Post from Meghann Coughlin on the library in Niankorodougou, Burkina Faso

Things are going great in Niankorodougou. In January we formed the official library committee (pictured) which is made up of 6 members under the direction of the village mayor Mr. Drisa Ouattara. Below you will find a short bio of the committee members and attached are several pictures of the committee and new librarian. We have held somewhat regular meetings the past several months to discuss logistics of opening the library and promoting it throughout the community. In February, two representatives from Friends of African Village Libraries (FAVL) came to Niankorodougou to give a brief training on how other library committees function and to help select a librarian. The two representatives, Mr. Drisa and I interviewed three candidates for the job and selected a Mr. Moussa Ouattara. Mr. Moussa will be going to visiting another FAVL library in the village of Bereba the first week of May to complete an official librarian training.

This past week, the committee and librarian met to finalize all library regulations. I have also been in contact with the grant organization we are hoping will donate all the necessary funds to buy books and general materials. We should get their final decision the first week of May so keep your fingers crossed for us! If all goes well and we receive the funding, I will be heading up to the capital Ouagadougou with Mr. Moussa to purchase all of the books and materials. And then you can expect lots of pictures and information of our up and running library… Regardless of whether or not we receive funding from the grant organization, we still need to raise more money to cover operating costs. You can support the library by sending donations to Friends of African Village Libraries (www.favl.org) and also by spreading the word to family and friends. Thank you to everyone who has already made a donation. Every $1 makes a big difference.


COMMITTEE BIOS:
Name: Monsieur Ouattara Drissa (President)
Village: Niankorodougou
Work: Mayor of Niankorodougou
Name: Monsieur Ouattara Dramane (Vice President)
Village: Niankorodougou
Work: Cotton producer and Vice President of the Cotton Union
Name: Monsieur Ouattara Lassina (Treasurer)
Village: Tagouassoni (5 kilometers from Niankorodougou)
Work: Vender and member of the secondary school parents’ board
Name: Monsieur Ouattara Siaka (Account Manager)
Village: Niankorodougou
Work: Restaurant owner and member of the primary school parents’ board
*Not pictured in photograph
Name: Madame Ouattara Tene (Secretary)
Village: Fanifaso (4 kilometers from Niankorodougou)
Work: Rice producer and lunch cook at secondary school
Name: Monsieur Ouattara Issa (Secretary Adjoint)
Village: Niankorodougou
Work: Cotton producer

Thanks!
Meghann

Working paper on books

I like the last line of the abstract, so I put it in italics... ;-)

The Economics of Books
Marcel Canoy , Frederick van der Ploeg , Jan C van Ours
February 2005

The tensions between books and book markets as expressions of culture and books as products in profit-making businesses are analysed and insights from the theory of industrial organisation are given. Governments intervene in the market for books through laws concerning prices of books, grants for authors and publishers, a lower value-added tax, public libraries and education in order to stimulate the diversity of books on offer, increase the density of retail outlets and to promote reading. An overview of the different ways by which countries differ in terms of market structures and government policies is given. Particular attention is paid to retail price maintenance. Due to differences between European countries it is not a good idea to harmonise European book policies. Our analysis suggests that the book market seems quite able to invent solutions to specific problems of the book trade and that, apart from promoting reading, there is little need for government intervention.

The reference to this came from a short piece by Thorvaldur Gylfason, called "When Iceland was Ghana"

When Home Rule was achieved in 1904, most of Iceland’s impoverished population was already literate because literacy had been near universal since the end of the 18th century. Thus, Icelanders were well prepared for the modern age into which they were catapulted at the beginning of the 20th century. Not only is the general level of education made possible by near-universal literacy good for growth, but the social conditions – law abidance, for example – that make near-universal literacy possible are almost surely also good for growth. Exact measures of literacy in Iceland in 1900 are unavailable, but statistical information on the number of books published is available. In 1906, the number of books in Icelandic published per one thousand inhabitants was 1.6, which is more than in today’s Norway and Sweden. By 1966, the number of books published in Icelandic per one thousand inhabitants had climbed to 2.7, the current level in Denmark and Finland. By 2000, the figure for Iceland had risen to seven books published per one thousand inhabitants. It is possible that, with small editions of each book, small countries such as Iceland (population 300,000) have room for more titles. Nonetheless, these are impressive figures, and reading is good for growth.

Amazing that literacy was 100% in 1900 in Iceland (of course, a tiny population back then) while in Burkina Faso today (14 million people) literacy is probably less than 35%. Does make you realize the enormity of the colonial decision to *not* promote education, but also then raises the question that if the first paper suggests the book trade can do just fine on its own (and by implication the market for literacy?) then why did self-literacy did not grow even faster in many African countries, both pre-colonial and post-colonial. Perhaps the colonizers did more (less?) than be passive but rather actively discouraged literacy the way the American slaveowners did? I've not seen any historical studies on this question, but confess I've not looked very hard.

News From Uganda

FAVL Director Kate Parry writes:

FAVL’s affiliate in Uganda, UgCLA (Uganda Community Libraries Association) has now fully embarked on its activities. In January we hired a coordinator, Grace Musoke, who joined us in our first workshop, on how to write proposals for grants. Fifteen libraries sent two representatives each, and everyone spent two days talking about what would be appropriate projects for $1000 and how the projects might be evaluated and the money accounted for. Since then, thirteen libraries have submitted proposals to the Association, which has been given funds by the US Embassy in Kampala to distribute six $1000 grants. The proposed projects range from helping children to produce a reader in Luganda to training library users in computer skills. A small committee is assessing the proposals and will follow up with visits to shortlisted libraries. I am on this committee, so we asked the only FAVL-managed library in Uganda, the Kitengesa Community Library, not to submit a proposal. I am closely involved with this library and did not want to be caught in an obvious conflict of interest!

Nonetheless, there is news from Kitengesa too. In January the University of British Columbia sent funds that had been raised by a student volunteer organization named YouLead to Uganda to establish a computer centre as part of the library. The project necessitates a new building, and the library’s local board decided to include a community hall as well. This hall, when complete, will be used both for library activities and for other local functions, such as weddings, for which people will be expected to pay a fee and thus contribute to the cost of the librarians’ salaries. My husband, who was born and raised in the village, helped us to obtain the land, and the building’s walls are now up. Our major aim is to finish the work; it will require some $20,000 over and above the UBC grant, of which $10,000 has already been raised.

A special benefit is planned in New York on September 17 to raise the remainder; it will take place at Hunter College, City University of New York, and will feature Louise DeSalvo and Meena Alexander, two of Hunter College’s most distinguished writers. So if you are on the East Coast, please mark your calendar!

Stian has a blog!

And it's amazing. I liked this entry on education in Africa.... an excerpt:

Brock-Utne makes a compelling case for how African education systems are failing African youth through provision of inadequate and inappropriate knowledge through a language that is poorly mastered. When performing poorly in international standardized tests, the language issue is seldom taken into consideration. While many studies show very significant impacts on learning, international donors often press for the continuing use of colonial languages, and both the British Council and the Alliance Francaise lead an almost neo-colonial policy of donating equipment and textbooks on the condition that courses be taught in their languages, even at the first levels of primary schools.

Reminds me of a dissertation I am waiting to read...
Lavoie, Constance, Éducation bilingue et développement humain durable au Burkina Faso, Université McGill , PhD Études intégrées en éducation (Sciences de l’Éducation).

Community libraries in Indonesia

Stian Håklev, a recent graduate of University of Toronto, has just finished his amazing senior thesis on community libraries in Indonesia. These reading gardens are grassroots initiatives. Quite interesting... you can read for yourself. Stian is off to India this summer, for some more research on a literacy project there. We hope he'll head out to a FAVL program area next!

Mencerdaskan Bangsa - An Inquiry into the Phenomenon of Taman Bacaan in Indonesia
Since 2001, a movement of individuals, neighbourhood and community organizations and NGOs starting and running their own libraries has emerged in Indonesia. Called Taman Bacaans (TBs) - reading gardens - these simple libraries, often hosted in somebody’s house, or in a community building, provide easy and informal access to books, as well as frequent literacy programming. This thesis traces the historical heritage of these TBs back to the early renting libraries of peranakan Chinese in the 19th century, through Balai Pustaka and the public library movement under Sukarno. The modern TB emerges in the 1980s, the government attempts a wide-scale implementation of TBs in the 1990s, and a community movement finally emerges in 2001. Using interviews with informants and newspaper articles, blogs, mailing lists, and NGO and government reports, I describe the process of how the TB movement emerges in Bandung and Yogyakarta. I also identify a number of factors that enabled and supported the movement: inspiring individual role-models, “best-case” libraries, networks and the roles of Islam and nationalism. Finally I provide an overview of the situation today, combining government statistics with the results of a survey conducted in Jakarta, and show that there are three kinds of TBs: those set-up by national, regional or local government (TBMs), those funded by large-scale donors, and independent TBs grounded in the local communities. I conclude with a number of recommendations for government and donors.

Kunkua library in northern Ghana is now open

I'll write a little later about the generous donation that made this possible, but for now here are a few pictures (taken in northern Ghana by Lucas, FAVL/CESRUD library coordinator, so not great quality). This is the third library in the Bolgatanga area. Great job Lucas!

Photography exhibit coming up... MLK Library, San Jose

Please join us May 11 for a reception if you are in the Bay Area!

The Person in Front of You: Photographs from West Africa
Dr. Martin Luther King, Jr. Library 150 E. San Fernando St. - 2nd Floor, Exhibit Area	Sat, May 3 - Fri, Jun 20 All Library Open Hours
"The Person in Front of You: Photographs from West Africa," features photos by Los Altos-based photographer David Pace and Kathy Knowles of Osu Children's Library Fund in Canada. David Pace is a lecturer in art and art history at Santa Clara University. Pace's photos, taken during his 2007 stay in Bereba, a small isolated village in the West African country of Burkina Faso, capture aspects of daily life. They feature women as they go about making pottery, weaving cotton cloth in traditional patterns, and caring for children; children joyfully surround the village librarian during a weekly storytime or are profiled in thoughtful moments in front of their thatch homes; and men are observed fingering prayer beads, talking in the shade of a rare tree, or gathering for a community event. Kathy Knowles founded Osu Children's Library Fund (OCLF) over fifteen years ago to give young African children the joy of reading by providing access to storybooks. Knowle's photographs grew out of a desire to provide children with colorful books that reflect their own cultures and physical environments. Her beautiful color photos of children and adults in Ghana, Burkina Faso, Mali and Tanzania give Westerners a flavor of the experiences and daily lives of a region far different in appearance, yet similar in the essentials, to their own. There will be a special opening reception on Sunday, May 11, 2008 from 4:00 - 6:00 PM on the 2nd Floor, Rooms 225/229 of the King library. For more information contact: Deborah L. Garvey at dlgarvey@gmail.com.

Summer reading "experiment"

I've mentioned before that we've got modest funding to "treat" 4th and 5th graders (the equivalent) with some summer reading programs in the libraries in Burkina Faso. We're thinking of doing a simple randomized block design. The blocks are the five villages- can't do anything about that. Each village will then have 30 kids or so receiving reading encouragement and a couple free books and some activities in the summer, 30 kids would be invited to an intensive two-week summer reading camp run out of the library, and 30 kids would participate in a summer 8-week book discussion group, reading a book a week and discussing it. The idea is to see how big the effect is from the more costly and challenging programs (in terms of management). We'd give pre and post reading tests and some socio-economic background diagnostics. Anyone out there done something like this? Any suggestions?

Top five do's in helping community libraries in Africa, IMHO

This is my wisdom so far, not based on any scientific Evaluation 2.0 techniques...

1. Do include a decent selection of books authored by local or regional authors. In all areas we are experienced with, readers are far more likely to pick up a book by an African author, with a cover illustrating an African situation. This applies especially to secondary school material. This means some of your budget should be allocated for that- a hard choice when some organizations are able to ship U.S. or European books with a net cost of $.50 a book, and the African book costs $3.00. But a book read 6 times is better than 6 books never read, right?

2. Do have a credible plan for paying the salary of the librarian and for supervising the librarian. We fix salaries according to the salary (plus benefits) for local primary school teachers. (Many FAVL librarians work half-time so they get half the primary school teacher salary.) The librarian should have the right incentives. If the librarian is a volunteer helping his or her community, that is a fine ideal, but the reality is that after the initial enthusiasm the librarian will likely only open the library when people come to his or her house asking for a particular book. The librarian needs to know that there will be frequent "inspections" and that the library must be kept in good working order, else the salary will be terminated and someone else hired.

3. Do buy furniture that is tailored for children. Very often the initial impulse of the local committee is to buy furniture and shelving for adults, since that is who they think will be using the library. But small chairs and tables, low bookshelves that face outwards (like sandwich boards) are very important for changing the look of the library.

4. Invest some time and money into wall decorations that reflect and promote local culture: masks, woven material, wall carvings. In some of our libraries we have small wall "shelves" with local statuettes that are sold in the capital city to tourists as souvenirs- people in villages often have never seen things like that!

5. Plan for the long-term. Ask yourself what this library can and should look like ten years from now. Are you going to be helping it ten years from now? If you are going to be a friend of the library, then your commitment is in good times (ribbon cutting ceremony and opening day dancing) and bad times (the tedium of the days when nobody comes to the library- hey, it happens!) and your responsibility as a friend is to make sure the librarian and library management committee get more involved, more trained, more capable, year on year.

Note the discrepancy between point 5 and point 2. For the library to be long-run successful, you need to be a long-term volunteer, a friend. The librarian needs to be a long-term employee. That's very deliberate. In the long term you will be earning as a resident of the U.S. $40K+ per year. You can afford to be hard-working and unpaid.

More Ian McEwan

Over the last couple days I read On Chesil Beach, a remarkable exploration of a wedding night gone horribly awry. This one should not be made into a movie, please don't do it. Don't sell the rights. Don't even think about it. It's all the interior monologue of the two protagonists. While somewhat lacking in verisimilitude (could they really have talked so little both being so intelligent?) I found however that it easily reverberated with my own experiences (nothing like the novel, but analogous). And in Burkina and Ghana, even simple interactions are so ripe for mutual misunderstanding.... not just with "westerners", but amongst people living in the same village for years. I love it when we're in the middle of a FAVL discussion and one of the librarians gives a quizzical look to one of the others, like, "I can't figure you out..."

Two resources on children's literature in English-speaking African countries

Lillian Temu Osaki has a website on children's literature and Africa Access has an online database of 1000s of children's book titles.

Publishing in Uganda

James Tumusiime of Fountain Publisher in Uganda was profiled a year ago in the Monitor, of Kampala.

But while his journalism days did eventually end, it is likely he will not be quitting publishing. "It [Fountain] has kept us going...the industry is now serious," he said. As we spoke that Wednesday, it was clear that although the figures still bother him--Germany has 4,500 booksellers and Uganda only 150, he said he finds comfort in the modest accomplishments of the past few years, developments that came from almost nothing, achievements he continues to seek. He considers Animal Farm his favourite book "because it brings out humanity the way we know it".

Literature of West Africa

A review by Alioune Sow of a recent book by Stephanie Newell, West African Literatures: Ways of Reading. Oxford: Oxford University Press, 2006. 288 pp. appeared in the online journal African Studies Quarterly. Here's an extract:

Its strength lies in its important insights into existing interpretations and readings of canonical texts, or debates, as well as in its innovative and persuasive arguments. Newell’s careful discussion of “Popular literatures” gives a much-needed illustration of how the literary dynamism is ensured by local productions that “generate new types of selfhood” and activate new modes of reception. In the same vein, her chapter on the new feminism, which focuses on Werewere Liking, Calixthe Beyala, and Véronique Tadjo, explores the rejection by the three writers of outdated linguistic and normative codes to open to new expressions of “the new subjectivities of African women.” Furthermore, Newell’s discussion includes neglected problematics in the commentary of African letters, such as translation (chap. 5). She also revisits and rejects old paradigms, such as the exclusionary relationship between “written and oral genres,” which has been contradicted, as Newell demonstrates, by the works of the vibrant Nigerian “AlterNative poets” (chap. 8). Her chapter on “Marxism and literature” opens a crucial domain in the study of the history of African literatures by focusing on the dynamic debates about the affinities and divergences that make the ideologies of African literatures (chap. 10).

My fervent hope is that someday the village readers supported by FAVL are engaged themselves in the scholarly interpretations and debates captured in Newell's book.

Kathy Knowles' book in Dioula

FAVL worked with Kathy Knowles of Osu Children's Library Fund to translate into Dioula and print copies of her beautiful Red, Blue, Green and Yellow "I like..." books. Prof. Ada Giusti from Montana State University writes:

I just returned from a trip to Mali with my students. While we were in a village called Sanambele, I shared your beautiful books with the children and teachers. They were so appreciated! Children of all ages kept on asking me to see the books over and over again. They could read the words because they spoke Bambara. If you get on this link, you will see many pictures of Malian children reading the books (which I donated to the school of course).

Name that quote...

Finally, I can elicit some replies in the comments section... I know you're out there! What movie is this from?

The Grandfather: When I was your age, television was called "books."

Girl students become teachers... true in Africa?

An interesting finds from research in Pakistan (see below) is that private schools locate in areas where there are large number of girl secondary school graduates- who can be teachers for the private schools! I wonder whether anyone has done this kind of research in rural Africa? In Burkina Faso private schooling is primarily an urban phenomenon. But the rapidly growing town of Houndé near where FAVL libraries in Burkina are located now has a private school- started by the previous mayor. And certainly our librarians are often young women educated in secondary schools who then for one reason or another stay in their villages- perfectly according with the Pakistan finding.

Students Today, Teachers Tomorrow? The Rise of Affordable Private Schools
Tahir Andrabi, J. Das, and A. Khwaja, 2006
Private Schools are typically thought of as an “up-market” phenomenon. Pakistan 's experience during the last decade is the opposite, with a mushrooming of for-profit private schools and a 300 percent increase in private sector enrollments. This paper links the growth of private schools to the presence of schools in the public sector. We show that private schools are set up in villages where there are pre-existing girls' secondary schools. Instrumental variables estimates suggest that the presence of a private school increases the probability of a private school by 35 percentage points. In contrast, there is little or no relationship between private school existence and pre-existing girls' primary or boys' primary and high schools. Our results support a “women as teachers” channel: pre-existing high schools increase the supply of local skilled women and, in an environment with low female mobility, this lowers wages for women and lowers teaching costs for private schools in these localized labor markets. These findings highlight an important constraint to schooling–the supply of teachers–and suggest that one cannot ignore the role of higher education in achieving universal primary education.

Everyday Literacy in Africa

Africa's Hidden Histories: Everyday Literacy And Making the Self, edited by Karin Barber, Indiana University Press, 2006.

Came across this interesting title. While mostly focused on the colonial era, the profiles of first-generation literates (who actively participated in the new "technology" of reading and writing in the colonial languages) remain very relevant today. There are plenty of patrons of FAVL-supported libraries who are the same sort of auto-didacts described in the various chapters.

Raises again a recurring theme on the blog: the impact of accessibility to reading materials may be enormous, but just for a handful of people. 100 users of a library may exhibit no discernible impact from the community libraries (except how many books they have read and their reading capability, but with no spillover into other aspects of life). But one person... deep literacy changes their life. How should we evaluate the worth of the library?

Buchi Emecheta's The Bride Price

Now more than 30 years old, The Bride Price is a well-told if somewhat formulaic novel of tradition-modernity, choice-custom, men-women set in Nigeria, and a pleasure to read, especially for someone who wants to get an idea of how people might have been interacting as the city and countryside more and more encroached on each other in daily life. Coming back to my earlier postings about novels that try to get into the "minds" of the characters, Emecheta is really all story here and little "mind" - the complex thoughts of her characters are summarized in a few sentences, rather than a half-dozen pages. The most interesting thing in the novel to me is the tantalizing descriptions of people's somewhat ambivalent attitudes towards Chike and his "slave" family. If the focus had been on them and their interior thoughts, rather than on the conventional heroine Aku-nna, it might have been a superb book. By the way, no bookstore in Bolgatanga carries this novel. We'd love to have 4-5 in each library in northern Ghana, so if you are an American university student reading this for a class, and you have finished with the novel, send FAVL the copy and we'll forward to Ghana- PO Box 90533, San Jose, CA 95109.

Home literacy environment

One of the most interesting things to observe in the coming decades in Burkina Faso is how a home literacy environment might emerge. Burkina Faso currently has very low levels of adult literacy (less than 25% in rural villages) and so most children in villages grow up with limited literacy environments in the home. But with African countries moving like jackrabbits chased by hunting dogs towards Universal Primary Education, in a generation the literacy (nominal literacy, let's be honest) of parents will start approaching 100%. Will these parents create rich literacy environments for their children? Or will they encourage them to play digital games on their soon-to-be ubiquitous cell phones?

The research on the importance of home literacy environment is very interesting- Young-Suk Kim a researchers at Florida State University & Florida Center for Reading Research who was at the CIES conference has an interesting paper on South Korean home literacy practices and their effects on subsequent literacy skills. She concludes:

The study revealed two dimensions of home literacy practices, home reading and parent teaching. Frequent reading at home was positively associated with children’s emergent literacy skills as well as conventional literacy skills in Korean. However, children whose parents reported more frequent teaching tended to have low scores in their phonological awareness, vocabulary, word reading and pseudoword reading after accounting for home reading. These results suggest a bidirectional relationship between home literacy practices, parent teaching in particular, and children’s literacy skills such that parents adjust their teaching in response to their child’s literacy acquisition.

My reading of the literature is that this kind of finding is typical. How children learn to read is very complex, and it is difficult to disentangle all the casual factors because so much is happening in the interactions among learners, peers, educators, and parents. I've never seen a study like this done in African villages. One of the immediate problems, though, is that in villages like those of Burkina Faso children grow up learning a local language, and then in school transition to French, which they may have never spoken at home, and will not know many of the phonemes, and certainly none of the vocabulary. So what kind of home literacy environment is possible right now? Do we have to wait a generation?

One last quick reflection: the home literacy environment might indeed displace a home tam-tam environment.... one of Burkina Faso's foremost thinkers, Maitre Pacere Titinga, is the founder of a concept he calls bendrologie, the study of the sounds and meaning of the tam-tam the small hand drums used by the griots in Burkina Faso. Will children in rich home literacy environments not learn to hear the tam-tam? Or, something that wouldn't surprise me, would they turn out to be just like Maitre Pacere, masters of both!?