about copyrights of writers andillustrators. Translating and putting translated script on the original books for public haveoriginal book and translated
book with stickers

possibilities to harm writer’s copyrights. Even if you buy books from publishing companies, pay
loyalty and distribute them to schools and libraries free of charge, it can be difficult to accept for
writers that their books are translated into other language without any notice. Putting stickers oftranslated scripts can be considered to harm illustrations when they cover illustrations. Therefore,
you need to get a permission of writers and illustrators for translating their books. You have tocomplete following procedure to have copyrights:

Firstly, you need to ask publishing company, which prints the books you want to translate,““Mikiʼs First Errand””,AkikoHAYASHI(Fukuinkan Shoten Publishers, Inc.)

the contact of writers and illustrators.
Secondly, you will send request letter for the permission of copyrights to the writers and theillustrators. In this letter, you should explain following points: the background and the purposeof your activity, immature quality of the local publishing sector, the language for translation,planned number and period of purchase and distribution, distribution plan, and so forth. You also
have to mention that you do neither distribute books directly to children nor ask any charge onthem.
It will be helpful to put some pictures of project place with the letter. You have to spareenough time to do this procedure because it will take a lot of time; there are some cases thatyou cannot get permission.
In many developing countries, the concept of copyrights is not familiar in the society, sothat people get used to having pirates CD and DVD in their daily life. Donor organizations must
respect and protect them and demonstrate fair attitudes under such circumstances.
＜Reading promotion and copyrights＞
There are two types of copyrights: “property rights” bringing financial benefit to authors and“authorship rights” restricting certain modifications and other derogatory actions against authors’
will. (the Berne Convention for the Protection of Literary and Artistic Works, Article 6bis)42

Translation and putting stickers on books are recognized as violations of “authorshiprights” as they modify original contents. When you organize story tellings and puppet theaters,
you need to inform and get permission if you ask for a entrance charge; even if you do not,author’s permission is sometimes required because of authorship rights.

Japanese several authorship associations, such as Japan Children’s Book Artist Society(JCBAS), Nippon Jidou Bungakusha Kyokai(Japan Children Books Writers Association),
Japan Juvenile writers Association and Children’s book working group of Japan Book
Publishers Association, declared the guideline on “permission of copyrights to story tellinggroups.” According to this guideline, you can organize story telling without any permission incase you do it for non-profitable purpose with no charge and no allowance. If you ask for acharge from audience for the expenses, which are listed below, you can operate reading
activities without copyrights as long as you ask for only their actual expenses.
Expenses that are allow to be collect from audience without copyrights○ travel expenses and lunch for actors and storytellers
× remuneration for actors and storytellers○

Utilities (venue, electricity charges, etc.)○ material, snack and drinks for audience○ travel expenses and lunch for organizers, volunteers and staffs
× personnel expenses for organizers and staffs○: No problem

×: Problem

However, the guideline considers that following actions are modification of authorship rights
and needed to have copyrights even you organize them with non-profitable purpose:

1.

Enlargement of original picture books and Kamishibai, including for the persons with weak eyesight.

2.

Paper puppet theater

3.

Kamishibai

4.

Touchable books

5.

Cloth books

6.

Apron-theater

7.

Panel theater

8.

Power Point

9.

Overhead projection (OHP)10.

Any other possible means which modify original scripts and illustrations

In principle, copyrights are expired after 50 years from authors’ death and become the publicdomain. These books are the property for all and everyone can use them without permission.

43

1-5. Repair of books and magazines
You will find books off the pages and destroyed while many
people read them. In this section, you canlearn how to mend

paperback books and magazines.

goods to be prepared
・

books

・

a needle

・strong thread

・

a saw

・ a scissors①Make three holes close to② Put through a needle with

③Stitch to the upper hole.

the spine of the book.

thread into the middle hole.

④Stitch to the bottom hole.

⑤Stitch back to the middle hole.

⑥Stitch to the upper hole.

⑦ Stitch back to the middle⑧Stitch to the bottom hole.

⑨ Stitch back to the middle;
every hole got two stitches.

hole.

⑩Tie up firmly with the eachend of the thread.

44⑪Cut the rest of thread.

⑫Finish!

2. Making opportunities of reading books
2-1. Various styles of libraries and school libraries
Children can have the opportunity to enjoy books even if there is no facility such as library. If
there are open spaces under the eaves, or trees, we can bring books and start reading them tochildren. This makes an enjoyable library.

School library
Case study: Lao primary schools★Library box(Book case)This box has bookshelves with books inside. A Thai person invented this “bookbox”. If you lock it, you can prevent them from being stolen.

Book boxes areplaced in schools and used as libraries.
In Laos, the government started providing book boxes to primary schools in the
1990s. Book boxes are placed either in empty classrooms or teachers’ rooms.

Library box(Book box)

If there is noteacher’s room, it is placed in the principal’s room.

★Library bag(Book bag)
Library bag is designed to replace a heavy library box. It can hold from 50 to 60
copies of books. It is useful to bring books to remote mountainous schools. It is
designed as a wall-hanging shelf and brought to classrooms and playgrounds forreading as well.

Children gathering to the new-arrival library bag.

★empty old classrooms
Library is set up in the empty old classrooms when a new school is constructed.
Bookshelves and books (400-500 copies) are installed and the training workshop forteachers is organized before starting operation.
School libraries are open before school, between classes and after school. Someschools consider library activities as a part of its curriculum.
From reading room to library“Reading room” is supported by ALC in Laos, which has a sign HakArn(love reading) at the entrance. Instead of using “library”, ALC uses the term
“reading room”, which implicates that it is not difficult to start reading
promotion using unoccupied classrooms rather than constructing librarybuilding. However, teachers started “reading room” sometimes change its
name to “library” after having confidence in their activities.

45

Besides reading, library rooms can organize story telling as a reading promotion, Kamishibai,
writing essays and stories, craft, singing songs and playing games. These activities sometimes
face difficulties of preparing enough resources for the operation.
Teachers whose school does not have books come to libraries to borrow books. Also, local
community can use libraries. Books on the land ownership and instruction of farming are
popular among them.
Space for school library
For many cases, classrooms are used as＜advantage point of full-time librarian＞

libraries.

Full-time librarians can focus on library activities, so that

●In case of no electricity, the rooms having wooden wall
tend to be dark inside; rooms are bright with cement wall tothe contrary.

school can put them as a part of its curriculum and encouragechildren to read books. They are also able to keep books properly,
so that they can find and introduce suitable books for children as●It is difficult to arrange space for story tellings if you put

well as useful books for teachers to use in their class.

large-size tables and chairs for the space of the library. You
can make space for them with plastic sheets. Children canalso read books on the floor.

On the other hand, it has been reported that library activities
are difficult to be operated when schoolteachers are in charge oflibrary activities. They are too busy for their ordinary tasks. The●Not only books but also games attract children to visit asame results can be seen in the Japanese primary schools.

library. To avoid for children to play only games, you can put
them in the box and make children read books at usual time.
●Location of library affects the number of users; one that

＜Success and Failure＞
Books eaten by insects.

located in the center of school have more users than one isat the end of school. Number of users whose class is far
from reading room is likely to be reduced.
●The key points to attract children to the library are:1.

Many collections

2.

Open for cultural activities, such as folding paper,

In Laos, book boxes with about 120 picture books were
provided to many schools where students did not have enoughtextbooks. After one year, research showed that in some schools,
children enjoyed books in classrooms and school yards, but inothers, book boxes were not opened and their contents were
eaten by insects.

puzzles, drawing and games
3.

Good environment and decoration with showing bookcovers and flowers

4.

government were stolen or lost. Other teachers stayed away fromthe book boxes because they did not have experiences in reading

Display of childrenʼs drawings and works to show
their participation

Some teachers were afraid that books from the central

books, did not know about them, or were too busy cultivating
their lands.

＜Points to Consider in Providing Books＞
Teachers need to understand the importance of books.
Teachers (especially, principals) need to understand and like books in order for children to
become familiarized with them.

When providing books, teachers must be told theadvantages of reading books and given training in reading books to children.
Moreover, we have to monitor the books and keep teachers’ motivations high by counselingthem and adding new books.

46

Jidokan

Jidokan(Community children’s center)institution

is

the
where

children can visit andstay freely to play sports, the music and crafts after school and holidays. Library inthis center offers an opportunity for them to become familiar with books.
★ Case Study: Children’s Culture Center(CCC), Children’s Education

CCC

Development Center(CEC)/ Laos
There are few classes on arts, music, physical exercise and club activities at primaryschools in Laos. There have been several private community centers run by Laopeople who wanted to provide art activities. As a NGO has planned similar project tothese private centers, they supported to set up four other Children’s Cultural Centers
under the governmental administration. They spreads throughout the country.
In the center, primary school children come to draw pictures, sing songs, practicetraditional dance and make handicrafts after school and weekends.
Every center recognizes a library as its main activity. You can find children reading books,
telling stories to their friends and younger students, and playing Kamishibai at library.
Children sometimes make a play of a folk tale and perform them.
Secondly and high school students also join the center as volunteer staffs. They go toneighboring villages to perform story tellings, songs, plays and games; this is a goodchance to train them as future successors of reading activity.
The task of centers is to increase the awareness of staffs to books and to improve thenumber of users with the condition of less number of books in Laos. Some centers
have already had successful outcomes that they have produced story booklets written by

They feel relaxed to read; a baby

children; they expect that centers help to find young writers.

is sleeping while reading.(CEC)

Voices of Library Users in 2000
“I have been a member of the library since I was 12 years old.” (18 year-old student)“I always enjoy reading through being happy or sad for the characters in the books. I would like to be writer in the future.”“When I have time, I always go to the library and study math and other subjects. My academic grades improved.” (9year-old student)“I did not expect that I can read so many books in my life.” (Teacher)

Do you like activities at the Children’s Culture Center: CCC?
“I have made many friends from different places.” (4th grade student)”“I always draw pictures using the many colored pencils at CCC.” (5th grade student)“After my younger brother sang a song he learnt at CCS for me, I started going to CCC.” (4th grade student)“I cannot imagine what I would do if there was no CCC. I have the confidence to express myself now.” (7th grade student)

47

Katei Bunko

Katei Bunko(home library) is one form of the private libraries, which open their houses(Home library)to their neighbors. This is popular in Japan. It is opened mainly to children and operated byvolunteers. Some Katei Bunko work closely to community libraries.
Case study: Sithanh Bunko, Laos
This library is opened at the private house of Mr. Sithanh, a primary school teacher. He did
not arrange a special room for the library but used ordinal room where his families usually
stay. It was opened daily from 8:00 to 21:00 and all family members, including his children atsecondly school, welcomed their users in turn. Children visited to enjoy story tellings andKamishibai and adults visited to read practical technique books on farming and feeding.
He told the reason of establishment of library that he wanted to set up one, which villagers
can use any time.
He recognized the importance and fun of reading when he organized story telling tochildren. This experience is his starting point of his library activity. He wanted adult to readbooks, too, though the opening hour of school library is notsuitable for them. Then, he came to learn about Japanese Katei Bunko and got an idea of
Sithanh Bunko from it. He rode his bike to bring books to the temple for the delivery service tothe mothers in the community.
Recently, he received funding support by foreign government, which heard its good
reputation, and built a new concrete library. Book collection is also supported by NGOs. He
and his family are still living in his high-flooring house.

Outside view of Bunko(left). Librarianʼs house behind Bunko.

Inside Bunko (home library).
Librarianʼs children helping their father

48

Community library
Construction plan of community library
Construction plan depends on the budget, place, conditions of construction and the
purpose greatly. For the community library for Burmese refugee camp in the Thaiboarder, construction period was two week. Because youth and adults are expected astarget users as well as children from preschool to primary school, library was designed
to have large room for children, small room for adults and administration office for librarians.
Conditions of construction were as follows.
* In principle, bamboos and eucalypti should be used as construction materials,
because concrete buildings are prohibited by the direction of Thai government.
* Skylight, which is made of plastic board, would needed to be installed on the roofs to

Shelving books in a lower position

have better lighting because of no electricity.

where early child is able to take*Restricted space would be available for library because of high density of refugee

books.

camps.
*High-flooring house would be suitable to control high humidity and ventilation.
Traditional Karen construction style should be taken to the design of the library.

Interior design of the libraryCommunity library needs to be open to all local community members. But, as a general
conception, libraries are usually considered as the place for educated people. Thus, you needto make efforts to keep people, who think they are illiterate or not educated, using libraries.

Hang books for a display.

When you make the interior plan, you have to put
yourself in user’s place. IN this point of view,

Incident 1. Buildings

following points are important to be concerned for

The floors of stilt houses need to be strengthened. Since many

the better interior plan.

children visited the libraries built in the refugee camp during the firstphase, floors made of bamboo needed repair only 4 days after the* Make clear and wide view at the entrance

opening.

* Obstruction of eyesight makes people felt

children often jump and run in the room!

Children ʼ s rooms especially need attention because

being put into a small place.
* Do not put big or tall objects at the entrance.

Incident 2. Newspaper Clay

* Display books to be taken by users easily.

By using old newspaper, water and flour, we made newspaper clay.

* Display as many title covers as possible.

We used flour instead of glue is because we are worried about the

*

Keep

the

depth

of

bookshelves

fromcondition of the childrenʼs skin when they play with the clay.

12cm-15cm, so that users can take books

However, people are uncomfortable with using flour, which is food,easily.

for clay.

49

* Consider a color of the wall; white or light color make people relaxed, and darkcolor make room gloomy to the contrary. Children do not always like vivid colors.
* Make every room interesting.
* Make atmosphere of library joyful, not strict.
* Use wooden bookshelf more than steel one; wooden one creates warm tone.
* Use unique furniture to attract users.
* Think anything you can do without budget; you can make a bookshelf from a
scrapped blackboard and a carton box; you can display books, hanging with ropeand wire, with decorations by local natural materials like twigs and fallen leaves.

●Improvement of interior design
The first interior plan of Burmese refugee camp library was planned as shown in the left
below. Considering the fact that some adults felt hesitated to Children’s room while story
telling and Kamishibai when visiting their room, they changed it to the right design in thenext year; the number of adult users was drastically increased.
the first plan
Librarian

AdultsChildrenʼs room

Adultʼs room

Librarianʼs room

Children

Incident 3. Libraries before Exam

Entrance

After opening the libraries, many children and youth use the libraries.
However, since these books in the libraries are enjoyable for them, they justrevised plan

read and did not study for their exams. In this situation, school teachers
Children

Librarianasked us to close the libraries during exam periods. Since it is important
for the library to have good relationships in the community, we decided to

Adultsclose only the children’s room for one week during exam periods.

Incident 4. Children Selling Picture Books
Entrance

When floors were made of bamboo, there were gaps in the floor. In the
refugee camp, children dropped picture books through these gaps, as otherchildren sat under the floor of the stilt house to receive them, after which
they sold the books.
However, since all the books at the libraries have a library on them,
adults who noticed this returned books.
recommended.

50

Therefore, stamping isMobile library

Mobile library service is a one of thereading promotion activities that provides anopportunity of reading to children who cannot

visit a library often. You will bring books, organize a story tellings and lendbooks by means of transportation. Type of transportation will be adapted to
the road networks and the transportation system of each country.

Librarycar

Examples of mobile libraries◆Library car
Library cars, which are remodeled from minivan and 4WD car, are popular in
relatively developed countries like Thailand. These cars are installed bookshelves
inside and left them open when they get to the destinations. The advantage of librarycars is an ability to provide library service for remote and inaccessible areas. Children comeLibrary box

to find a car easily with pictures on the cars.

◆Library box and library bag
Even with no space for a library, you can provide library service with library boxes andlibrary bags; you can organize library activities in communal place of many schools withfewer budgets. For instance, they visit schools with library boxes on the motorbikes andbicycles in Cambodia. Library bags are popular in Thailand. They can use limited space
effectively with hanging library bags on the wall. Also, library bags are well designed to show

Library bag, which is designed toshow front cover of books

cover of books.
◆Circular library box
Circular library box is a familiar form of the mobile services in countries that
apply cluster school system. Books and a box are installed in the main school; thenbox is circulated among satellite schools. The advantage of this system is to provide
equal service to all schools, not only for the main school and a certain school.
Children enjoy singing at beginning.

Preparation for mobile library activity
You need following preparations before starting mobile library activity.
①

Implement a needs assessment to identify the locations of vulnerable areas, suchas remote and inaccessible areas and slams.

②

Decide the target area and group.

③

Have meeting with local community, local government, schools and nurseries tocoordinate detail operation, such as frequency, opening hours, opening daysand venue.

④ Make a book list to prevent missing books.

Staffs are looking through borrowed
books at a school mobile library.

51

Services of mobile library
Although each mobile library services are slightly different from its target, basic service canbe recognized as follows:* Introduction of librarian and organization* Ice breaking games and songs* Story telling for target aged people* Puppet Theater, Kamishibai or Panel Theater of children’s familiar stories.
* Introduction of the picture book that was played in the theater for children tohave interested in reading.
* Reading time
* Monitoring of book conditions and missing books (for school and nursery)

Case study: secondly school students, Laos
DeliveryStudents who visit libraries at secondly schools and Children’s Cultural Centers visit

library service

local markets, other schools and villages to provide library services, such as story tellings,
playing Kamishibai and lending books. This brings the opportunities to have books for
those who have had no experience to see books before, difficulties to visit library becauseof their age and no information where they can get books.
For students, they have been able to develop self-confidence through this volunteer work.

52

Students lending books to

The mistress of the rice shop looks forward to delivery

community people

library service

2-2. Display and classification of books
Display and classification of books help users to find their target books easily at
library. If users have difficulty to find them, they may not come to library again.
Well-organized classification also helps librarians with smooth lending service andthe better management.
＜Classification of children’s books＞
Children’s books require different concerns and devices from ones for adults indisplaying them. Good classification is the first step for children to be familiar with books.

Familiar character of a bookAlso easy and clear classification for children bring the effects that they can put books backis welcoming users.

properly and can find their favorite books easily. This section shows examples for the basic
display of children’s books.
There is the degree of difficulty for children’s books from infants with few words to juniorand senior primary students. Difficulty of books is recognized by which grade of students canunderstand the expressions. You do not have to draw a line strictly, as children’s development
will be different among individuals and they are even fun to learn new words. You can divide
into several categories roughly: for infants, for primary school children, etc.
The most important point is to arrange books at the height of children’s eyesight. You
should put infant books in lower part of a bookshelf and those for primary school children at
higher part, so that they can reach books easily.
＜Classification of adult books＞
The Dewey Decimal Classification, which was created by Melvil Dewey (1851-1931) in
1873, is the best method of classification of adult books. Once you get familiar with thissystem, you can guess where your target books are even in foreign libraries.
＜Example of the Dewey Decimal Classification of Burmese refugee camp libraries＞
1) Operation period: 1-2 years
Number of collection: less than 800 titles
Books are arranged by linguistic classification: Karen, Burmese and English. Newspaper andmagazines are set aside of this classification.
2) Operation period: more than 3 years
Number of collection: more than 800 titles
Books are arranged by the Dewey Decimal Classification and put colorful stickers on thespine of books in accordance with the classification. Users can recognize where their books
and colors of their classification are from the classification chart and find them from thebookshelves by stickers easily.

53

Example of classification at Burmese refugee camp library, based on the Dewey Decimal Classification
No

List of classification
written in Karen

Books classified with the way

Classification

Color of stickers

000

Generalities

100

Philosophy, psychology & religion

Orange200

Geography & history

Yellow

300

Social sciences(politics,economics & law)

400

Natural sciences & mathematics

500

Technology (Applied science)

Red

Light green
Green
Light blue

600

Industry(agriculture, fisheries & commerce)

Blue

700

The arts & sports

Pink

800

Language

Purple900

Literature & rhetoric

Brown

Decimal Classification.

●Why display and decoration are necessary?
Display is an opportunity to announce what a library have done and what it is planning to
its users. Watching books and arts in a display, children become interested in reading books
and active to participate cultural activities at a library.
Moreover, interior decoration is effective so that atmosphere in the library will be softened,
and the library will have familiarity. Children may feel accepted and fun to visit library when
you decorate library with art crafts made by children at the cultural activities.
New arrival books＜Example of display＞①New arrival books
Display of new books is effective to introduce what kinds of book are added to the library
to its users. Also, display of front covers is possible to bring a chance for users to try a new
genre.
②Theme exposition
Theme exposition is to display books chosen from the collection by one specific theme.

Theme exposition

Theme can be selected from various topics, such as annual events (ex. New Year, Mother’sDay, etc.), season (ex. rainy season) and character (ex. bear hero, magical story, etc.). ThroughExample of themes
AnimalBiology
Science
Transportation
Physical Science
Folk tale, and so on.

54

these exposition, children can think seasonal event more deeply and broaden their imaginary
world by learning more information.
③Recommendation of Books by Librarian
Librarians creatively set a corner of recommended books. If they display books with somecommentary, users may think about reading books that they were not interested in before. Itis essential that librarians use methods that introduce books to library users.

④Special exposition
Library can be opened for the exposition not only to introduce books, but also todisplay excellent arts like drawings and poems at the contest in the community. For
example, Burmese children exchanged their drawings with Japanese children andhold the art exposition. Impact from outside of the community affected them, so thatthey replicated and criticized drawings. Special exposition may attract those who are
not interested in library, too.
＜Example of decoration＞①Children’s drawings
You can display children’s drawing on the wall. They become confident and more
careful to draw a picture when you ask them to put their name on it. If you rotate themwith a certain period, children visit library with waiting for their drawings displayed.
②Origami (Folding paper)
In making Origami for decoration of library, you had better tell children so
beforehand; otherwise children would bring them home and you would not haveenough materials. Looking at children’s works, parents can recognize how much theirchildren develop their skills. You can decorate them in various ways; putting them onchart paper, hanging from ceiling and entrance, etc.

③Handicrafts
You can also display handicrafts made of twigs, plants, stones, paper andnewspaper. Difficult and beautiful objects by adults will be the models for children’s
works.

Incident 5. Pictures of Christ
Many Karen people in the refugee camps are Christianand many librarians are also Christian. One day, a librarian
put a picture of Christ in the library.

Since there are

Buddhists and Muslims in the camp, a staff member told
A librarian displayed Christmas books usinga branch found in the schoolyard.

him not to put anything that represents a certain religion andasked him to take down the picture.

55

3.Librarian
3-1. Librarian’s task
●What is librarian’s task?
<Main tasks of librarians>

There are three important elements for a better operation of◆Tasks within a librarylibrary: 1) building, 2) material resource or books, and 3) human・ Setting of activity idea

resource or librarians and teachers. Human resource is the most・ Selection and collection of books

important among three for reading promotion. Even if there are・ management and keeping of collection

enough space and books, poor service by inexperienced librarians

・ Lending service

would make a library unfamiliar with children and adults.

・ Instruction of using libraryThus, to organize reading promotion for children, librarians

・ Introduction of readingneed to read all picture books, so that they understand their・ Reference service that provides information
about books, which users look forby story telling, greatly depends on whether librarians understand・ Opening cultural activities and events

the story and convey its fun to children.

・ Service to audiovisual handicapped persons

On the other hand, librarians need not only to lend books, but

・ Public relations

also to learn the information of books and provide it to adult users

・ Display and decorationin accordance with their tastes. Keeping equal reading・ Management of facility

environment for all community members is one of the important◆Tasks outside a library・ Cooperationinterest by themselves. The interest of books, which children feelwithtasks of librarians.

educational

institution:

long-term lending, mobile service, etc.

●Nature of librarians for children

・ Mobile Library

Library is one form of the educational institutions. You need to・ Participation and cooperation to community
eventspay educational attention to children more carefully than to adults.
Therefore, librarians are required to have tolerance and flexibility
tounderstand

not

only

books,

but

also

children’s

Four necessary elements for librarians

development and their social environment, so that they can① Knowledge of books

provide quality reading promotion programs.
Librarians play a role that connect children and books and② Knowledge of Classification System③ Understanding of children: children’s interest, ability

tell fun of reading. Operating effective reading promotionof reading, way of thinking, language, imagination

activities, which encourage children to visit library and toand understanding

learn new information, is important task for librarians.

④ Skill to connect users and books: story telling withchildren in Japan. Although there are cultural differences inand without books, reference service, etc.

⑤ Understanding

thestatusofminority

andarrangement of equal reading environment for them56

Lastly, here are examples of nature of librarians forcommunicating to children from each country, they are
introduced as follows:＜10 favorable nature of librarians for children＞① Smile② Remembering children’s names; children feel happy to be called their name andhave good impression to librarians.
③ Listening to children carefully; librarians never talk much and listen to them seriously.
④ Treating all children equally⑤ Pay attention to children’s stories and action; librarian must not consider children’s
action as childish.
⑥ Finding children’s strong point and praise them
⑦ Never speaking ill of something/someone⑧ Apologizing immediately to children in making mistakes⑨ Showing appreciation to children’s assistance⑩ Having a spirit of humor（introduced by Hiroshi Shishido, the 9th training course for librarian for children）

3-2. Training of librarians
To understand idea and purpose of library activity and to learn skills for reading promotion
are the first step to become a librarian. Both theory and practical skills are important to provide
quality library service.
● Prior Training for librarians
Librarians need to comprehend at least following five duties and information before starting
their job; otherwise they would not know what to answer to user’s question.
1. Summary of library’s function and librarian’s duty
2. Basic instruction of library (open days, open hours, basic

rules, etc.)

3. Procedure of lending service
4. Registration of books

5. Basic skills of reading promotion for children

In-service trainings are also needed to acquire and apply new skills. Repeated trainings andpractices enable librarians to operate quality and experienced reading promotion activities.
●In-service training
In-service training is provided to librarians who are actually working as a library. Librarians
have to learn more skillful knowledge, so that they could offer a better service to users. Hence, itis necessary to have a regular training for improvement of knowledge and skills.

57

In-service trainings also have an effect to encourage librarians, who become stereotyped andspiritless after a certain period of work, to look back the meaning of librarian and their recent
activities.
You can organize a joint training among neighboring libraries. This is effective to makelibrary activities more active by exchange participants’ ideas and opinions to each activity
report.

＜Example of a prior training, Burmese refugee camp library＞◆Day 1

Theory・Function and role of the library・Task and role of a librarian・Children and Reading, importance of imaginary world to children◆Day2

Theory・Mental development of children and suitable treatment of them as a librarian
Workshop on the picture book on childrenʼs right・Selection of books: its significance and key points for selection of quality books
Practice
・Story telling without books
・Story telling with picture books
・Kamishibai (Paper-theater)◆Day 3 Practice・Practice the skills learned in the Day 2
・Lending service
・Concrete flow and work contents at library during a day
・Cultural activity at library

Incident 6. Taking Home Materials

In case of the librarian’s resignationfrom the Library as their own

When the librarians resigned by a certain reason, you can recruit theAt each library in the refugee camp,

new person. New librarian needs to have the basic training; otherwise

stationary

andtablesareprovided.

However, some librarians brought thesematerials home to keep.

In order tothe more librarians leave the library, the poorer quality will libraryservice have.
On the one hand experienced librarian can instruct the newforlibrarians with the on-the-job training, when the library has more thanorganizations to discuss this with librarians

two librarians; on the other hand library with one librarian need toduring training and keep records about the

prepare the written manual with the original rules of the library so thatmaterials in each library.

new librarian could succeed in easily.

prevent

58

this,

it

is

importantExample of In-service training (Burmese refugee camp library)
Subject
１

How to mend books

Main contents
Learn the skill of mending books in accordance with parts ofbooks: spine, inside of books and so on.

２
３

４

５

How to make handicrafts and puzzles

Learn how to make recycled toys and handicrafts from newspaper

from newspaperand cartons.

How to bind books with needle andLearn how to make local books by hand-bookbinding. You canthreadmake unpublished writings one of the library’s collections.

How to make and play Paper Puppet

Practice to make and play 2 types of Paper Puppet Theater:

Theater.

Rolling-paper style and Box stage style (See p.73)

How to make and play Panel Theater

Learn the method of Panel Theater, which uses characters put on
the board with sandpaper or Velcro.

６

Songs and games for group

Learn and practice the method of singing folk songs and games ingroup.

７

How to make Kamishibai

Learn history and advantages of Kamishibai and how to make it

８

How to make paper from local materials

Learn the skill of making paper from local plants such as banana
leaf and trunk.

９

Localization and revision of textbooks

Learn how to revise textbooks that are used in the camp, so that it
can contain relevant topics for their daily life, such as diseases,
health, life style, nutrition, future dream, etc.

10

How to use a mimeograph

Learn how to use a mimeograph without electricity and how toapply it to the activity

11

Making library newspaper

Learn some tips for making library newspaper: lay-out, title,
selection of topics and so forth.

12
13

Current publishing sector of children’s

Lecture by experienced persons who have been engaged inbooks in Thailand

publishing children’s books in Thailand

Picture books for infants

Learn the feature of infants and the way of reading books forthem at library.

14
15

How to make a handmade collage picture

Learn how to make a collage picture book, which is made bybooks

cutting and pasting newspaper and advertisement.

Workshop on the idea of power of living

Learn how to study, manage self control and communicate withother people.

１6

Classification of books

Learn and practice method of the Dewey Decimal Classification.

17

How to apply the book about children’s

Learn what is the concrete children’s rights and understand therightscontents of the book.

Decoration of library

Learn how to make and display decoration materials with18

children19

Copyrights of children’s books

Learn basic idea and importance of copyrights of foreign picture
books

59

3-3. Training at teacher training school
Teachers are required to obtain the knowledge of reading, the skill of reading promotion andthe skill of library management at school.
For example, prior workshops have been organized for teachers, who were in charge of school
library, in Laos. Teachers could bring books back to their library after the workshop. They werealso asked to participate the second workshop after 1-2 years operation. It was difficult for local
schools to organize such workshops without any financial support by support organizations. To
develop human resource for library service without any funding support, support organizations
recommended that this training were to be provided to students at teacher training
school.
Therefore, following issues were taken into consideration.
(1) Training librarians and teachers, who are interested in library activity, as a trainer ofreading activity(2) Creating new subject on reading promotion in the curriculum(3) Developing the textbook on reading promotion

Those who are supposed to be trainers of reading promotion attended the lectures with otherstudents in the first year, studied and applied method, and became an assistant of a seminar
professor in the second year, and became a trainer of reading promotion in the junior year. Then,they joined as a member of textbook development in the senior year.
There are two types of license, primary school and secondly school education, and various
courses to become a teacher: ones for those who finished secondly school education or highschool education. Currently reading promotion lesson is put in to curriculums differently fromeach school; some organize a short-term training, others do a half-year program, and the others
do a whole year program. Lessons will be nationalized and put into school hours finally.
Example of the textbookof reading promotion workshop in Laos
1.imprtance of reading
2.Importance of library
3.Establishment of library
4.Distribution and registration of books
5.Library service
6. Proper treatment and repair of books
7.Collection of reading data
Exercising management of acquisition cards

8.Reading promotion activity
9.Steps of action plan60

4. Service and events encouraging users
4-1. Daily work of a librarian
A day of a librarian● The flow of daily work
What do librarians do during a day? You will see the flow of their work in two parts: before
and after opening library.
◆Before opening
1.

Arranging books in order and checking their conditioni)

To make their spines face frontii) To check whether children’s books and adult books are not put togetheriii) To check books which are put upside-down
2.

Preparing for lending service

・ To prepare for registration book, registration card and stationery
3.

Preparing for the picture book and Kamishibai for story telling in the morning

4. When being ready, librarians leave the entrance door open to let users to know its
open◆During operation
5.

Say greetings to users – “Good morning!”

6.

When children come with enough number for a reading activity, librarians start

games and story telling as well as lending services. In case that there are not enoughchildren during school terms, they use their time for mending books, making newreading promotion materials (Puppet theater and Panel theater) and decoration oflibrary with children’s arts. For example, Burmese refugee camp library plans weekly
activities and use this spare time to prepare for these activities.
7.

Make announcement of its closing time 15 minutes before it. Try to avoid forcing

users to go out library immediately after the closing time.
8.

Putting books, which a child was reading, back to the bookshelf with him/her

together possibly; librarian can tell him/her the basic rules of library and encourage
him/her to treat books politely by doing so.
9.

Checking the number of users of a day and keeping working diary after it is closed

In the working library, librarians have to write about・Children’s reactions and impressed things, words from the conversations

・

What they felt troubled and fun during the work

・Request and problems in lending service

10. Arranging stationery and the working diary and locked library61

＜A day of the school library in Laos＞
Some school libraries in Laos has full-time librarians, the others don’t have ones; school
teachers are working as a librarian in turn.
★Example of teacherʼs work for a school library that has★Example of teacherʼs work for a school library that primary

full-time librarians

school teachers work as a librarian in turn

7:30

7:30

Cleaning a library with students

Cleaning the library

8:00-8:50

Library activity (Library is used as a session.)

8:00-8:30

Opening the library

8:50-9:40

Library activity (Library is used as a session.)

8:30-9:30

Class

9:45-10:15 BreakStarting lending service

9:30-10:00 Break (Some libraries are open and lend books.)

Opening library to all students for reading and lending books

10:00-11:00 Class

10:15-11:05 Library activity (Library is used as a session.)

11:00-13:00 Lunch break

11:05-14:00 Lunch break

Opening the library except teachers lunch time.

Opening library all the break

13:00-14:00 Classand 2 full-time librarians take their lunch in turn.

14:00-14:30 Break (Some libraries are open and lend books.)

14:00-14:50 Library activity (Library is used as a session.)

14:30-15:30 Class

14:50-15:15 Putting back returned books on the bookshelves.

15:30-16:30

15:15-16:30 Arranging books

Opening the library and lending books. Arranging
bookshelves

16:30

Closing the library●lending service
Lending service is not a difficult task once you learn the procedure. You will be fun to do
this service as you can introduce interesting books to users and hear their impressions ofbooks they read. Here are examples of relatively easy lending procedures.
What are needed for lending service?
① Collection notebook
Collection notebook is the record of all registered books at library. This notebook is very
important to manage the collection. All books have serial numbers and never have the same
numbers to others. Librarians have to put a note when the book are lost or destroyed.
Serial No.

Title

AuthorClassification No.

Note

1
2

① User’s registration notebook
Users are registered to this notebook when they use a library first. Like the collection notebook,users never have the same serial numbers as the others.
User No.
1
2

62

Name

Sex

Age

Address

Date of registrationNote② User card
Each user holds and has to shows the card, which has a record of his/her registration No. andname, when he/she borrow books.
③ Lending record book
Librarians should keep name of lent books, user name and date of lent on the lending record
book. They use user No. and serial book No. instead of writing their name, so that they canwork smoothly at the busy time.
Date of lentUser No.

Serial No.

Date of return

13-May3710227-May16-May69

5330-MayNote

Bookmarks telling the date of return
Librarians give users a bookmark that are written the return date with books. This bookmark will
be reused several times; they use the reverse side as well. The date that comes in the bottom of
the bookmark indicates the latest one.
29-May3-Jun
18-Jun●Registration of collections①

To put a sticker of the serial number on the back cover of books②

To register the serial number on the collection notebook; new books have to beregistered to the collection notebook and put the serial number on the back coverrefugee camps. The left one shows thebefore lending, too.
③

A lending books card used in Burmese

To put “Reference only” labels on the books like dictionaries and valuable books.
Theses books are also registered to the collection books, but are only for reading
inside a library. Therefore these books are to be identified by different stickers on
their spine. For example, reference books are identified with the black stickers on thespine in Burmese refugee camp library.

front side of card, on which users name,registration number and address are
written. The right one shows the backside on which library regulations are
written.

Incident 7.Lost and Stolen Dictionaries
After closing the libraries at the refugee camp, dictionaries
were lost and stolen.

Since many students do not havedictionaries, children who hope to study harder stole them.
Some people broke into the libraries at night.
In order to prevent this from happening, dictionaries and valuablebooks are protected by a closed stack system, like in Japan.
These articles and books are kept in a locked box in thelibrarian’s room.

People who want to borrow these books needs

to ask the librarian. This has reduced the loss of books.

63

●Rule of lending books
There is no basic rule of number of books and period of lending. Thus, you need to set thelending rules before starting operation of library. When you make a rule, you have to consider
the actual condition of library operation and develop
Example of basic rule of the library, Burmese refugee

the suitable one for local community. For example,

camp librarylending is allowed only for a person who is above

1.Make registration and User card before lending first time.

12 years old in the Burmese refugee camp library.

2.Each person is allowed to borrow up to two books for one week.

Children’s books are not available for lending

3.Bring the User card when borrowing books.

because of the few number of its collection. If

4.Do not lend books to other persons before return.

children borrow books, librarians would face

5.Pay equivalent cost for loss or damage of books.

difficulties to organize a story telling and other

6.Pay 1 Baht per day after 5-day warning in case of delay ofreading activities. Provision of the leaflet of lending

return. (Baht: Thai currency unit)

instruction at the registration will be useful.

● Loss of books and delay of return
When you develop the rule of library, you need to think how to deal with the loss and delay ofbooks because library books are communal possessions.
For instance, users have to pay equivalent cost for loss, damage and delay although otherservices are basically free of charge. The library will buy the same or similar books with thepayment in the Burmese case.
Example of loss, damage and delay of books, Burmese refugee camp library
Case 1: Loss of a children’s book・

Ask librarians to tell children the title of the book and that they are looking for the book.

・

Ask teachers with their help to announce students about the loss of the book; there was theactual case that all books were returned after the announcement of the loss.

・

Ask librarian to keep working diary about the situation when it was lost, title of the book,language (in Karen or Burmese) and number of books.

Case 2: Loss of an adult book・

If the same books get lost many times, librarians must keep these books as reference
books—meaning they are unable to be checked out of the library.

Case 3: Late books for adult users
・

Send a letter to let them the delay of return as the first step.

・

Set the next deadline and ask them to return books by then; if they do not, ask to pay one

Baht per day.

64

4-2. World of story telling

Story telling without any means
Story telling with picture books
Kamishibai (picture-theater)
Paper puppet theater, puppet theater, panel theater and apron theater

Story telling is classified into four types according to the methods. Librarians
should acquire these methods in order to implement reading promotion.

Story telling is considered as the starting point of education.
This is because our first form of education is listening to parents talk after we are born into
this world.
When babies listen to their parents, they feel a comforting safety and happiness, and feelthat they are loved by them. In this calm situation, babies listen to many rich words in theirmother tongues, learn words through practicing, and eventually enter the world of literature(book reading).
In the perspective of reading promotion, story telling is the action that a librarian or ateacher tell children folk tales or original stories with or without means like picture books andtheir own voice.
Story telling is very important among various reading promotion services. Effects of story
telling are considered as follows:● Illiterate children can understand story telling.
● Children come to be interested in reading the book that are played in story telling,so that children can improve their literacy.
● Story telling connects children to books.

65

Story telling without any means
This method uses no means like picture books or Kamishibai but storytellers’ gesture. Everyethnics has had oral folk tales before using written language. Stories by the aged persons tell us
the wisdoms and ethics. Thus this can be recognized as the succession of the soul of ethnic andethnic identity from storytellers to the listeners. This is the most effective way that people candevelop their ability of thinking, imagination and creation by listening to stories directly.
＊How to choose stories
・To select stories in accordance with target children’s age

・To select your favorite stories; otherwise you will forget the story or perform with lessexpressions.

・To select stories having simple and clear story line

・To avoid stories having many characters and complicated story line・To select stories having fun and short scripts

・To select stories having brief introduction of heroes in the beginning・To select stories having universal themes

・To select stories having impressive climax＊How to remember the story
・To read the story carefully to understand its composition and atmosphere at first・To imagine and memorize pictures of serial scenes

・To read loudly to memorize the scripts

・To read repeatedly to understand the flow of story line

・To avoid remembering story manually＊How to perform a story telling・

Not to speak in a high tone voice; calm tone is suitable.

・To speak slowly, not rapidly・To make variation of voices

・To think the pitch of voice・

To show the feelings with rich expressions

・To tell stories with looking children’s eyes and faces

・ To use a pause effectively

66

Story telling with picture books
This method is telling stories with showing illustrations of the picture books. The advantage
of it is encouraging children’s motivation for reading as they become to interested in reading
the book that are performed.
＊ How to perform story telling with a picture book
Position・Stand or seated to have books being in front of children

・Hold books without hiding pictures and scripts

・Consider the height of children’s eyesight・Tell the title slowly and show the front cover clearly

Voice
・

Speak loudly and clearly, not weakly・

Read stories beforehand. Do not perform without practices

・Do not be intoxicated with reading; and children would feel bored.

・

Change voices in accordance with characters
Practicing story telling skills

Contents
・

Hold the center of a book when it is opened, so that children can watch it clearly.

・

Read a sub title as well. Do not skip any pages such as a sub title and a title page (“Tobira” inmain story is called “Tobira”

Japanese) because they also have important meanings for a book.
・

Read slowly especially the first part of stories as they contain important information of

Do not put additional expressions.

・Indicate illustrations without hiding them if you want to do so.

or the door in Japanese. This
page is important to play likestories, such as heroes’ name, background and so forth.
・Note: The page before the

a

door

beforechildren’s

entering the world of stories.

How to turn pages
・Turn pages without hiding illustration.

・Turn to the next page after you finish reading the scripts.

・Have some pause before turning a page when reading a short scripts.

How to practice story tellingwith a story book
1.Read whole story and understand its contents.

Behavior

2.Read the story loudly.

・

Read with looking children’s eyes and faces.

3.Practice・

Do not overact.

positions.

・Turn back to the front cover when finished the story.

・

Memorize the story as much as possible. Try not to look to read the books.

・Think creative answer to children’s questions. Do not say “I don’t know.”

readingwiththinking

holding67

Kamishibai (paper-theater)

How to play
Kamishibai(paper-theater or picture-story show) is one of the reading forms performed like aplay by storytellers. Storytellers can covey fun and attractions more than story telling byplaying stories. Tables and stools will be helpful to perform Kmishibai stably.

①

Stand at the right side of Kmishibai. You can fall down your knee if there are a few
children.

②

Read the title and author’s name.

③

Put a hand on the front page, or audience-side page, always so that you canchange the page any time. The page that you withdraw comes after the last page,or storyteller-side page.

④

Change tone of voices to play several characters by one storyteller. Playing withmany storytellers make stories less interesting.

⑤

Think effective speed of changing pages according to the story line.

⑥

Make natural expressions to the scenes.

⑦

Do not make the same actions as characters do. Children cannot focus on looking
at the illustration if you act like characters.

⑧ Finish the end of the story with saying “The end”, in order not to destroy the world ofstory.

＊Types of Kmishibai
There are two styles of Kamishibai according to the stories. Storytellers have toapply suitable performance to each type.
①

Story telling style: storytellers have no communication with audience.

② Participatory style: storytellers encourage audience to join Kmishibai with saying theword or shout together.

68

Stages for Kamishibai
As the words describe, a Kamishibai (picture-theater) is a show using pictures.
Because a normal show needs a stage, a picture story show with a frame stage
made of wood is more enjoyable for children.
There are different designs for frames for picture-theaters.

This picture below shows a wooden frame without doors used in a refugee camp in
Burma. This type of frame is relatively easy to make, even in developing countries.

The frame in the picture to the left can open
its doors one by one.

This attracts children

to the picture story show from the beginning.

Wooden Frame for Picture Story

Back of Pictures.

Show (with pictures inside)(You can see pictures.)Side of the Frame
Only the right side of the frame isopen. You can insert and pull

＜Size of the Wooden Frame＞

pictures one by one.

Size of pictures 38.5×26.5cm
41×33×5.5cm（Size of the Frame）
32.5×23（Size of Window）＜How to Use the Frame＞① Put the frame on the②After reading the③Insert the picture④The second picture

table and insert all thefirst picture, pull thepulled first to theshows.

picturesinside.

The

picture out of theback.

text on the second

storyteller

standstheframe.

in

Read thepicture.

back to the right to pull the
pictures.

69

● Paper puppet theater, puppet theater, panel theater andapron theater
These are other means of story telling, which can make children
attracted to the world of stories. However, you need to have permissionsof publishing companies and authors to use the characters of the
published books. Children get interested in folk tales very much withthese forms as well as with Kamishibai.

Performance of rolling-paper
style paper puppet theater＜Example of rolling-paper style paper puppet theater＞ (contents of the story)
Let’s throw balls into the basket!
Little mouse and little squirrel are throwing balls into the basket today.
Pom-pom. Pom-pom. Pom-pom. Pom-pom.
But, little squirrel and little mouse cannot throw balls well.
“Can I join you, my friends?”
Who came to join them? (Ask this question to children)“Hello! Our dear nimble monkey and hopping rabbit!”
OK, what happened to little squirrel and little mouse’s balls?
Then, someone came again; “Can I join you, my friends?”
Who came this time? (Ask this question to children again)“Hello! Our friends smart fox and raccoon !”Pom-pom, Pom-pom, Pom-pom!

*There is another scene with a bear and a pig.
Well, well, our little squirrel and little mouse could throw balls
into the basket?

(Turn out the paper with looking at children’s reaction)

Wow! A lot of balls!!
Hurray! Hurray!
All played together and made it!

70

＊ Paper puppet theaterThis is performed with paper puppets, made of wooden or bamboo sticks and paper.
This is applied easily and one of the most popular methods for junior grades of primaryschool students. There are two styles of performance: rolling-paper style and box stage style.
Here are general instructions of making and performance of both styles.
★How to make a rolling-paper style paper puppet theater
Materials to be prepared: wide-long paper, color pens, disposable chopsticks and tape.

④Open once for the next scene.

①Draw picture on the 60cm-long paper. Fold into
half and make the folded-side the bottom of thepicture. You can also draw on the separate
sheets of paper and glue them later.
⑤Open again with telling the story.

⑥Tell the story with the same action until
open the paper completely.
②Glue each end of paper and tape chopsticks
on the both side of the picture firmly.

⑦Turn out to show the climax of story③Roll up the paper to show only the first scene

and finish the performance.

of the story.
(source: “Waku waku Peipusato”, Hikarinokuni)

71How to make a box stage style
paper puppet theater
Materials to be prepared: a carton box,rope, scissors, bamboo skewers, a gimlet,
a cutter and packaging tape

①Prepare one
carton box.

② Cut off thewings of top
exceptfront
one shown in
Picture①⑦Cut off thefront shadow
part.

⑧ After theprocedure⑥ and ⑦

⑨ Fold toform like a
box.

⑩ Fix
with
packagingtape.
③ After theprocedure②④Draw the line
as shown in theleft and cut offtheshadow
parts.

⑤ After theprocedure④

⑪ Fix
from
inside as well.
(Non-coloredtape is better.)⑫ Make a holein the both sidewith a gimlet.

⑬ Put threadthrough holes.
⑥ Make slits
as shown inblack line in
the picture.

72

⑭ Tie the endofthreadtogether. This
becomes theholder of thestage.

⑳ Put
thepuppets
inside the box
when
they
are not used.

⑮ Make a holein the both side
of
the
front
bottom part ofthe box.

21 Hang the○stage fromthe neck.

⑯ Put threadthrough holes
as the picture.
You will tie
these thread
aroundthewaist⑰Draw the story
characters on
the paper. Usevivid colors andputskewers
point-side down
to the pictures.

22○
Fix thestage withting thread
around thewaist.

Let’s make puppet
theater of manystories!

⑱
Draw
illustrations
both side of
the paper sothat you canperform
many
movements
withone
puppet.

⑲
Stickpuppetsonthe box when
you perform.

73

＊Panel theater
Storytellers perform with putting characters and background on thepanel board with this method.

Performance of the panel theater＊ Apron theater
Storytellers perform with an apron, which puppets can be put on and off with Velcro
strap.

Apron becomes a fun stage for the story.

＊ Puppet theaterThis is the play performed with the doll that The Puppet Masters manipulates.
They express story line by the operation of the appearing dolls.

Puppet theater performed with puppets made of gloves.

How to improve the skills
Practice in front of the other persons is the best way to improve the skills of story telling you
learned at workshops. Situation and atmosphere of the actual performance is different from theones of practice by yourself. Children’s reactions are also helpful to your skill development. You
can learn their reactions, whether they like your performance or not, and apply them for the next
performance.

74

Story telling hour
You can start story tellings after learning various methods of story
telling. This section introduces some points in organizing story tellings● How to develop the program
Even if you have the certain books you have read many times, you
should avoid reading them without any practice at the event. Preparedreading is the most important for the successful event. As long as you
perform in front of the audience, you need to make the program of theevent, so that you could practice reading books beforehand. It is better to prepare theChildren are listening

substitution books in case of any change.

to a story telling.

1. Standard time setting
Case 1: Kindergarteners and juniors of primary school student (4-8 years old)
Short period performance for 20-30 minutes, including greetings and ice breaking games, issuitable for the children of this group.
Reason 1: This is considered as the maximum period for children to focus on doing one event.
Children may be bored, start wandering or go to toilets when you perform longer than 30
minutes.
Reason 2: Children will have a desire to watch the next story because the story finishes at the
moment that children want to hear a little more.
Notice: Mind the speed of your speech to this group. Speak more slowly than what you think,or they cannot understand the story line and will become bored soon.
Case 2: Senior of primary school student (9-12 years old)
30-40 minutes of performance, including greetings and ice breaking games, is suitable for thechildren of this group.
Notice 1: Keep the end of sessions when you use schools to develop good relationships
with teachers.

* The ages showed are for reference.

Notice 2: Change the plan flexibly depends on the proceedings of the event.

Since the age of entering primary school
differs according to country, we show

Case 3: Combination of various age groups

ages,

The performance for 30 minutes or so, including greetings and ice breaking games, isHowever, please note that some children

suitable in this case.

who are younger than the age shown can

and

not

school

year,

here.

understand story telling better.

Case 4: Special events
When you have a special performance for the big audience, you need to develop the suitable
plan according to the decided time. If you are asked to play for 60 minutes, you have to plan
60-minute program.

75

2. Development of programs
・Do not forget to put greetings and introduction in the beginning and at the end of programs.

・Choose suitable material by considering a rough number of people on that day.

・

Decide the main story, which you want children to listen to in the event, by thinking target

group, number of people, time and venue.
・ Arrange other programs. Make contents balanced with various topics. Otherwise, programs
usually tend to be too comical because storytellers want to make children amused.
・Start with easy programs, such as ice breaking games and songs. These events are suitable

for the beginning of the whole session because of the following reasons:1)

To make a fun atmosphere2)

To ease the children’s tension

3)

To make children felt familiar with storytellers

4)

To make unity of audience5)

To be useful as introductions and recreations

・ Finish the program in happy feelings as much as possible, so that children would feel to joinother events.
・Do not arrange too many events. Consider the audience or children first and arrange selectthe best contents for them. Story telling is for children, not for the organizers!

Example of the program for seniors of primary school student (40 minutes)
1

Opening greetings (2 minutes)

2

Ice breaking game (3 minutes)

3

Story telling of a short and fun picture book (6 minutes)

4

Kamishibai (10 minutes)

5

Main event: Puppet theater (15 minutes)

6 Introduction of titles of each story telling and Closing greetings (4 minutes)

3. How to select a suitable book for story telling events
・Quality books are not always the suitable books for story telling events. You have to choose

books that all children can recognize the illustration from a distance. It is also better to avoid
using the books that are in small shape, have complicated illustrations or too many scripts in apage.
・

Choose books having a relative topic when you organize a story telling for the special

events like New Year. For instance, seasonal stories are popular at story telling events in Japan:“Stories for Rainy Days: Frogs – they love rain very much.”・When you organize the event for combined age group, the first part of the whole

program should be planed for the younger children.

76

4. Points that should be noted on the event day●Arrangement of staffs
Opening and closing by the main M.C. (master of ceremonies) makes the event wellorganized as a whole program. Without the main M.C., children will have less of animpression to the event as a whole.
●Arrangement of the stage
Stage with a blank background is the best arrangement for story tellings
You have to make sure not to have obstructive lightning from outside in looking at picture
books. Plain clothes are suitable for children’ s concentration.

・ When you find that children do not focus on the program at the beginning, do somerecreations and make a change before staring the main event.
・ When you find that you may start the main event earlier than your plan, arrange theadditional event in order to finish the whole program with the main one.
・ You need to feel the children’s reaction and change the way of story telling flexibly to
attract them, if it is necessary.
・ You should introduce the titles of books performed in the event, so that children can findthem at library later.

The most important point of organizing a story telling event is to make audience fun andsatisfied with it. As children’s attitude is the best indicator to know their feelings, you canread their face carefully when you organize the events.

77

4-3. Library service for those who have difficulties to visit
a library.
You will see what kinds of library service can be provided to those who cannot come tolibraries in this section.

①

Children living far from a library

Mobile library: It is difficult for children to regularly visit a library with a 15-minute walk.
Mobile library can provide library services to children under such circumstance by approachingwith transportations. This library brings library books in the library boxes for remote schools
and nurseries. Thanks to this service, children can read library books at school even though theycannot visit the library. For children who are not going to school in a remote village, it ispossible for librarians to bring picture books and have story telling in the open air.

②

Children with disabilities

Cloth books: This type of books is developed for children having various disabilities. Everybook is made by hand and has many functions to move their fingers with buttons and snaps, sothat children can learn operative movement how to on and off the buttons, pull, tie and untie.
This book helps healthy children to understand handicapped children with playing it together.
For example, all 25 libraries are installed cloth books in Burmese refugee camp. Startingwith the cloth books, some teachers and mothers have established the working group to develop
new books

The cloth book “How many they are?”
A child with a visual disability enjoys
the cloth book78

③

Illiterates

Participation to story tellings: It is possible for the illiterates to understand andenjoy stories by listening to story tellings and Kamishibai at a library.
Opening as a literacy class: Picture books can be the easy textbook for those whohave started learning how to read and write. Therefore, you can open library as aliteracy class and encourage learners to visit library to read picture book as their
textbooks. In this case, you had better offer regular chances for them because they,
the illiterate adults, are likely to feel ashamed to stay together with children.

④

People who are in bed at hospital and home

Delivery service: People can ask their wishing books to their place when they have adifficulty to visit a library. They can also choose ones among several books. Family
members or librarians will read stories for them if they cannot hold books bythemselves or have a visual disability.
⑤

Ethnic or linguistic minority

Making captions on foreign picture books: You can translate picture books inother languages into the target language and make stickers of translated story. By
putting them on relevant scripts of the picture book, people can read the books intheir language. You have to get the copyright of the authors beforehand to apply thismethod.
Publishing books: You can have collections of target language books by publishingbooks. You do not need a professional publishing skills; a mimeograph andhand-biding are possible ways to produce a book by librarians.

4-4. Cultural activities
Cultural activities are popular among children. For example, story telling,
Kamishibai, drawing, singing songs, dancing and playing games are considered
as reading promotion activities and useful tools to encourage children to come toa school library in Laos. Plays and puppet theaters based on books are fun forboth actors and audiences. These activities also make children, who cannot readby themselves yet and do not have interest in reading, attracted to books. Also,
children can develop their abilities of self-expression, cooperation andChildren drawing at libraryself-confidence through these activities. You can organize them as a part of the session during aclass.

79

4-5. Events related to library activities
There are various activities for the purpose of disseminating the idea of library activity to thesociety and exchanging opinions among libraries for the better operation.
In this section, you will learn the case study of Laos. Under the booming consumption in thecapital city, on the one hand schools can have more books, on the other hand, people are likely
to have material-oriented lifestyle like Thailand, the neighbor country. It becomes difficult to tellthe importance of reading books in this situation.
★ Competition of Kamishibai
Two categories of the competition were held:
original works and performance. There were many
applicants, from primary school students toteachers, through schools and children’s cultural
centers as well as from the public. Children alsojoined to the voting for the best persons.
Original stories had divers contents; some
expressed a part of their daily life, others told the
Various applicants participatedimportance of cooperation, and the others expressed themselves as if they werein the competition

chicken.

mischievous

In the performance competition, one secondly school boy bursted into tears
from full of emotion. Participants were able to have confidence to perform infront of the large audience.
★ Book festival
Book festival took place in the institution where teacher’s training center andchildren’s center are standing together. Children, parents and teachers could get
to be familiar with books by enjoying various programs, such as the play bychildren, Kamishibai, story telling, and so forth. The spot sale, which took place at the sametime, was also popular among visitors although Lao people did not have a habit of reading andless book shops in the country.

A girl playing as a old lady
with a stick
A group was telling the importance of healthy diet by80

Kamishibai

Visitors could talk with monks in this section.

★ Book party
Secondly school and high school students in the capital city were invited to the publication
party. The author introduced the book and students, who had interested in, bought it in the
picture.
★TV and radio programs
This can not be called reading promotion events exactly, but some programs have provided
quality programs that writers told their books or good storytellers read books. Children could
read books in some radio programs. Many households have had TV in Laos although they likeThai programs better than Lao national programs.

4-6. Information magazine
Information dissemination by magazines is one of the ways for reading promotion. For
example, a NGO has published the library magazine and distributed to schools, institutions thathave a library and the district educational bureau in Laos. Magazine consists of following
topics: stories and essays by children, new arrival books, story of other country, Lao folk tales,announcement of competitions, report of good case study of reading promotion and quizzes.
Contents are also arranged for all target groups: children, parents and people who are engaged
to educational sector.
Schools use the section of stories and folk tales in theclasses. By offering the opportunity to present children’s<Table of contents in one issue>

stories and essays, magazines can foster the young talent as

Poem

well.

“The Glove”: Ukrainian Folktale

Children’s cultural

Quizzes raised by readers and answers of previous issue

centers may possibly

An interview to a heavy reader

publishEssays on the impression of books

their

own

magazines. They help

Answering questions raised by children

centers to raise their

A letter from a child “You should not do this.”fund by distribution

Children book festival

as

a

tool

publicityoftheEvaluation meeting on school libraries

and

by

Seminar on Kamishibai

selling in the events.

Lao folktales
Temple festival
Do you know this: clothes in folktales?
”Deknoy Lao” is one of the reading promotion

New book: “Life of Ghandi”

magazines by the NGO called ALC

81

5. Management and participation of children and community
People in the community are key players and supporters of library management as well as the users.

School libraryCommunity libraryChildrenChildren[User・Assistant]

Teachers

Adults(residents)[Managemen[User]

Residents(Parents)

Librarians(residents)[User][Management]

Library committee(residents)[Users、Supporter][Management]

Local
government

Residents[Cooperator/Supporter]

Cooperate organizations（NGOs and Donors）[provider of the fund and skills/Coordinator]

5-1 Opening library to public and community
participation● Why they need to be involved to library activities?
Communication activity and succession of traditional culture were mentioned
as three functions of the reading promotion in the theory part of this manual(Section 3: Tasks and functions of library, Part 2.)
Active participation of community to the library events is indispensable forthe communication activity, which needs people’s exchanges. Like the exampleof the refugee camp, you can ask the talented persons, who have the traditional
skills and techniques, to the activities because they cannot use these skills
because of the current situation. The events that introduce their skills will help
children to enhance their imagination and creativity, which are fostered by
Performance of folk tales and songs by aged persons

82

reading, and become good opportunities to succeed the traditional cultures.

● How can we ask their participation?
At first, librarians and library committee members have to make a plan and identify to whomthey ask their participation to which activity. Secondly, they start announcing the information to
the community with library newspaper, announcement at schools and so on.
● What kinds of activity can we organize with the community?
What kinds of activity are possible to be organized with the community? You will see theactivities in the Burmese refugee camp as an example.
Case study ①： Story telling and songs without picture books
Some aged persons in the community memorize many folk tales, which have been succeededfrom their childhood. To impart these oral cultures to children, story telling by local
aged persons has been held every month. They have performed folk tales and songs
there.

Case study②： Making of Kamishibai
Kamishibai can be performed to tell stories to many children all together. The oral
cultures by librarians and local residents have been developed as Kamishibai with theillustrations by local painters and art teachers in the camp. These collaborative works
with local community and libraries have been coming one after another.

Local painter of refugee camp is
drawing for the Kamishibai.

Case study③： Making traditional musical instruments and the performance
The musical performances and the workshops of musical instruments take place in thecamp library. At first, librarians find local musicians and craftsmen in the camp. Then,librarians ask them to make musical instruments and organize the regular musicalworkshops for the children who want to learn how to play the instruments.

5-2. Participation of children and youths● Lending service by students
Lending service at library is considered as the children’s participation in reading
promotion activity. In the schools that teachers are in charge of library activities as wellas their class, teachers actually cannot spare their time for the lending service. To solve thisA girl practicing the traditional musicalinstrument made in the campproblem, children support teachers to operate library activities, such as lending service,
arrangement of books and keeping library records in some schools. This activity can bring about their sense of responsibility
and affection for books, so that reading promotion as a whole will become more active.

83

● Volunteer work by secondly and high school students
Volunteers from secondly and high schools perform story telling and Kamishibai in theschool libraries and children’s cultural centers. They are expected to become the future key
players of reading promotion activities. Some students have visited local markets and villages
to perform story tellings and Kamishibai, and to provide lending service. (see Section 2-1:
Various styles of libraries and school libraries, Part 3) Adults become to feel easier to borrowbooks through this activity by children.
● Puppet theater by youth groups
There are many young refugees who have too difficult job opportunities to apply what they
have learned after the graduation. Libraries have asked candidates among them to establish theperformance group that can play puppet theaters for children. They have participated in theworkshops on how to make and perform puppets and practiced performing them.

5-3. Participation of a community: library promotion toparents
For school libraries, educational administration has more important roles than local
community does. Although there is the limitation of the means of participation, local community
can cooperate in some ways. For example, community in Laos has helped libraries as follows:

The community made a bookshelf using an old, disposed blackboard.

◆PTA (Parents and Teachers Association) and School Committee have make bookshelves anddecorated libraries as a part of their school maintenance activity for keeping good educational
environment, such as repairing school equipment, making desks and chairs, planting trees,building a fence and so forth. Some graduates have decorated the library and exhibited theminiature of houses.

84◆One community has reclaimed a pond for a library construction. In other school, theprincipal has taken initiative in raising 700 US dollars for the construction cost, which was
mainly provided by support organizations, by the contribution of the community at the flower
festival. The extent of the community participate in library activities depends on theprincipal’s motivation because he/she is the mediator between the school and the community.
Information sharing of these successful cases in the principal’s meetings and monitoring
reports is also significant task of the provincial educational department.

◆Some libraries in the two-shift-instructed schools have been considered as a nursery;
children who have afternoon sessions come to stay at library in the morning and vice versa.
Parents feel secure about sending their children and they can also use their spare timeeffectively. The parent’s action that they allow their children to go to the library instead ofworking at home can be recognized as one of the community participations. Therefore,
parental education is important for the library promotion.

◆In Laos, some communities contributed money and labor to renovate empty classrooms into
library rooms after books were provided to schools. Moreover, after books were provided,
adults who did not have the chance to be educated challenged themselves to the primaryschool graduation exams.

5-4. Rule of the library
Why we need the rule?

●

Library is the place where all people, either a child or an adult, feel free, but not all things
are allowed there. Library is also the place for education. Children, especially, have to learn
the rule of using communal property at library, so that they can apply it as they grow up. A

Libraryʼs rules are introducedwith popular illustrations.

certain rule is also needed for adults to protect limited
number of valuable books.
Here are some examples of library rules. You can
modify them in accordance with the situation of yourlibrary.

Rules of Childrenʼs room
1.Before entering the room, wash your hands with water in thetank at the entrance.
2.Read and treat books gently with your friends.
3.Do not fold or destroy books.

Community library
Combination of pictures and words is effective to

4.Do not write on the books.
5.Put books back as they were after reading.

explain the rule for children when you write to hang

6.Put stationery (colors, pens, etc.) back in the box.

them on the wall. Followings are rules of the Children’s

7.Do not take the books that are not allowed to be taken at home.

room in the Burmese refugee camp library.

8.Do not eat at library.
9.Make sure to put your own shoes when you leave the library.

85

Rules of Adultsʼ reading room
1.Complete the user registration before borrowing.
2.Keep number of books and deadline of return for each borrowing.
3.Do not lend the books to other persons without returning.
4.Do not cut pages, pictures and illustration of books.
5.Do not leave your children at library and go back toyour work; library is not the nursery.

School library
In school library, you can put rules on the paper at the entrance and inside of the library.
“All students are the members of this library”, in the case 1, means that the every students
can use the library and are responsible to use it in a friendly manner. Most of rules are
based on the universal ideas, but some are followed the local custom, such as “Take off
Children enter a library room leaving

your shoes” in the case 2.

their baggage at the entrance

Case 1̶primary school

Case 2 ‒ developed by full-time librarian at a primary school

1. Do not make loud noises and voices at library.

1.

Take off your shoes before entering the library.

2. Wash your hands before reading books.

2.

Do not eat at library.

3. Do not bring food and bags at library.

3.

No not fight at library.

4. Do not glue or destroy books

4.

Put books back as they were after reading.

5. Return books within three days.

5.

Return books by the deadline.

6.

Treat books gently; do not make them dirty or destroyed.

7.

Do not bring your bag at library.

All students are the members of this library.

5-5 Recording the number of visitors●

Why we need the number of visitors?

You need to count the number of visitors per day for the better operation of the library
activity. On the one hand, if you find number of visitors is getting decreased compare with one
at the opening of the library, you have to think the reasons that keep people away from thelibrary. On the other hand, when many users regularly come to the library, you can find thatthey are satisfied with the library activities. Librarians can be encouraged by the good result of
these numbers.
This record is used only for the improvement of the library activity. So, you should be
careful that the visitor’s number is not turned out to the competition among neighboring
libraries.
Here are some cases showing how to record the number of visitors.

86

＜Children’s room＞
2

In the Burmese refugee camp library, library prepares the basket with 2 cm -large stones
and the covered box with a small hole at the entrance. Visitors are to put one stone into thebox at the entrance. Librarians can record the numbers of visitors on the monthly record booktwice a day, morning and afternoon, by counting the stones.
However, some children put many stones at a time. Therefore, librarians have to instruct therule of library certainly to children who visit the library first time besides their primal tasks
like story tellings.
The way of counting the visitor’s number at school
Librarians record the number of users every day. This is the basic record for the
management and used for the donor reports. Following methods are applied in Laos.
★ Putting a seed in the bottle
Library prepares the bag with tamarind seeds and two empty plastic bottles at the entrance.
Those who read books at library put a seed in one bottle; those who borrowed books put aseed in the other bottle. Librarians count the number of seeds and record in the notebook after
closing the library.

★ Counting on the chart
Library prepares the chart for each grade at the entrance of the school library. Students add
one line on the chart when they come. Librarians, or teachers and students, count the total
number of the lines and record it in the notebook.

When children visit the library room,
Girls put a straw in the red box
they put one stone in the pot.
and boys put it in the white one.

87Part4 Support by NGOs and donors
Roles of NGOs and Donors ---in Planning of Reading Promotion Projects, Monitoringand Evaluation

1) planning a project↓2) implementation↓
3) monitoring↓4) evaluation↓
5) planning a new project or the next phase of the project

1. Project Cycle
The project cycle is the flow of a project explained as follows: 1) planning a project; 2)
implementation; 3) monitoring; 4) evaluation; and 5) planning a new project or the next phase of the
project. Hereafter, “project” denotes the project that supports the reading promotion in this part.
First of all, what is the definition of a project? Project is the undertaking planned to achieve the set
goals within a certain budget and time period. A project has a start and an end; therefore projects will andhave to be completed in a certain period. There are two reasons that projects needs to be completed in thisfashion.
Firstly, limited resources need to be used effectively. For instance, once the set goal of reading
promotion is achieved in one district, it is better to change the project site rather than to continue theactivities in the same place and use the same financial resources. Secondly, NGOs and donors aresupposed to leave the project area before long because they are outsiders. The main players of the reading
promotion should be teachers, local community members and educational administrations; not the support
organizations from outside. Continual supports by the support organizations may develop the local
people’s sense of dependency to the support and ruin their dignity.

88

2. Reading Promotion Program as Educational Cooperation
2-1. Approaches to the reading promotion projectAt first, you need to decide which educational sectors you choose for the project: formal education
or informal education. Although you may find every sector has project needs, you have to choose one
target sector from the restriction of the financial and human resources. The next chart shows theclassification of reading promotion by various situations in developing countries.
Place, target group and management body of Reading Promotion Activity
Sub-sector

Place to take place

Target age group

Preschool education

Library activities at kindergarten and nursery

3-5 yrs. old

Formal education

Library activity at primary school

6-12 yrs. old

Public library
Informal education
Community library

Local libraryManagement body
Education department,
Rural development department
Education department
Information and culture department

6yrs.and above
Local community

Camp library

Reading promotion in developing countries is implemented in the three Sub-sector: 1) preschool
education (kindergarten and nursery); 2) formal education (primary school); and 3) informal education(public and community library). Other types of reading promotion, which are held at home or second andhigh school libraries, are not taken in this manual because these are not yet popular in developing
countries. For example, there are not enough books in the market and too expensive to have books athome. Libraries at secondly and high school are also restricted to the wealthy population in the
low-income countries. Difference between public library and community library in the informal educationis the management body. Administration department is in charge of the public library and local
community manages the other. Community library in the refugee camp is usually called Camp library.
Although general administrations of school library and public library are operated by educational
department and information and culture department in accordance with the sub-sector, community
participation and cooperation are also important. For community library, on the other hand, support andcooperation with administrative organization are indispensable.
Lastly, mobile library is not categorized in this chart because it can be applied to any types of library.

89

2-2. Situation of target area and approach of the support
The remarkable point which sectors you decide to choose for the project is the task of educational
development in the target country, or needs of educational support. The following chart shows whichreading promotion activity is generally effective to each 5 socioeconomic status: 1) emergency, 2) careand management phase, 3) post-conflict country, 4) transition economy country, and 5) educationallydeveloped country.

Reading Promotion Activities for Education Development
Target country and area

①Emergency②Care and management phase

Case study in this manual

Thai affected areas by the Sumatra

Burmese refugee camp, Thailand

TsunamiIssues and needs for educational

Providing a secure place to stay

Access to education and information

Prior areas for library activity

less supported shelters

Refugee camps and temporary houses

Prior target for library activity

Play area for children

development

・Book distribution

Community libraryPrimary school and nursery・Publishing・Book distribution

Book・Establishing children's playground ・Constructing a library ・Providing library boxes

Effective activity

・ Providing learning materials and ・ Providing
Types of support facilities

learning ・Mobile librarymaterials and facilities ・Providing learning materials
and facilities

Librarian

Training of librarians

Strengthening

Training of librarians

community ・Establishing

Training of school teachersand ・Trainer's taining

Human resource
organization

trainingalibrarydevelopment forcommittee
management
・Trainer's taining
Community

Library committee

Educational
committee/Nurserycommittee

Counterpart901) Emergency
In the emergency stage, people are suffering from a natural disaster and a conflict. Firstly searching andlifesaving actions for survivors are conducted. Then, distributions of water, food, shelter and othernecessary living materials are organized. Sheltering camps are constructed at the same time.

③Post-conflict country④Transition economy country⑤Educationally developed country

Afganistan, Cambodia

Laos

Thailand

Improving quantity and quality

Improving quantity and quality of education

Abolishing disparities and improving education quality

Rural farm villages

Urban slams, etnic residential areas and remote areasof education
Rural farm villages

Primary school

Primary school and nursery Public libraryPrimary school and nursery Community library・Training of writers and editors ・Training of writers and editors

・Providing information about books

・Building networks

・Building networks

・Publishing・Publishing・Book distribution

・Book distribution

・Providing library boxes

・Providing library boxes

・Constructing a library・Mobile library・Mobile library・Mobile library

・Providing learning materials ・and facilities

Providing・Providing library boxes

・Constructing a library・Mobile librarylearning

materials and facilities

Training of school teachers

Training of school teachers Training of librarians

Training of school teachers Training of librarians

・Trainer's taining

・Trainer's taining

・Trainer's taining

・Trainer's taining

・・Building a network

・Building a network

i・Bu lding a network

・Building a network

training

Establishingacommittee
・Trainer's taining
Local(states,

provinceand Ministry of Education, local Ministry of Information Ministry of Education, local Community

district) Education Department (states,
district)province

Education (state,

Department
RuralDdevelopment
Departmant

and and Culture and local (states,
provinceand district)province

Educationand district) Information and Department
Culture Department

and

and

RuralDdevelopment
Departmant

91

andlibrary

Many children already felt a certain stress brought from trauma of loosing their family members andfriends and inconvenient life at the camp by that moment.
Therefore, the educational need for children at this stage is to have secure place to stay. NGOs anddonors establish a playground in the sheltering camp. Library activity can take place in this space. Thereis an example of the earthquake affected area in Thailand by Sumatra Tsunami Disaster (see p14,15)
Local administrative organizations and local community groups are usually the counterparts of thereading promotion activity under this situation. You will operate children’s playground with their support.
2) Care and management phase
In this stage, situation is relatively settled to the emergency period. NGOs and donors support for careof affected people and management of sheltering camp and temporary houses. For the case of natural
disasters, this stage will be usually shifted to the rehabilitation stage soon; however, for the case of theconflict, refugees will continue to come to the camp as long as the conflict lasts. Refugees also need tostay under the unstable condition in the foreign country without enough access to education andinformation. Especially, the refugee camp that is completely isolated from outside community has theneeds of information access.
Therefore, needs of reading promotion for this stage can be identified all sectors, that is, in the informal
education (community library), formal education and pre-school education. Community library is
recognized as two types: the camp library in the refugee camp and the community camp using atemporary housing in the natural disaster. Needs for community library could be increased until formal
education start operation in the both situations. Even if schools and nurseries are restarted, needs for thecommunity library would still high in case of the low quality of the formal education. In this sense,
reading promotion support to primary schools and nurseries is one of the effective approaches.
3) Post-conflict countries
The educational task of these countries is to increase the number of primary school enrollment, that is
to say, to improve the quantity and quality of education. Improvement of education quality is crucial tokeep children coming to school because parents are likely to make their children work for the family if
the education quality is poor. Reading promotion can be the effective method for improvement ofeducation quality. In this situation, government would prioritize schools over community libraries in the
educational policy.
Therefore, needs for educational support in this situation is reading promotion activities at primaryschool. Provincial or district education department will be the counterpart of the project. However, as
reading promotion is usually not included in the government’s educational policy paper, you have toencourage these educational local governments and the ministry to understand the importance of reading
promotion at primary school. Pilot project of community library, which is implemented by NGOs anddonors, can be effective strategy to demonstrate the effectiveness and impact of reading promotion before
starting the project to primary schools.
For the implementation, you need to do everything, from training of writers to distribution, topublish books by yourself because of the lack of resources. You have to organize the workshops for92

teachers and librarians and provide material supports, too. Regarding the target area, remote villages needmore support than urban areas because many supports are inclined to be carried out in urban areas.
4) Transition economy countries
The educational task of these countries, which are the former socialist countries, is the same as that ofpost-conflict countries: to improve the quantity and quality of education. In many cases, improving
education quality is more important since these countries have implemented universal of primaryeducation traditionally. Establishing public library is also included in the most of their national action
plan, so that support for the public library is also needed. Since they already have writers, teachers andlibrarians, workshops will be helpful to increase quantity of reading activities and improve education
quality.
5) Educationally developed countries
Lastly, the educational task of these countries is to improve education quality and to fill the gaps
between regions, ethnics, and the rich and the poor. Even though the country becomes rich and national
primary school completion rate is over 90%, there are still many children who cannot have an access toschool in urban slams and the residential areas of ethnic minorities.
Therefore, support for community library will be focused on the poor regions and peripheral areas. On
the other hand, needs for supports to primary schools and nurseries are still high. Compare with previous
4 cases, counterpart of the educational department and other related institutions have rich resources, sothat trainings for teachers are effective.

As mentioned above, reading promotion projects are classified by 5 socioeconomic conditions of thetarget country and region. But you cannot apply them clearly into practice because one country may have
two or three conditions at the same time. For example, Thailand is the educationally developed country(type 5) with the Tsunami affected areas in the southern region (type 1) and the Burmese refugee camp in
the northern region (type 2). It is also difficult to identify which is emergency or care & management
period clearly. Needs for support would change at time.

932-3. Project formulation study① Needs assessment
The first step for project planning is to make assessment of needs in the target area. Needs is the basesof all projects; projects are not necessary where no needs. In this sense, needs of project imply thosewhich are to be met (see Figure Project needs.) Hence, you need to study local resources in the needs
assessment so that you can identify the actual needs in the target area. For example, when you assess theneeds of the camp library in the refugee camp, you would find that they keep some books with them insome cases. Some refugees have brought the books as their properties when they escaped from thecountry. You would also find human resources who are used to be a teacher or a nurse having thepossibility to become a librarian. Architects, illustrators and storywriters would be found in the camp, too.
So, the most precious resources is that they have traditional folk tales and cultures with tangible andintangible forms. These resources can be used for the project effectively. The projects by the other NGOs
and donors can be the source as well.
Governmental organizations, schools and community may have rich resource for reading promotion
like above-mentioned example. Therefore, project will be identified with concerning the actual needs,
which are not met with local resources, and your budget and resource.

The project is feasible in the area where the unmet needs
and the organizationʼs capacity overlap.

Needs

resource・ government
・ community
・ other donors②

Needs which
are not met

Project

Resource and abilityof the organization

Macro survey of target country and area
You need to study population of the target country, states, province and district, economic status(poverty, industry, employment, etc.), social status (disparity of rich and poor, minorities and gender, etc.)
and educational figures (literacy rate, enrollment rate, etc.) Reference books and Internet provide national
figures. World Bank Database is useful to learn the information about economic indicators. Human
Development Report by UNDP and State of the World’s Children Report by UNICEF are also helpful tohave information of educational and social situation.

94

③National policy of education, information and culture
You need to study educational law, regulations, policy and guidelines when you plan the project forschool library. If they have any articles or sentences about library activity and books, you look them into
how much they have power of control and influence to your project. Most of countries do not have theguideline about library activity; but some have the description about books in the guideline of school
learning materials. For instance, importance of the establishment of school library and policy of library
activity are included in the guideline of the cluster school system in Cambodia.
When you plan the project of public library or community library, you need to study similar legal
documents about policy for information and culture, so that you will learn how much extent the public
libraries are installed obligatory, whether they have free library service, and whether they have the planfor promotion of publishing books.
For the either of the case, most of the action plans are not implemented well because of the lack ofresource, though they have the policy of reading promotion. However, it is the big advantage that they
have a policy for library because it is the pertinent basis of your reading promotion project.
Legal documents on information and culture may not be translated in English or other foreign language
because donors have considered this sector less important than other sectors. If you cannot get English
version of policy document, you have to make them translated by local staffs and other resources.
To collect policy documents, you usually can get educational ones from Ministry of Education; and theothers from Ministry of Information and Culture. Thus, you need to find the section and officers, which
are in charge of the reading promotion at the ministries. You can also contact to the NGOs and donors,
which have already supported the reading promotion, for the additional information. Many NGOs anddonors, which are implementing other education project, such as development and distribution of
textbooks, learning materials and teaching curriculums and organizing trainings and workshops, haveuseful information for your project, too.
④Educational indicators and data in the target area
Then, you need to study the following educational data of the target area.
・

Population: child, adult, by sex and by ethnics

・

Adult education: adult literacy rate and years of school attendance・Access of schools: number of schools, gross enrollment rate, net enrollment rate and numberof schools per 1,000 children

・

Quality of education: enrollment rate and other internal efficiency data (promotion rate,
repetition rate, drop-out rate, graduation rate, rate of promotion to secondly education andso forth)
It is impossible for NGOs to research these figures by themselves. Therefore, you will
receive them from the educational administrations. However, they may not have all data you
need. Even though some data, like literacy rate, are not reliable because of its obscuredefinition, you have no other choices but using them. You can also estimate following indicatorswith the data you have collected.

・

Number of schools per 1,000 children = number of schools×1,000 / school age population

95

・

Gross enrollment rate = enrolled population / school age population

・Drop-out population= enrolled population of the previous year – promoted population –repeated population
Drop-out rate = drop-out population / enrolled population of the previous year

・You can analyze the situation of the target area with the data you have as follows;・Comparing data to each district of the target province, when your project will be
implemented in the province;

・Comparing national data to regional data;

・Comparing last three year’s data to find improvement and deterioration;

・Comparing data of districts having more ethnic children to others having less of them; and・Comparing data by sex.

⑤Other NGOs and donors operations
It is significant to make a survey whether other cooperation organizations have already had the project
for education and reading promotion for the purpose of preventing redundancy and competition of
supports. In many countries, donor coordination meeting has taken place regularly for educational support.
Thus, you can attend it to get the information of the target area. Ministry of Education also coordinates
donors in some countries. It is reasonable that you focus on certain topics like learning materials andteacher’s trainings among many projects, because formal education is the one of the major sectors formany donors and NGOs. Also, comments to your project plan by other organizations will be helpful.
Basically, you will find the other reading promotion support easily as not many organizations have theproject in this field.

⑥Rapid baseline survey on the reading promotion at the target area
It is often found that there is no books at school even though governmental guideline stipulates that
school need to install them. The observation of the actual situation in the target area before the project
implementation is called rapid baseline survey. There are 2 methods to conduct this survey.
The first method is to collect official data and information from the Ministry and other local
governmental agencies and to make interview to them. Above-mentioned data collection is one of thesesurveys.
The second method is to visit schools and libraries and collect the data on your own. It is obvious tospend more budget and time than the former one. However, both are necessary to develop a well-planed
project because you cannot trust the accuracy of the official data and sometimes cannot have them all.
The point that you have to concern in conducting rapid basic surveys is not to make counterpart have toomuch hope of the project, as you have not determined the target area yet at that moment.
In this section, you will learn the latter method of rapid baseline survey with an example of the school
library project by Shanti Volunteer Association (SVA). This project was implemented at the main schools
under the cluster school system in one province of Cambodia. Provincial and district education96

departments were the counterparts and, as the precondition of the project, library should have been
installed in the all of main schools according to the cluster school guideline by the Ministry.
a.

Random samplingFirstly, they collected the list of schools in the target area through counterparts. Then they chose sample

schools randomly from the list. When you make surveys on more than twenty schools, you can verify if
the result is reliable or not with a statistical way. You decide the number of samples depending on timeand budget you can spend on the survey. The most important point is to choose samples randomly; or
you cannot estimate the result on the basis of the statistics. Although counterparts are likely to introduce
the model schools for the survey, you have to be careful not to visit good schools only.

Here, you will have a systematic sampling method as an example of random sampling. Firstly, youmake a list of district in an alphabetical order. Secondly, you write name of schools on the next column ofthe district. Then you put series of numbers to schools, for example 1-2-3-4 as shown in the chart, so thatevery school is classified by numbers. Lastly you choose one number among four as the sampling
number; and schools that have the number you choose are the sampling schools. In the chart, if you
choose number 1, school A of district A, school B and F of district B and school C of district C are thesampling schools. You can randomly choose sampling schools in the equal proportion to the number ofschool in the district with this way.
Systematic sampling of schoolsb. Announcement of survey schedule to the counterpartsand schools
Schedule of survey need to be informed the provincial
education department before 1 month of your visit. It will bearranged with them in consideration of road condition and school
events. The order of school visit will be also arranged by thembecause they know the location of sample schools well. They will
inform the survey schedule to schools, too.
⑦ Method of survey
Interview and observation are the main methods of the basic

District

School neme

serial number

A
A
A
B
B
B
B
B
B
B
C
C
C
C
C

A
B
C
A
B
C
D
E
F
G
A
B
C
D
E

1
2
3
4
1
2
3
4
1
2
3
4
1
2
3

survey. School principals and librarians are mainly the target of
the interview. If there is no full-time librarian at school, you will make an interview with teachers who arein charge of library activity. You also check the number of books and bookshelves to see the reliability of
their answers at the interview. Here is the example of the questionnaire for the baseline survey.
Conductors make an interview the questions in the questionnaire with writing their answers on it at thesame time.
You have to ask staffs of provincial or district education department to come with you for the needs
survey, so that they can understand the project before the implementation.

97

Questionnaire of the baseline survey for the school library project
From interview ( and observation, if available)
SchoolLibrary activity

Name of school
Address
Name of the principal
Facility

No. of classroom
Installment of teachers’ room
Installment of library
Installment of resource room
Number of students, class, teachers and administration staffs by grade
Installment of libraryyear:
Support organization(s)Location of library (teachers’ room, classroom or independent)
1.Facility
Opening day & hour
No. of books
Installment of desks for librarians
No. of desks
No. of chairs
Is school subsidy used for library?
Is the registration free of charge?
Existence of the record of No. of visitors and borrowed books
2. Management
Rule of lending
Period:days
No. of books:
Action for delay and loss:
Others：
Method of counting visitors
Is it opened to public?
3. Books
No. of title(references)
No. of collection
Language of collection
No. of newspaper and magazines
Assignment of full-time librarian or not
4. Librarian
Existence of teachers in charge of library
Attendance of trainings and workshops
Operated service: story telling, reading, cultural activity, lending service
Existence of service to disable persons and illiterate persons.
Existence of mobile library
Problems and tasks of library activity
Future plan of library activity
Type of need for training
No. of users per month
Adult:
Children（under 12 yrs old）:
5. Frequency of use
No. of books lent per month
Adult:
Children（under 12 yrs old）:

From observation
Impression of reading space
Impression of management
Impression of books
Impression of librarians and service

When you plan the project of public library and there is the public library in the target area, following
items are used for the basic survey. If there are school library, you also have to make above-mentioned
random survey to school libraries in this case because both libraries are complementary to each other. Ifschool library is operated well, children’s needs for public library will be reduced; that is , service for
adults and youth will be the needs of public library. In this sense, survey for public library is also needed
for the project of school library, as well.

98Questionnaire of the baseline survey for the public library project
From interview (and observation, if available)
General information

Name of library
Address
Name of the
Director
Name(s) of librarian(s)Management bodyYear of establishment
Support organization(s)1. Facility

Area
Structure of building
Opening day & hours
No. of bookshelves
Installment of librarian’s room
No. of desks

2. Management

No. of chairs

BudgetExistence of the record of No. of visitors and borrowed books
Method of counting visitors
Rule of lending
Period:days

No. of books:

Action for delay and loss:
Others：Existence of cooperation with schools and community
3. Books

No. of title

Book for adults

Children’s book

No. of collection

Book for adults

Children’s book

Language of collection
4.Librarian

Attendance of trainings and workshops
Operated service: story telling, reading, cultural activity, lending service
Existence of mobile library
Problems and tasks of library activity
Future plan of library activity
Type of need for training
No. of users per month

5.Frequency of use5.

Children:persons

Adult:

persons

No. of books lent per month:Children
AdultsFrom observation
Impression of reading space
Impression of management
Impression of books
Impression of librarians and service

d. Analyses
When you analyze the result of questionnaire, you have to code and put them to statistical software to
get average, standard deviation and mean. You also have to verify if these results of sample data arewithin an error or not. Finally, you will analyses with these figures and identify the needs.

992-4. Identification of the counterparts and negotiations
You need to select the counterparts, or co-implementers or main players of the project, at the projectplanning stage. For the reading promotion projects at school library, Ministry of Education is thecounterpart at national level and state, provincial and district education department are those of regional
level. Also, Ministry of Information and Culture and respective local administrations are the counterpartsof public library projects. On the other hand, library committee as the community organization is thecounterpart of the community library project. Because the community does not have such committee if it
does not have a library, you need to support for establishment of the committee first.
For the community library, sustainability is the crucial point for the operation. Therefore, it isextremely important to make clear among all stakeholders that the main management body is thecommunity, not the supporting organization, because the community library is belong to the community,
not to the supporting organization at the project planning stage. Otherwise library probably stop theoperation when the support withdraws.
The best way of project planning is to develop the project with counterparts jointly. However, when
they do not have sufficient ability of project planning, support organizations will take the process thatthey make the draft and negotiate with counterpart to the agreement. For the community library project, if
the library committee has not been established at the project planning stage, it is important to havediscussions with other community groups like resident committee and education committee to get theiragreement of the project planning.

●

Establishment of library committee
Library committee is the main management body of the project. This committee consists of therepresentatives from various community groups, such as women’s group, youth group, teacher’s groupand minority groups. You should take time for this process because, if support organization selects
members hastily, the committee will be considered to belong to the organization, so that ownership oflocal community will be low. Here is the process of establishing and operation of library committee.
①

Explaining the idea of library committee to the leaders of local community and representativesof other interest groups and encouraging them to participate to the committee.

②

Organizing the workshop for establishment of the community library with those who agree theidea of the project. In the workshop, participants will discuss on the following themes: the aim
and plan of the library; target users; selection of books; contents of services and so on. Support
organization should explain its idea clearly with showing the books to be provided andperforming the story telling in the workshop. Then, participants will decide the contents ofactivities by themselves lastly.

③

Selecting committee members by local residents and establishing the committee④

Opening the committee to decide the objectives, plans, rules (see p.90), activities and budget ofthe library.

⑤

Submitting the proposal for the financial support by the local government, if there is.

⑥

Organizing regular meeting and participating it after the library started the operation.

⑦

Arranging donor’s logo and acknowledgement to them: Logo of the support organization will100

bring bad effect to make locals think library belong to it to the contrary.
⑧

Evaluating the activities: Evaluation should be conducted jointly with committee and support
group as long as they can. The evaluation report is to be translated into the local languages,
which the committee members use, distributed, explained and discussed the solutions to the
problems. Writing monitoring and evaluation report in their language is very important.

2-5. Making a project proposal
Based on the result of project baseline survey and the discussion with the counterparts, you will make aproject proposal. Following items need to be mentioned in the proposal.
Needs of the project①

In this section, you will see why the target area needs support. Contents are the same as the needs
assessment as follows: macro survey of target country and area, national policy of education, informationand culture, educational indicators and data in the target area, actual situation of reading promotion, otherNGOs and donors operation and needs to be met.

②

Project term, target area, target group and number of beneficiaries

Project term should be set from 3 to 5 years except the emergency relief because it is impossible toachieve the project goals, which is introduced in the following paragraph, for one year.
Target groups are to be identified based on the project baseline survey. If you cannot support all schools
or community in the target areas due to the limitation of resources, you need to select the qualified areathat meets a certain condition for the effective cooperation. For example of the school library project,having empty classrooms for library, having great number of students and having possibility to assign afull-time librarian are considered as the condition of the selection. Provincial education department
recommends the candidate schools according to the conditions. Some schools may apply by themselves.
You have to choose target schools among them with no partiality and with considering the facilities ofgroup trainings, or cluster trainings. In this case, you need to be careful to select them because schools
having easy access are tend to meet above-mentioned conditions and become to be the target schools.

③

Project goal

Project goal shows the future status of the target area after the project withdrawal. This is the mostimportant part of the project planning because you cannot tell whether the project succeed without theclear goal. For instance, school library project set the goal that “ 80% of target schools operate active
library activities.” Indicator of the goal and means of obtaining data are also clearly mentioned in the
project proposal; because you cannot understand how mush you have achieved without them. For theabove-mentioned project goal, number of users per month is the indicator to the activeness of library
activity. And monthly library report is set as the means of having this number. Therefore, school libraries
need to report this number every month as their task.

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④ Project outcome and activities
Activities are the means to bring the outcomes, that is, outcomes are the result of activities. For school
library project, publishing and distribution of books are considered as activities; and the state that books
are installed at library properly is the outcome of them. Like goal of the project, outcome also needs
indicators and means of obtaining data. For this project, number of installed books and titles are theindicators; and monitoring report is the means of obtaining data.
⑤ input
Input means human and material resources and institutions, which support organization andcounterparts provide for the project implementation. NGOs and donors usually provide project budget
and human resource for the project management and capacity buildings. Counterparts offer humanresource, working facility like office space and financial support.
⑥ Outer conditions to be concerned
Outer conditions indicate primary factors that have an influent to the project with no control in the
project. For the post-conflict countries, project will be discontinued when the conflict occurs again. If
trained teachers and librarians resign the library work, project would fail. You have to presume these
uncontrollable factors beforehand.
⑦ Budgetary plan
You need to prepare the whole budgetary plan, not one-year operation.
⑧ Implementing schedule
Like the budgetary plan, project schedule should be planned as a whole.
Fundraising for Library Activities
Fundraising for reading promotion activities is not easy. This is because the priority of library activities
is generally lower than the construction of schools, teacher training, and the development of teachingmaterials in developing countries.
Therefore, fundraising for reading promotion activities have to be done in a strategic manner.
First, we must link issues of education development and library activities. When the country seeks toincrease the number of child-friendly schools for development, we can say that the program goal is toincrease child- friendly schools. We can promote library activities at school in order to achieve this goal.
In the case of the community library, we can say that the program goal is to increase safe places forchildren.

We can promote community libraries as a way to achieve this goal.

Secondly, we can show the effectiveness through pilot projects and expand the program gradually.
many cases, teachers and communities think that library activities are not necessary.
school cooperation and perform demonstrations of library activities.

We need to gain

When the educational

administration offices and teachers understand the effectiveness, we can expand the program.

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In

3. Implementation
3-1.

Baseline survey

Once the project is approved and budget is secured, you can start the project. The first action in thisstage is baseline survey. This is indispensable survey because of the following reasons: 1) to compare to
the situations of the mid-term and final evaluation in order to identify the progress of the project; 2) tomake the project goal and indicators; and 3) to identify the problems and needs of the target schools.
Although items of the survey are the same as the simple baseline survey, you will conduct it to alltarget schools and libraries, not the sample of them, this time. For the school library project, you need tocollect at least following data with the list of schools in the target area. As the example project of thismanual was designed at the provincial level, sampling survey was effective to learn the basic figures oftarget areas as a whole. However, if the target area is small, or if the target schools are already selected at
the stage of simple baseline survey, you can apply following method from the beginning. It is important tocollect girl’s data when you conduct this survey.

grade

1

2

3

4

5

6

Total

total girls total girls total girls total girls total girls total girls total girls
No. of student
No. of teacher
No. of classroom
No. of other school staff

3-2.

Feedback of the Baseline survey

You have to report the results of the baseline survey to the groups concerned after the analyses andmaking a report. This feedback is as important as the baseline survey. You can obtain effective resultswith this action as follows; 1) you can increase accountability and credibility of the project; 2)
stakeholders and counterparts come to understand their responsibility and increase the sense ofownership; and 3) you can gain the useful information and ideas through discussions.
It is better to have meetings with all stakeholders and counterparts to report them. However, you may
send a report to them if it is impossible.

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4.

Monitoring

4-1.

Why is monitoring necessary?

Monitoring is the action of examination. The main purpose is to study the present situation of library
activities and problems that librarians have during their work, and to find solutions of them through it.
Monitoring is never conducted to find errors or criticize the activities, but to use its result for a better
operation. Monitoring is planned to find out the means of obtaining the necessary indicators at the
beginning of the project implementation.
Function and flow of a monitoring●① Study of a present situation・・・Recognizing problems and situation↓② Analysis ・・・・・Identifying causes and factors by comparison with the plan↓
③ Improvement・・・・・Taking measures and considering a new plan and advices

4-2.

Method of monitoring with an interview

Staffs and things to be prepared for a monitoring.

①

You have to verify what you need to prepare with the previous monitoring form before you start a
monitoring. If you can observe an activity for a certain period, the monitoring by the same staffs is ideal
approach to follow a growth process of library activities and capacity of librarians as much as possible.
Inspection of a library②

For the projects that staffs cannot visit the target libraries everyday, they can imagine libraries’ daily
operation through an inspection of the monitoring. Communication between librarians and users also
gives some information of their daily activities.
a. Examples of inspection of facility
・ Whether children’s handicrafts are displayed or not.
・ Whether librarians have the originality for display.
・ Whether librarians make handicrafts for children.
・ Whether display is changed regularly.
・ Whether librarians teach how to make handicrafts properly. If children’s works does not haveshape, children may not understand the librarian’s instruction.
・ Whether library facility is maintained well. When they report the damage of the facility, you
should check them.
b. Examples of inspection of service and activity
・ Whether librarians treat users equally.

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・ Whether they apply the skills of story telling and Kamishibai that they have learnt at workshops.
(Ex. how to read, expressions, selection of suitable books for the age groups, etc.)
・ Whether they treat infants and junior primary students properly.
・ Whether they make some actions to children who hesitate to visit the library.
・ Whether they use simple expressions to tell library’s activity to children.
・ Whether library service for adults operates well.
・ Whether they offer the reference service to adults (at public and community library)③ Monitoring form
Monitoring form is important to check the comments and notes after the monitoring. You can also findthe things you need to purchase from this form. It is important to fill out all items thoroughly with aninterview and inspection. Here is the example how to fill out a monitoring form.

SVA Library Project Monitoring Form, Burmese refugee camp library
Library:

Date:

2006

Monitored by:

Librarians Journal, number of users record and interview to librarians
1.

Any books lost or pasted text come off? If yes, what is the title?

2.

How is the condition of building (floor, posts) and furniture (desks, bookshelves)?

3.

Any requests from children or adults?
If yes, how did you answer to them ?

4.

What activity do children request most ?

Also, how is the reaction about it from children?

5.

Any requests and problems on lending books for adults?
If yes, how did you answer to them ?

6.

How is the condition of mobile library activity? Any requests or reaction from teachers about it?
If yes, how did you answer to them ?

7.

Any requests , questions, concerns and problems from librarians?

8.

Number of users since last monitoring.
Total number of users a day:Total number of registered adults:~

Children:~

Adults:~Number of books lent a day:~If the number of uses are less than the usual, what are the reasons?
Observation
1.

Managing books and materials

105<Please write concretely with the problems pointed out during the last monitoring>2.

•Children room•

Adults room•

Librarians room

Any changes and devices in the library<e.x. new decoration or hanging pictures drawn by
children>

3.

4.

①

Yes or No②

If yes, what changes and devices ?

③

How were they changed or devised ?

④

How do you think on the changes or devices ?

Library activities on the monitoring•

The name of activities•

The conditions of children•

The conditions and attitudes of librarians for children

In case there are special activities or events, also introduction of any new systems (e.x.
classification of books ), how is the reaction by participants or users by these ?
<Name of thing implemented and date>5.

Things to be followed up•

Things which you brought this timeBook :
Stationary :Others:

4-3.

Activity report and user record

Library keeps monthly number of users as user record. It is the important document to study library
activities. You should ask librarian the figures in the record book if you have a question to them atmonitoring. Also, following notes should be written on the record as well: close of library, holidays,
special events, and examination period, etc.

4-4.

Monitoring by counterparts

When support organizations cannot operate the monitoring of all schools respectively, counterparts
may conduct them instead. For library teachers, their attitudes will greatly depend on whether they areinspected or not.
For example, an educational supervisor of reading promotion is assigned at the closest District Officeof Education to schools for sustainable operation and quality improvement in Laos. Support organizations

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invite them to the teacher’s seminar for reading promotion, so that they can understand the idea of reading
promotion and support each school. They are asked to send their monitoring report to the support
organizations and to make presentation about library activities of each school at workshops.

5. Sustainability of project5-1. Why sustainability is necessary?
The most important and difficult point in reading promotion is how to sustain the project outcomes,
such as number of users. For most of the educational policies of developing countries, activities forschool library and public library have less priority and limited resources. Although these libraries areactively operated during the project term, these activities will be discontinued after the project withdrawal.
In the end, libraries may become useless with no quality service because they cannot have additional
books or trainings.

5-2. How to keep sustainability?
Then, following strategies shows how to sustain reading activities at library. These strategies focusedon: 1) educational policy; 2) human resource; and 3) local educational system.
1) Educational policy – school library
To secure the existence of school library, reading should be programmed in the curriculum. You need totake an advocacy action to the responsible institutes for revision of the curriculum.
2) Human resource
Attitude of librarians, concerned parties and management bodies is more significant than education
policy strategy. On the one hand reduction of the number of lending after a few years operation occurs
quite often in many cases; on the other hand some poor-operated libraries have become more active withteachers sense of responsibility.
3) Local educational system – sustainability of school libraryAppeal to educational administrations is also indispensable to secure the sustainability of school library.
As sense of community’s ownership is the key factor for public library, the sense of ownership byeducational administration, especially at a provincial and district level, is very important to sustain theschool library activities. The goals of sustainability are mentioned in the project proposal as follows.

Educational administrations will become:* To be able to organize reading promotion trainings and workshops to principals and librarians;* To exchange and share the experience of library activities at principal’s meetings and cluster
meetings; and*to be able to monitor, advise and supervise library activities in order to motivate librarians.

107For most of educational officers, they do not understand the importance of library activity until they
actually participate because it is neither programmed into the curriculum nor considered as a serious
problem like HIV/AIDS. Also they become confident to manage the project after the workshops.
Counterparts will continue their task, as a trainer of library activity, once they have confidence to do after
the withdrawal of support organizations

5-3. Exit strategy
This is the strategy to complete the project with keeping its results. Here are five points to be concernedin the exit strategy of the library project.
①

Considering the counterparts as the main management body of the project and starting the projectwith them. That is, support organization never operates library activities alone. When it starts the
project without a counterpart, it would be so difficult to find and train counterparts and transfer
the function of management later. However, pilot project and other demonstrative project are
exceptions because they do not need to be continued.

②

Considering how to finish the project and making the plan before starting it.

③

Paying no salary to counterparts. Salary is the most crucial part in the running cost. Thus, once
support organization support their salary, it would be very difficult to reduce or terminate it.
Suppose that librarians will not be paid after the project, will they work at the same level during
the project term? However, the situations that counterparts do not have sufficient financial
resource under the emergency or refugee camp are exceptions.

④

Planning the capacity building of the management bodies as one of the project outcomes andimplementing them as well as library activities in the project.

⑤

Planning to transfer the authority and responsibility of library activity gradually from support
organization to counterparts, so that they will operate the activity without any support before theproject finishes.

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5-4. Strategies for each project cycle stage① Project planning•

Organizing of a briefing
Support organization will organize a briefing of the library project to local educational administrations

to explain its goal, outcomes, activities, contents of workshops and books and materials to be provided,strategy of support like target areas and schools, capacity buildings and project schedule. Materials likebooks and the stage of Kamishibai are presented at a briefing. It is important to announce the end of the
project term at this point.
•

Selecting the person in charge
Education department will select persons in charge. They will work for all the baseline survey

together with a support organization because it needs a navigator to target schools.
•

Asking feedbacks to the project proposal
Normally, project proposal is developed by a support organization. Organization also translates it into

local language and asks for feedback from education department to revise it. Completed project document
and project schedule are to be announced from provincial educational department to district one, thendisseminated to all schools through the principal’s meeting.
•

Securing fairness and equality of the project
Project plan should secure fairness and equality as much as possible. Supports need to follow thispolicy because all target schools need them equally. For example, if project sets one state as its target area,
it needs to provide the support to all main schools there.
② Project implementation•

Accompanying to monitoring by counterparts
Counterparts need to accompany to support organization no matter when it goes to library, including

monitoring. Counterparts also can do the other tasks as well as library activity because they do not haveenough vehicles to visit villages in many developing countries. They usually take a motorbike to visit
libraries. For school library project, you can meet the principals and get their cooperation easier when you
visit schools with counterparts, rather than without them.
•Writing document in local language
All documents, including the results of the baseline survey, should be translated and submitted.

Through this, you can show the transparency and accountability of the project by feedback of the results,
as well as receive the comments from them. Therefore, relationships between counterparts and support
organization and sense of ownership of counterparts will be increased as a result.
•

Training trainers and transferring the management body to locals
You need to organize the training of trainers to educational officers, information and cultural officers

and teachers of teacher’s training schools. For school library project, trainings for principals are alsoorganized. Every time workshops and trainings take place, roles and skills of a trainer are graduallyshifted to counterparts. At last, the last workshop in the project term is conducted only by counterparts.
You can make steps to increase counterpart’s responsibility and tasks with involving them to makeworkshop details, announcement to the participants, schedule of the monitoring and so forth.

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Capacity building of monitoring is also necessary as well as management of library activity. You may
ask them to write a monitoring report, which is used to be done by support organization.
•

Using effectively the persons concerned and the opportunity

a. Involvement of high-ranking educational officers
You will invite a high-ranking officer from the ministry to make a opening speech or presentation ofcertificate. Local community will consider that reading promotion is the one of the governmental
policies and support organization works together with the government.
b. Organizing a meeting of project report by UN agencies and bilateral donors
When UN agencies and bilateral donors support financial source of the project, it is effective to ask
them to organize a report meeting because they have strong relationship with central government.
Director of the ministry is to be invited to the meeting. The contents will be mainly the report ofprogress and outcomes of the project. The important point when you organize this meeting is that
presentation needs to be made by counterparts, as well as support organization. Ministry and donors
will give some suggestions after the presentation. Counterparts will recognized themselves as theimportant actors of the project through this, so that they would increase their sense of ownership.
c. Using principal’s meeting – school library
For school library project, progress of library activities is reported at regular principal’s meeting in
the region. This meeting brings support organization the merit that they do not need to pay allowance
for information sharing of library activity. National policy of library activity at primary school isinformed to principals and librarians at principal’s meeting and monitoring by counterparts because
they think that they need to follow what educational administrations ask to do.
d. Using the educational administration system already exist.
School’s monthly activity report of reading activity is submitted to the district education department
first. Then it is submitted to support organization through the provincial education department. The
advantage of this flow is as below:
1)

Due to following to the existent educational administration system, schools do not have to
make report for support organization separately;2)

For support organization, a report become more accurate when education department ask tomake it, than a NGO ask to do so. Also, district education department will support schoolsthat cannot finish the report.

3)

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Sense of ownership of provincial and district education department will be increased.

5-5. Sustainability of financial resource
Securing a financial source of library management is the one of the most important point insustainability of the project. There are two methods for this: using existent system and fund raising.
a. Application of school subsidy scheme
For example, Cambodia government has the school subsidy scheme called Priority Action Program(PAP), which allow school to use the subsidies freely. A school will receive from 1,000 US dollars to
1,700 US dollars as its subsidy and use for the repair and maintenance of school facilities and purchase ofdesks, chairs, blackboards and chalks.
This subsidy can be used for the purchase of books and materials for library. The process is that a
principal makes a decision based on the request from librarians. Therefore, willing of both principals andlibrarians are important, as a subsidy will not spend for library activities when they are considered as aless priority. To make library activity continued after the project withdrawal, support organization need toapproach local educational administrations about making policy to support library activity with a subsidy.
b. Cooperation by parents and local community
When there is no existent system, you need the cooperation of local community. Parents andcommunity may collect donations in the events at library, or ask contribution of small money to buy
books and materials for the library. Cooperation of parents and local community implies they understandthe importance of library activities to improve the ability of their children well. In this sense, it isnecessary to have the agreement of stakeholders and to increase the sense of their ownership.

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In conclusion: for the future of childrenChildren in the Burmese refugee camps and an encounter with book and library ---Unlimited possibility springs out from them. We conclude this manual with some of the children’s poems,
which are written at a library.

I have to go to school everyday.
Some classes are difficult.
Teachers sometimes scold and beat me.
In the clothe with hole,
Friends laugh at me.
Parents scold, too, if I stay outside too long.
But, now library comes.
After being scolded.
I become to feel happy with reading at libraryBooks never beat me,
Nor laugh at me
In the clothe with a hole.
（10 years old）

I love the library
I love the library the best in the world
When I feel very sad,I go to library and feel better(10 years old)

Popular book is always busy. Many people want to read it.
It does not have time to rest.
It travels everyone’s house one after another.
Naw

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Say

Eh

Paw（11 years old）

When I saw my favorite books broken and dirty,
I feel very sad.
（a girl）

I can learn many things from book at library
I can learn even the events happening in the other countries and folk tales
Even though we, the Karen, are the ethnic minority.
Thanks to the library,
I can learn about our ethnic history
I can learn
How many Karens who are living out of the camp are suffering
Every time I learn these news,
I feel very sad.
（a boy）

After school and Saturday,
I always spend my time at library
I love of course reading picture books
But I also love drawing, folding paper and fishing game with a magnet.
Sometimes, I borrow the books from the Adult’s room.
I adore both reading and listening to books, anyway!
（a child）

Until now, at this very moment
I have never seen such a beautiful book.
Thank you very much
For giving me many chances at library.
(a girl)

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Japan NGO Network for Education
http://jnne.org/

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