LETTER OF THE DAY - Education reform, literacy and school libraries

The Editor, Sir:

As the ongoing debate continues on education reform, along with September being observed as Literacy Month, I pause to think about the great emphasis being placed on the sciences, especially mathematics, without any mention of where our school libraries are in the reform process.

Similar to our early childhood education, not much attention has been given, until recently, to our school libraries, especially those at the primary level. If our children are not encouraged to read actively at this level, understanding math will be more than a challenge. Too many of our primary schools do not have a functional library with an information literacy programme on the timetable. Normally, a space with some books may be assigned as a library with 'someone' there who may keep the students if a teacher is absent, etc. Or, children who misbehave may be sent there for time-out, creating a negative image of libraries and reading.

Compulsory library days

With the information literacy programme, the class teacher collaborates with the teacher/librarian to develop a programme where students can enjoy the beauty of finding and using information. Students from grades one to six could be given library days, where it is compulsory for them to borrow a library book each week. Then, they will have a personal log stating the book's title and minutes (time) spent reading it, with an area for parents to sign that the child reads and understands what was read through discussion.

At different grades, students could be asked to provide book reviews, pulling on information from books they have read, give class presentations about the books, develop sentences from new words, etc.

I have seen first-hand that having the primary school library practically tied into the curriculum can achieve amazing results in all areas. Of course, this requires a lot of commitment from the parents, as they will be required to read to their children and allow them to read aloud or do silent, sustained reading for 15 minutes every night. The school/class should, at the end of each term, provide various incentives to strengthen the programme as well as boost student participation.

The tangible results include children who speak and understand very well, above-level readers and, essentially, significant improvement in overall academic performance. The adage that 'reading maketh a full man' should not be taken lightly.

Yes, our public libraries are doing very well with the resources they have but, where schools are concerned, we can do much more.

I am, etc.,

NICOLIA MCDONALD

Linstead

St Catherine