Library Services to the marginalized Community: A model for public libraries supporting formal education in developing countries. By Mary Kinyanjui knls Kibera Library Services to the marginalized Community: A model for public libraries supporting formal education in developing countries. By Mary Kinyanjui knls Kibera

2ND INDIA PUBLIC LIBRARIES CONFERENCE March 7-8, 2016 DELNET, New Delhi India International Centre, Delhi

Introduction  In this 21 st century, ICT’s are essential tools  This is reflected in school curriculum across Africa  But ICT roll-out has been slow  Many schools do not have enough computers or internet connections

KIBERA One of the largest slums in Africa

 Kibera represents many communities in Africa  Thousands live in poverty  Houses - mud, wood and iron sheets  Poor electricity, water, sanitation  Schools are under-resourced  Insufficient learning materials  There is no ICT in schools Kibera: our community

Our library: close to the community

National Development Goals: Kenya Vision 2030  Emphasizes the role of education  Institutions in providing ICT training  Education to meet future skills needs  Need to improve knowledge of mathematics and science

Children using Tablet Computers

E-readers lessons

‘ Kids on the tab’ Objectives:  Support classroom teaching  Help children improve school results  Equip children with ICT and e- literacy skills  Encourage children and youth to use the library  Raise awareness about ICT in education

Why tablet computers & e-readers?  Small, easy to store securely  Modern, attractive  Interface similar to smart phones  Library does not have many electricity points

Educational content  Created by partner, eLimu  E-books are pushed to the e-readers by Amazon  Linked to the school curriculum  Also life skills (citizenship, democracy)  Fun formats like video, quizzes, animation and puzzles

 Registering and selecting schools  Raising awareness in the community  Children distribute posters, fliers, stickers Training  Weekdays and Saturdays  Head teachers support training  Some teachers accompany pupils to the trainings  Google and Wikipedia are popular with the pupils  Google maps & educational games are also popular  Pupils always have fun using the tablet camera Project – start-up & Training

Performance before & after training Performance before & after training  Teachers give the librarian marks of the children `before training starts.  Librarians and teachers monitor the children progress.  Comparison of the mean scores of the children before and after is done.  Remarkable improvements has been noted among Children who frequently use tablets & e-readers.  From 2013 KCPE schools that visit the library score above 300 out of 500 marks.

Photo session in the library

Challenges encountered  Hard task to penetrate the slum  Resistance from some teachers  Librarian had to change tactics of training  Irregular and inconsistent attendance  Frequent ‘new faces’ in training  Some children learn much faster than others

Challenges encountered cont’  Security of the tablets  Poor reading culture  Community members wanted to be trained before children  Children attending the training came with their young ones

Misconceptions Misconceptions  Putting the teacher and classroom second  Library would “take over” the classes with the tablet computers  Overvaluing technology; undervaluing face-to- face interaction  Over-stimulation  Increase inactive lifestyle  Doubt in the process of “transforming the teaching experience”  Privacy concerns (online data about children )

Achievements  Remarkable improvement from learners  Age-gains in mental calculations  Children acquire better data handling skills  Motivates pupils to learn  Programme developers challenged to keep on updating content  Children have developed ICT skills  They are able to navigate the tablets and e-readers on their own

Children revising using tablets

 Library’s popularity increased  Children and youth spend most of their free time in the library  Attractive space where students learn, play and interact with each other  Teachers, Children and youth have gained confidence  Students have remarkably improved in English, mathematics and science subjects Achievements Cont’ Achievements Cont’

Children using e-readers

Benefits  Project opened the eyes of teachers on the benefits of ICT  Customized educational materials  Self-pacing for pupils learning  Giving Children responsibility for their own learning  Shy Children and Children with learning disabilities blossom using technology  ICT stimulate imagination and curiosity  Space for reading, playing and interacting is provided

Relationship between librarians and pupils improved

Space to relax, read, Play & Interact 2RPI

Children searching forinformation Children searching for information  Library organize ‘Tablet Hour’ for the children  Continuous training on Saturdays and weekdays for children  Continuous trainings are organized for teachers  Project won recognition & knls received funds to replicate the programme in three more branch libraries

Youth accessing medical information

Reasons for lack of ICT in schools  Poor electricity supply  Inadequate funds  Cost of computers and internet  Poor telecommunications and internet connectivity  Some teachers do not have technology training skills and lack confidence

If we invest in programs that promotes learning beginning at birth, statistics will change, our stories will change, our future will change and the world will achieve sustainable development.