Maun Public Library's role in driving the sustainable development goals

By Hilda Bayani
 

Maun Public Library exists to provide Information access for the purpose of Education, Research and recreation through documentation, preservation and management of Literary Heritage. This is a service provider to the public that enables people to use it for their informational basis in carrying out their studies and researches. As a branch of the BNLS, it transmits its library services to the community of Maun and extends them through Shorobe and Sehithwa Village Reading Rooms (VRRs).

The community Development Society (CDS) Reading Club Project - Case of Matlapana Primary School 

As an effort to promote reading, at early primary school Maun Public Library had a tripartite partnership with UB-ORI and Thari E Ntsho storytellers for a reading club project themed; “Using Indigenous story books to catch them young”.  The aim of the project was to encourage a reading culture amongst primary schools to drive community development in the Okavango Delta.  Students from Matlapana Primary School which is a gate way to the Okavango Delta were used as project participants.

The first stage (phase 1) of the projected started in March 2018 and ended in July this year with twelve participants from standard 5 and 6 mainly sampled from moderate to those with learning difficulties. They formed the vulnerable and needy community from Sexaxa, Boronyana and Lekgolong which are remote settlements hence equitable access to the indigenous and vulnerable communities. 

As one of the libraries aims is to promote independent learning outside the teacher or school environment, the students were exposed to reading a variety of texts. Put in smaller groups they read loud granting them an opportunity to correct each other at peer level i.e. in pronunciations and punctuations.  Reading loud also offered an emotional and social experience as it allowed a closer engagement with books and improved their vocabulary. In addition to that they were introduced to using the library reference sources like dictionaries which opened their experience in using the library resources and also improving grammar. After reading students identified difficult or new words and phrases from the passages and had an assignment of finding their meaning. This on its own challenged their understanding.  

Their reading material as one of the project objects was more focused on the environmental issues, mainly to familiarise them with such issues which affect them daily.  To compound the above, their literacy skills were improved, hence imparting Lifelong learning.

In addition to reading, they summarised the stories they read which provided a further insight and as a step forward in enriching their understanding. This formed the second phase of the project where they came up with stories and drawing illustrations through the skills they gained to produce the anthology. A further step in the project is to achieve one of the  objectives of encouraging the reading culture amongst youngsters to enhance the intellectual and socio-cultural development. 

Observation from the project: The exercise assisted the facilitators to identify the different needs of the students which was interesting challenge to learning as some could not read nor write but were good listeners while others pronounced words well and knew the meaning. Others could recite without understanding.  This on its own demonstrated some element of teamwork during peer sessions as those who could read had poor vocabulary while those with reading challenges could explain the meaning of the words and could interpret what was read.

Impact from the project coming to the library on its own reduced the existing barriers students who may not gain access to the public library resources due to factors like distance. Participants acquired some reading and writing skills and that the reading club was formed.  As for challenges; the inconsistency in attendance derailed the project coupled with low intellectual capacity as most had learning difficulties.

This project addressed Goal 4: Ensure inclusive and equitable quality education and promote Lifelong Learning Opportunities for all.

This was more emphasised;

Target 4.1 :  Ensure sure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.

4.5: Eliminate gender disparities in education and ensure equal access to all levels of education and vocational training         for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations.