Special Project Site:

Valenzuela City Library / Valenzuala Center for Excellence (ValACE)

The special project was conducted at the Valenzuela City Library, also known as the Valenzuela Academic Center for Excellence or ValACE. Located at the corner of A. Pablo Street and McArthur Highway in Malinta, Valenzuela City, ValACE is a six-storey public library that features computer stations, reading areas, and child-friendly learning centers. True to its name, this Academic Center for Excellence is free and open to the public, not just to Valenzuela residents.

Through a comprehensive tour of the library, we discovered its various functions, facilities, and educational initiatives. For instance, the library includes a gallery and showroom that display artworks and crafts made by learners with disabilities, many of which are available for sale. It also features a multifunctional terrace, used for astronomy nights, film screenings, and collaborative events with external organizations. Additionally, the infrastructure supports training rooms for teachers and seminar halls that host a range of programs, including dance, music, digital arts, author talks, reading initiatives, and literature workshops.

The library also houses special collections, including rare books, borrowed resources, theses, translations, and dissertations, all accessible to users. Its computer stations serve high school and college students needing internet access and academic materials. Moreover, the use of Lexile tools and applications helps assess reading comprehension and retention after reading. The multipurpose hall, frequented by teen learners, offers board games, art materials, and recreational activities to keep students engaged during free hours. Most notably, the library also features dedicated areas that highlight Valenzuela City’s historical figures, literature, and educational achievements, underscoring the city’s longstanding commitment to academic excellence.

Ultimately, the Valenzuela City Library is more than a repository of books. It is a dynamic learning hub that hosts monthly educational events such as film viewings, literary workshops, microscope demonstrations, crochet sessions, language classes, and Special Education (SPED) programs. As a government-run facility, its spaces are carefully maintained to ensure a conducive environment for learning and focus. With ample resources, proper lighting, and ventilation, ValACE lives up to its reputation as both an academic center of excellence and an inclusive, safe space for learners of all ages to develop a love for reading.

Target Learners

This special project is designed for regular library users aged 7 to 12 years old.

Its instructional design aims to address literacy gaps, which are central to the broader goal of providing quality education. Early literacy lays the groundwork for a child's academic success, long-term performance, and lifelong learning (Hasbrouck, 2023). This initiative supports Sustainable Development Goal 4, recognizing that literacy development goes beyond phonics and vocabulary. It must also equip learners with critical thinking skills and real-world application. This is particularly vital for children aged 7 to 12, as they shift from foundational to more advanced literacy stages, honing their skills in comprehension, fluency, vocabulary, and reasoning.

The Valenzuela City Library caters to this need through its regular reading programs for children and teens. Programs such as the Teen Reading Club (Madlang Basa) and the Children's Reading Club (CRC) offer daily activities that foster both individual and community-based reading habits. These include Word Play Monday, One Word-One Sign, Aklat Muna, storytelling sessions, math classes, narrative writing, and junior IT workshops.

These activities support the special project’s implementation of a book club instructional design that builds upon existing reading initiatives. By using socialization as a tool to enhance literacy, the program seeks to promote a culture of reading that is both sustainable and meaningful. It centers on shared experiences that make reading more enjoyable and collaborative. In turn, these shared moments foster not only a love for books, but also a love for learning and for one another.

Needs Analysis

Data Collection Methods

The needs assessment used a combination of data collection methods: questionnaires, in-depth interviews, and direct observation.

The questionnaire was designed to gather information about the library’s background, including its vision, objectives, key initiatives, and the challenges faced in sustaining them. This step was essential in understanding the management’s policies and in securing approval for implementing the instructional design at the site.

Following this, an in-depth interview was conducted with the gatekeeper and content expert. The questions (included in the needs assessment questionnaire) explored the reading habits and preferences of current library users. Topics included demographic profiles, book choices, preferred group sizes, accessibility of materials, and perceived barriers. This interview facilitated a deeper understanding of existing gaps, particularly the issue of low reading motivation among users.

On-site observations provided additional insight into the library’s actual learning environment and initiatives. A full tour of the six-storey building offered a comprehensive look at how infrastructure and space influence learning. Specific elements such as lighting, airflow, and the layout of reading spaces were examined for their impact on engagement. For example, the inclusion of relaxed reading tents in the children’s area reflects intentional design for child-friendly, sustained learning.

Finally, observations were also conducted by attending children’s reading sessions, such as One Word, One Sign and Aklat Muna, to closely examine how young learners engage with reading, whether through solitary participation or shared experiences.

Findings and Analysis

Through the prepared needs assessment questionnaire, an in-depth interview was conducted with the gatekeeper and content expert, who was the library’s children’s librarian. Drawing from his years of employment in the library and his regular contact with library users, he was able to provide key observations about the current situation. First, not all children can participate in certain activities because many are not yet reading at their appropriate level or age. Second, there is a lack of staff and teachers who are properly trained to help children improve their reading skills. Third, library attendance among children is inconsistent, which affects the continuity of learning. Fourth, there are limited tools available to measure comprehension and literacy. Finally, there is a noticeable lack of motivation among some children to engage in reading.

Despite these challenges, the gatekeeper explained that several initiatives are already being implemented to help mitigate the situation. One of these is holding intervention sessions for children who are unable to read or who are performing below their expected reading level. A notable example is Aklat Muna, which is inspired by DepEd’s Drop Everything and Read program. In this initiative, children are allowed to do other activities freely until an allotted time when they are required to select a book and read for 15–30 minutes. Afterward, the educator in charge may choose a random child to explain what they have read and share their understanding of the book. This activity not only reinforces the habit of reading but also serves as an informal assessment to measure comprehension and determine the effectiveness of the initiative.

Another intervention that has proven to be highly effective is buddy reading. In this setup, advanced readers assist their peers by reading together and offering guidance, encouragement, and support. This peer-to-peer approach fosters a sense of collaboration and builds confidence, while also strengthening literacy skills for both the advanced and developing readers.

In terms of demographics, the library serves a wide range of users, from children as young as infants to adult readers. With the overarching goal of promoting a love for reading and lifelong learning, the library has been intentionally designed to support spatial awareness and create a conducive environment for comfortable reading. The children’s area is equipped with tables, chairs, and even tents that make the space more inviting and engaging for young readers.

Regarding accessibility, the staff carefully coordinates with students’ class schedules, allowing them to visit the library outside regular school hours. The space is also made available for group homework and collaborative bonding activities. The children’s section is open from 9:00 AM to 6:00 PM and can be accessed freely by both children and their parents, encouraging family participation in reading.

The library’s book collection further reflects its commitment to inclusivity and diversity. The books vary in level and cover a broad range of genres, including fiction, fantasy, mystery, poetry, science fiction, historical fiction, nonfiction biographies, self-help, graphic novels, and reference materials. This wide selection is carefully curated to cater to the diverse reading levels, interests, and preferences of children, teenagers, and adults alike. In terms of popularity, the children’s librarian noted that fictional fables remain especially appealing to young readers. These stories, often filled with adventure or humor, capture children’s imagination and motivate them to engage more actively with reading.

Through the needs assessment, the findings show that there are discrepancies in reading motivation when solitary reading is applied in libraries, causing implications in regular library use and literacy. Librarians also recommend social reading to mitigate this. Through comprehensive research, we also found that reading with others or with a community creates a reading culture or a sense of belonging among learners, encouraging the active members of the academic sphere, subsequently generating richer reading motivation to achieve academically.

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