Module 8- Developing World Libraries/Mobile Devices

Supporting Education and Libraries in the Developing World: How Mobile Devices Help

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This week's post focuses on library programs and projects that are happening in developing nations and how mobile devices can assist.


Libraries are fundamental components of society. In an article from the Guardian (2013) Stuart Hamilton goes so far as to say that libraries "can be the difference between users simply accessing information, or being able to use it." He then goes on to state that public libraries, when adequately supported, provide proper access to information that can improve the economic and social wellbeing of its citizens. Similar sentiments are echoed by Nicola Heath (2019) as she explains how libraries play a critical role in eradicating digital exclusion, which is a social disadvantage linked to poverty. Providing better books and resources, including access to digital materials is necessary for libraries around the world. How though, does this look for a developing nation? What resources are available? How accessible are resources and infrastructure?


Let's start with the IFLA...

“The International Federation of Library Associations and Institutions (IFLA) is the global voice of the library and information profession.” This is a powerful resource that not only highlights the importance of libraries around the globe, it also links librarians together to share ideas and promote literacy worldwide. The website and twitter page offers everything from global vision statements to advocacy statements to media and digital literacy resources. It is representative of many nations.

Click here to read about the International Advocacy Programme, which outlines 14 projects in Africa, Americas, Asia, and Europe.

Shipping Books

There exist many programs for donating and supporting libraries in developing nations. The UNESCO Institute for Lifelong Learning lists a comprehensive list of Donation Agencies that can be found here. 

The traditional method has been shipping books to countries in need. 

While it is important to donate books to developing nations, it is also important to do so respectfully. When I first started my library position it was in a library that required a massive weeding. The suggested solution was to box the weeded books to donate to Africa. We quickly noted, however, that many of the books were extremely outdated or in poor quality. If they were no longer acceptable for our library they were not acceptable for shipment either. We chose to recycle as opposed to shipping. 

The American Library Association(ALA) has a thorough list of organizations that ships books to developing countries, and presents the following considerations:

“Be aware however, that most organizations only accept new books or books in good condition-these are not places to "book dump" unwanted literature. Books that are outdated, damaged, and worthless are going to be just as useless abroad. Make sure that the information is going to be useful to the schools or people receiving them and that the information is in a language that they can read and understand. Finally, the materials must be culturally appropriate for the audience that is going to receive them.”

This is an important point to consider and indicates that this has been an ongoing issue.

Books in the Digital Age

In today’s expanding digital age, it is also important to ensure that digital books and materials are made available as much as possible.  Ebooks are becoming more accessible, and while the IFLA outlines the difficulty associated with e-lending and digital content, it also shows points of advocacy and intention of support. 

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How are libraries supported in Developing Nations?

One specific project I found is called "Book Havens for Ethiopia," which ran in 2018. It was a collaboration between Book Aid International and CODE to create places for children to read in five community libraries in impoverished areas of Ethiopia. Specifically, the project aimed to transform physical spaces, train staff and supply printed books as well as tablets loaded with local reading material. Similar projects were also piloted in Kenya and Nairobi. Reports indicate that the project resulted in:

• Libraries engaging more children in reading
• An increase in child visits to libraries
• Local schools making more use of the library 

Fore more information about the project click here.

Book Aid has a fantastic website and twitter feed offering information about multiple projects in many developing countries.


Other Projects

CODE (Canadian Organization for Development of Education)

CODE is a Canadian Non profit organization that works with the goal of expanding literacy in countries in Africa. They partner with authors, illustrators and editors who volunteer to run workshops and mentor local authors and artists to publish books in local languages. Their web site states that they are currently working with over 20 languages. High interest, culturally relevant topics that reflect local life are published. They anticipate that 750,000 books will be delivered by 2022, affecting 1,000,000 students. In addition to sending and supporting the publishing of high quality books, CODE also works to train teachers in literacy. Here is an official statement from CODE:

"We effect change by working in partnership with locally-based organizations who ensure the sustainability of programs and who provide a local voice and local expertise. We facilitate community participation, including stakeholders such as Ministries of Education, parent teacher associations and girls’ clubs, and academic partnerships. CODE collaborates with partners to develop locally appropriate solutions and then works with governments and institutional funders to scale-up change to a national level."

 

Library For All

Another example is Library for All. This is a foundation dedicated to delivering e-books to children in developing nations at a much lower cost than traditional books. It is able to do so even in low bandwidth environments, and with inconsistent internet access. The company strives to publish books that are of high quality, and are relevant and representative of local areas, which can then best meet the literacy needs and interests of children and teachers. They describe themselves as Digital Publishers, Technology Innovators and Economic Empowerers. Here is an official statement from Library for All:

"We’ve developed and launched a globally available free digital library to provide books to communities where history, poverty or remoteness are everyday barriers to accessing knowledge.Our library serves a unique, curated collection of engaging content created by our international publishing team. We work tirelessly to publish children’s books that are high quality, age appropriate and culturally relevant for the communities that we serve. It’s critically important that children have access to books with stories, settings and characters they can relate to. After all, you cannot be what you cannot see."

Books for Africa 

Another organization is Books For Africa, which according to its website, is one of the largest international book donation programs in the world. They collect, sort, and ship books with the goal of providing good quality reading materials. They also have special initiatives that target special needs such as law, agriculture, languages and a girl empowerment collection. 

Given the need for high quality reading material, and the growing importance of digital technology, how will mobile reading devices play a key role in libraries?

UNESCO provides some compelling points in the image below for using devices in education, particularly in the developing world.

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These are good statistics, with good suggestions for further support. There are however, other considerations as discussed by Daphne Northrop in the article "Mobile Learning in Low Resource Countries." She states that mobile device use alone cannot advance literacy and learning, because simply providing tools isn't enough. The needs of learners needs to be identified with strategies for optimal use. There are cultural, gender, language, content, national policies, affordability, and infrastructure issues to consider. The good news is that these important considerations are being discussed and strategies to overcome obstacles are being considered.

I include a quote from Daphne Northrop:

Thirty years ago, in 1989, “futurist” educators wrote on a then-esoteric question: What impact will the introduction of instructional technologies—still far off in the future—make on education? Their conclusion was prescient: “Advances occur only insofar as they are accepted, understood, and used by teachers.” That truth is at the heart of all subsequent findings about the use of technology in schools. Technology isn’t a substitute for teaching, and it isn’t an asset in itself. It is instead a supplement and complement to what educators worldwide know works: a holistic approach to teaching and learning that positions teachers to engage with the right tool at the right time with the student who needs it. With that, mobile learning can succeed anywhere. (2019)

Final Thoughts

UNESCO and "The Mobile Learning in Low Resources Countries" document show that developing nations are in dire need of high quality, relevant reading material. E-readers and E-books on mobile devices is an efficient and more cost effective way to support the development and sustainability of libraries in developing countries. While there are issues with infrastructure and the ability to use adequate technology in rural and underdeveloped regions, it is clear that many organizations exist to support the growth of literacy and education in developing nations. It is also clear the organizations are making great efforts to partner with local groups to create and supply high quality reading material that reflects local issues, language, culture and voice. It's inspiring to read and learn about. 

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Module 7: Supporting Teachers' ICT Curriculum and Pedagogy:On-going Professional Development 

Supporting Teachers with ICT Skills: Overcoming Barriers and Showing Enthusiasm 

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Last week I explored ways to  develop personal learning networks and ProD around ICT skills. This week's post will focus more on supporting my colleagues in this area.

Teachers may welcome the new learning opportunities and natural exploration that accompanies many ICT skills, or they may become apprehensive and wary. Are teachers able to continuously learn the necessary and evolving ICT skills? Are teachers able to access appropriate technology? It can be overwhelming for a teacher who is not technologically inclined. How can teacher librarians effectively share what they know with co-workers and best support the diverse needs of their school?

First, I’d like to address the potential constraints and barriers that may impact the process of effective ICT and professional development within the school community, as this can greatly impact attitudes as well as supports.

Lawrence and Tar (2018) suggest that there are two levels of barriers that can affect teachers’ implementation of ICT in teaching:

1.     Individual /teacher-level barriers ( lack of time, confidence, and/or resistance to change)

2.     Institutional/school-level barriers ( lack of training for technical issues and/or lack of access to resources)

What If?
In this video Kerry Gallagher asks the question "What if" and discusses some of the scepticism that may exist around technology. She reminds us that we are all learners, regardless of whether we are students, teachers or parents. She asks us to think of what we’d like to learn, and how technology can help. This is a good starting point when working with co-workers who may be reluctant. It's empowering, positive and makes things seem achievable. I will be borrowing this idea and asking my colleagues "What If"?

It's important to acknowledge perspectives and mindsets of our learners. With this in mind, the following are suggestions from “The Conversation: Ten Reasons Teachers Can Struggle to Use Technology in The Classroom” for helping reluctant colleagues:

•        Professional development
•        Approaching Professional development differently while accounting for different perspectives and abilities
•       Creating a common vision with all applicable stakeholders

These points are all key considerations when thinking of how to best meet the ICT needs of a school community. ICT is so varied, and can suit many staff members differently. In my school, we are actively getting to know our colleagues better to offer tools and ideas that will work well with different teaching styles and personalities. Simple conversations and surveys are ways we are looking at accomplishing this.

Jennifer Gonzalez also highlights points to consider when preparing to support teachers with ICT tools and skills. She discusses the importance of providing hands-on professional development opportunities. Technology can be overwhelming, and not a preferred method for some, so we need to make sure we give reluctant participants authentic and differentiated experiences to explore technology tools. Not only will it increase the chance that it may be implemented after training, but it may also increase the mastery, or confidence.

Her website includes a digital teacher’s guide:

Remembering that we are all learners together is important. The way that learning and professional development are offered and experienced impacts our attitudes and likelihood of implementing the learning. If we want to adequately support colleagues with ICT skills, we have to think of the best way to teach and showcase these skills. 

Here is a visual reminder about professional development:

Visit this website for more ideas about planning ProD for others

Other ways to support staff…

Share meals and enthusiasm:
As teacher librarians, we need to lead by example and model the use of ICT skills whenever possible. We also have to show our excitement and enthusiasm, because it's often contagious. If we're able to show how ICT can be used in different subjects and contexts it becomes more inviting and seems more possible. I've just started inviting teachers to eat with me over lunch and brainstorm ideas. Last week this led to a teacher who was looking for communication strategies to try a new app that she was previously unaware of.  Simply sharing a meal, and some enthusiasm led to a new exciting teaching possible.  

Local Library Association:DRC
Last week I shared a pamphlet made by my local teacher librarian association. This was meant to show how we network together, but it also serves as an example of how we support our staff and learning community. It was created to show how our library/learning commons has evolved and can meet varying needs in our school. Advocating in such a way, as a united teacher librarian local, is an impactful way to share tools and strategies with our school colleagues.

Teaching staff how to access resources from our DRC (district resource centre) is one way I help my co-workers with resources and ICT skills. While it is online I also offer to meet coworkers at the DRC to co-plan lessons and projects. I’ve found this quite useful on occasion. 

(Picture credit: A.Loudon)

Speaking at staff meetings: This is important, and it’s a quick and easy way to showcase new ideas and tools. Each month prepare to share a short, but engaging lesson idea, tool or strategy, with a relevant example if possible. This is how I introduced Rigamajig to my staff, and it was a success. Teachers were able to see tangible project ideas, and it motivated some teachers to start immediately.

Find a friend: Find a willing colleague to work with, and show others what you’ve done. Excitement will spread. I often pitch an idea to a colleague I feel will be willing to try something new, and then we share our outcomes together. The Not-A-Box project spread like wildfire this way!

Book/tool talks for teachers: Share resources and offer to co-teach or co-plan for use of new tools and strategies. This is a book that I will be using for a book talk with interested teachers.

This is a fantastic resource. Also check out #InnovatorsMindset  @gcouros

 Share what you know in many formats and ways!

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This is a website by Kasey Bell, who specializes in mixing instructional strategies with technology. https://shakeuplearning.com/blog/50-educators-you-should-follow-pinterest/

Share exciting lessons and learning on social media: I share on my school twitter account and then show my posts to staff. Even those who aren't on twitter find it exciting to see school learning being showcased. It also creates a "what if" I could do this reaction.

Share exciting ProD that you experience:

(Picture Credit: A.Loudon)

Everything that I've been researching and reflecting upon in regards to sharing ICT, points to it being hands-on and meaningful! Thinking of the audience is key. We have a great search tool for staff at our school to use for searching books-now we're moving to searching for ICT skills. It's a very exciting process, especially when different perspectives, interests, and mindsets are considered.

                               

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