BookNook/Public Library Project
DWCSJOM ALUMNI LIBRARY
TAMARAW BOOK CLUB
VISION: To develop a community of readers and learners
MISSION: To provide learning resources and reading programs
GOALS: To help members become effective users of ideas and information
Roles of the eGroup, the Alumni and the Tamaraw Book Club:
The project concept and funding originated from the DWCSJOM Alumni eGroup. The project was coursed thru the DWCSJOM GS/HS Alumni for the construction of the library and to receive donations. To open the library to the public, the Tamaraw Book Club was organized to operate the DWCSJOM Alumni Library, under the supervision of the Alumni Assoc. to be able to accept members from the public, with full rights and responsibilities as defined in the By-laws.
PNB Account for DONATIONS
PNB Mangarin Branch Acct# XXX-XXX- 5524 Account In-Trust for DWC Alumni Library pls email Dines for the full bank account number or email@example.com *************************
Click links for:
************************** TO DO LIST:
A. NEEDED ITEMS (pls email Dines if you wish to donate any amount for items below-NO minimum):
1. electric fans
3. chairs (300 each)
4. tables (900 each)
5. more shelves needed(2,000 php est cost)
6. book stopper/ends
7. card catalog container
8. Library Supplies ex. book packets; book cards; pens; index cards
B. IMMEDIATE PLANS
1. membership drive - applications
2. volunteer recruitment - manning the booknook - covering books - reading to kids/teens/ad
3. reading programs
4. FUND-RAISING a. raffle - b. derby c. donation d. sponsorship e. adopt-a-program
MORE TO DO LIST:
Operations Planning Update1. ORGANIZE BOOKS
a. plastic covering
more volunteers needed
b. book cataloguing
2. ORGANIZE PEOPLE
a. operations manual
b. volunteer list
c. reading programs
d. membership list
e. partner schools
f. partner organizations
3. OPERATION Costs
a. operating costs (est 2,000 pesos monthly):
i. library asst - 1,500/mo.
ii. electric - 200/mo.
iii. water - 200/mo.
iv. misc exp -100/mo
b. limited membership
4. OPEN TO PUBLIC
************************* Media Equipment WISH LIST:
a. computer systems
c. sound system
d. Educational Software e. Business Software
More INFRA Needed:
1. install electric meter (est cost - 4,000 pesos)
4. windows - glass
5. reading hallway
What we have DONE:
1. Notarized MOA with DWC to use facility (room and reading hallway) and have direct street access to BookNook
2. Renovated the BookNook Depot of books (room)
3. Received approx. 3,000 books from donors
4. Built book shelves
5. Mobilized alumni and community
6. Displayed streamers in SJOM announcing BookNook
7. internet available now
8. computer available
************************To be posted:
- Volunteers List
(pls sign-up with
Mrs. Loyzaga, Jon, Sir Raffy, Nicole)
- New Book Arrivals
- Featured Books
- Partner Schools
A Nation of NonReaders
By Juan Miguel Luz
WHY IS it that despite our supposedly high literacy rate, many Filipinos can barely read and write? Why haven’t we been able to develop a reading habit among Filipinos?
Straightforward questions about something so fundamental. Yet there are no easy answers to such a complex problem. Worse, the problem of nonreading lies at the heart of why the Philippines is so uncompetitive in the world economy and why so many of our people continue to live in poverty or barely escape it.
Someone once remarked that we are not a nation of readers; we are a nation of storytellers. Ours is a culture of oral history passed on by word of mouth not through the written word. Perhaps that is why most of the information people receive today is gathered from television (62 percent) and radio (57 percent). Newspapers and magazines are read by only 47 percent and 36 percent of the population respectively, according to a 2003 government survey.
In the modern era, however, this is too low a figure. And how did this happen when we pride ourselves as being a highly literate people? Then again, are we really?
To start with, let’s establish the difference between literacy and reading. They are related, but literacy is a level of competence, while reading is a skill. One can be literate but not necessarily a reader because reading, as a skill, requires the development of a habit that must be exercised daily if it is to be retained and enhanced. If left unexercised, the skill becomes rusty and can even be lost.
We begin this discussion with literacy, for which there are two measures: simple and functional.
Simple literacy is the ability of a person to read and write with understanding a simple message in any language or dialect. Functional literacy, meanwhile, is a significantly higher level of literacy that includes not only reading and writing skills, but also numeracy (the ‘rithmetic that completes the ‘three Rs’), which leads to a higher order of thinking that allows persons to participate more meaningfully in life situations requiring a reasonable capacity to communicate in a written language. The simplest, most direct measure of functional literacy is the ability to follow a written set of instructions for even basic tasks. Thus, functional literacy is the more important indicator of competence when it comes to adults in the workforce.
FOR DECADES, the Philippines has reported a simple literacy rate in the mid-to-high 90s. In 2003, the simple literacy rate was actually lower at 93.4 percent for the entire population at least 10 years of age. Girls show a higher rate of simple literacy than boys (94.3 percent versus 92.6 percent). Not surprisingly, Metro Manila reported the highest rate at 99 percent; the Autonomous Region in Muslim Mindanao (ARMM) had the lowest at 68.9 percent (and falling compared to the 1994 rate of 73.5 percent).
Over the last 10-year period (measuring simple literacy is part of the national census taken once a decade), there has been a disturbing occurrence. Nine of 15 regions (under the old regional configuration) showed a slight decline in simple literacy from 1994 to 2003. These included two of the three Visayan regions (VII and VIII) and all of the Mindanao regions. Overall, simple literacy for the entire country fell by 0.5 percent from 1994 to 2003. (See Table1)
What do these numbers mean? Based on a population of 80 million, 6.6 percent illiteracy translates into 5.3 million Filipinos who cannot read or write; a number that grew by about 1.6 million over the past decade.
I suspect, however, that our simple literacy rate might even be overstated, meaning there may be even more Filipinos incapable of reading and writing a simple message, with understanding, than reported officially. The measure of simple literacy, after all, is not determined by a test but rather by a census question. A census-taker asks respondents: “Can you read or write a simple message in any language or dialect?” It’s easy to imagine that quite a number of household heads would answer affirmatively to hide the fact that they are illiterate, out of a feeling of hiya (shame). And I do not think census-takers take the time to test the literacy level of a respondent during the survey.
Professor Dina Ocampo of the University of the Philippines School of Education says that literacy is really about the ability “to construct and create meaning from or through written language.” To do so will require a higher degree of abstraction. Therefore, the true measure of literacy must be functional, not simple.
BookNook Computer donated by Roy Lacson; Internet thru DWC
Students volunteering their time in covering the books last Sunday...ang sipag naman... mga future natin yata yan...
Young ones and future book worms browsing at the library's collection of more than 700 children's books....good job kids....
Joy, Elvie, Maam Glo and May posing for a quick smile while volunteering at the booknook....
Maam Glo to the rescue! showing she may be retired but can still pingot you if you are naughty.. she's moving bookshelves with May, Ched, Joy, Rady, Sonia Cuden and Malin. .we just used the old yero, at binulcasil lang para ma seal yong mga butas...somehow, may tumatagas pa rin......napalakas ang ulan at hangin kaya pinasok..
Every-Sunday-After-9am volunteers covering books readying them for all of you to borrow and enjoy...we salute you people! a true example of a whole-hearted approach to community service... bring one, bring all...including your kids and your help, like what Ched did...there are more than 500 children's books out of the estimated 3,000 books already there, like disney and sesame street......while your kids are dazzled by the pictures and learning to love books at a tender age, you can wrap and roll with the others...and when they do learn to appreciate books, you don't have to buy, you only need to bring them and let them select...of course while peeking which book you will read and indulge with....
Volunteers Bobet and Onyoy opening boxes of books from USA
Maam Glo and Lor, Ronet's sister, showing their skills
Charming Ched lending her time covering books with Lor
Hey guys come on down, per Rady, Fabs, Sir Raffy, Jon, Geng
Our ever-dedicated Maam Glo Loyzaga, retired DWC Librarian, and Alumni Pres Jon figuring out how to effectively and efficiently design the Alumni BookNook . Our appreciation to both of you and all those supporting this project
Adapted from the PCIJ Website:
Why no public libraries?
"children need books that tell stories in an interesting manner"
READING PROGRAMS, in fact, have been set up in all school divisions by both public and private groups. But in order to develop a reading habit, schoolchildren need books that tell stories in an interesting manner while developing a broader vocabulary. Textbooks, which are more lesson-oriented, lack the imagination that children need to develop the reading habit.
The problem of providing libraries of reading books in public schools becomes a question of logistics and the lack of resources. To provide reading books for over 37,000 public elementary schools becomes prohibitive in terms of cost. As an operating strategy to get around this constraint, the DepEd embarked on a program to build library hubs in each of the 186 school divisions.
"to provide reading books for ..... schools become prohibitive in terms of cost...."
These hubs are, in effect, warehouses of reading books in pre-packed book bins lent to schools within a given division on a wholesale basis. Teachers then lend out the books from the bins to children in their classes and encourage each pupil to read at least one book per week. After a 30-day borrowing period, schools return book bins and are eligible to borrow other book bins. Each library hub is stocked with anywhere from 25,000-50,000 reading books. Thus, while it is costly to build tens of thousands of school libraries with a small number of books, each school within a library hub area can have access to tens of thousands of books in a schoolyear even if it does not have a school library.
By early 2007, DepEd had set up 35 library hubs throughout the country servicing as many as 3,000 schools. In the plans are a total target of 300 library hubs, with larger school divisions getting as many as three to four hubs to service the hundreds of schools within their jurisdiction.
The DepEd, however, has been ambivalent whether this is the right strategy or not. Traditional administrators remain biased toward building school-based libraries, ignoring the high cost of such a policy. The success of the Library Hub program today, despite providing only 10 percent of the overall target, can be attributed to the sole staff working on the project: a young, energetic individual named Beverly Gonda. Working principally with local government units to set up library hubs under the sponsorship of the local school boards, Gonda has made library books available to hundreds of thousands of schoolchildren through this infrastructure-building program.
With people like Gonda and Ronquillo, and organizations like Sa Aklat Sisikat and ESKAN, along with the rest of the MOE movers and shakers, there is hope for quality education outcomes. Clearly, however, a system-wide approach to literacy, reading, and learning has to be implemented if we are to claim true literacy and become a nation of readers.
Juan Miguel Luz, a former education undersecretary, is the president of the International Institute of Rural Reconstruction.