Identifying the instructional gap:
The instructional problem addressed in this project emerged from a careful review of findings gathered through the needs assessment, interview, and direct observation within the Valenzuela City Library. Several recurring issues became apparent and collectively pointed to a instructional gap in current literacy practices: while individual interventions and resources exist, they are not sufficient to sustain children’s long-term motivation and comprehension growth in reading.
The first issue identified was that many children are not yet reading at their appropriate level. This limits their ability to fully participate in activities, creates uneven learning experiences, and leaves struggling readers without consistent support. Compounding this issue is the lack of trained staff and teachers who can provide specialized assistance, making it difficult for the library to deliver targeted literacy interventions at scale.
Second, inconsistent library attendance weakens the continuity of learning. Even though the library provides a supportive and resource-rich environment, children do not always return regularly enough to develop the habit of reading. This inconsistency contributes to stagnant progress and disengagement - lacking reading motivation.
Third, there is a shortage of tools to measure comprehension and literacy. While activities like Aklat Muna and buddy reading create opportunities for reading practice, they do not consistently provide structured data on children’s literacy development. Without such evaluation tools, educators and librarians cannot fully monitor progress, identify gaps, or adjust strategies effectively.
Finally, the needs assessment revealed a lack of motivation among some children to engage in reading. Solitary reading, while beneficial, often fails to inspire lasting enthusiasm, especially in younger learners who thrive on interaction and play. This finding aligned with both the librarian’s recommendation and existing research suggesting that social reading is more effective in creating a reading culture. When reading is framed as a collaborative, enjoyable, and communal experience, children develop a sense of belonging and are more motivated to sustain the habit.
Taken together, these findings pointed to a clear instructional problem: the need for a structured, socially interactive, and motivating literacy program that not only builds foundational reading comprehension but also fosters a positive culture of reading within the library community.
Opportunity:
Hence, there presents an opportunity: to transform a public library into a collaborative reading hub. Why is this important?
Traditionally, libraries in the Philippines have been viewed mainly as repositories of books - quiet spaces for individual study or research. While this role remains important, it is also limited. The literacy crisis shows us that simply providing access to books does not guarantee meaningful engagement, comprehension, or the development of a genuine love for reading – making kids come back to the library.
This is where the opportunity for transformation lies. Instead of being used only for solitary reading, libraries can be reimagined as collaborative reading hubs - dynamic spaces where children, parents, peers, and even educators can gather not only to read, but to interact, share, and learn together.
From these findings, opportunities arise to address each gap.
Gaps in literacy motivation and comprehension open the need for interactive, structured, and socially engaging reading activities
A lack of comprehension assessment tools requires providing tools such as Book Journals and annotation guides to measure comprehension more systematically.
A lack of motivation for reading and a reading culture can be mitigated by using peer sharing to increase motivation, reduce the isolation of solitary reading, and build a culture of collaboration.
This is because it bridges three elements – a problem, an existing medium that can be used, and a goal.
Yes, the literacy and book club program is the best response because it meets the urgent literacy need in the Philippines (the problem), it revitalizes public libraries that already exist but are usually underutilized, and leverages on social learning – the goal to achieve a booming reading culture.
The decision to design a book club–style literacy program became the most fitting response. Unlike isolated or purely individual reading interventions, a book club integrates social interaction, guided comprehension activities, annotation strategies, and collaborative reflection.
Thus, the instructional problem was not only identified through the challenges observed but also framed as an opportunity: to transform the library into a hub of interactive literacy learning, where reading becomes both a personal and social endeavor.