Promoting literacy in rural community schools in Nigeria: a collaborative approach

OSUCHUKWU, Ngozi Perpetua and EDEWOR, Nelson and ONYENAUCHEYA, Chioma (2018) Promoting literacy in rural community schools in Nigeria: a collaborative approach. Paper presented at: IFLA WLIC 2018 – Kuala Lumpur, Malaysia – Transform Libraries, Transform Societies in Session S01 - Africa. In: Libraries as Centers of Community Engagements for Development, 22-23 August 2018, Kuala Lumpur, Malaysia.

Bookmark or cite this item: http://library.ifla.org/id/eprint/2413
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Language: English (Original)
Available under licence Creative Commons Attribution.

Abstract

Promoting literacy in rural community schools in Nigeria: a collaborative approach

Literacy is an all-inclusive activity that engages community, schools and children for sustainable development. When a rural community has an information centre and a school library, the entire dwellers enjoy the dividend of equitable quality education and information. This paper shared experience of a collaborative literacy promotion and engagement of a school in a rural farm settlement in South East Nigeria. It outlined the literacy engagement, successes, collaboration, lessons learnt and challenges. It was a qualitative study and evidence based collaborative literacy activity in Community Development Primary School Nkwelle Farm in Oyi Local Government Area of Anambra State, Nigeria. The methods used for data generation were visits to the community school, observation and interviews. The school has a population of 172 pupils with 12 staff. The study involved librarians, teachers and non-government organizations (NGOs). The community literacy engagement started in November, 2017. The findings from the first visit to the community school revealed a room scattered with books on the floor, without shelves and reading desks. The successes on the engagement included organized resources in shelves, children’s love for books, collaboration and integration of teachers. Lessons learnt were that the community school has smart children who are eager to learn and some of them have personal children’s novels. The challenges were access to the rural school and closure of the school library except during reading hour. The results were analyzed in tables and dialogue form. The study recommended that Librarians should take action and strategize on implementing literacy activities in their different regions. Good practices of community engagement on literacy will add value to the dwellers and enhance inclusive children’s learning.

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