3.+Neo-literates

=Neo-literate Populations and Library Service =

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According to Joshi and Ghose (n.d.), neo-literate means “an adult or an adolescent who did not or could not make use of available educational opportunities on time, and who at a later stage acquired the skills of literacy through formal or informal approaches.” While there are a number of library initiatives in Africa that aim to further develop literacy skills in neo-literate populations, the array of existing programs is insufficient to adequately address literacy gaps for a populace that is large and geographically spread out. Krolak (2005) stresses the importance of building more libraries in Africa to provide a foundation for the creation of literate environments, thus enhancing literacy for adults and children alike (p. 3). ======

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Adult literacy initiatives not only support adult populations in Africa, but they also trickle down, having a positive effect on children. “The desire to support the literacy acquisition of their children is a strong motivation for illiterate adults to become literate and this should be seen as a perfect opportunity to reach them through family literacy programs” (Krolak, 2005, 5). The Family Literacy Project, based in South Africa, emphasizes family literacy as the most effective way to create literate communities. In South Africa, over one million children live in households without literate adults. Hence, as one central component of the project, adult literacy is a high priority. Through this project, neo-literate children and adults are encouraged to utilize their new literacy skills by participating in activities such as community notice boards, writing pen pal type letters to other families in the FLP, and book clubs (Family Literacy Project, n.d). ======

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The Friends of African Village Libraries initiative works in collaboration with local libraries in the African nations of Burkina Faso, Ghana, Tanzania, and Uganda. FAVL strives to increase access to books and informative reading materials containing useful, pertinent information concerning life in Africa. They focus on providing books that are of particular interest to newly literate village readers such as African novels, village themed children's books, and materials written in local languages. FAVL offers literacy help to all members of the village community whether they be children or adults, as long as they are committed to reading (Friends of African, 2009). ======

(Photo credit: Diga, retrieved August 19, 2011 from http://www.flickr.com/photos/kdiga/3341390612/ and used under the Creative Commons [|Attribution-NonCommercial-NoDerivs 2.0 Generic] License)

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The Books Open the World initiative is another Ugandan based program, providing rural communities with libraries. One of their primary aims is to address the needs of illiterate women. In conjunction with Kibale Women Club in Kanyawara, BOTW offers adult literacy classes, directed primarily at women and girls. There are classes offered to women in their local language (Rutooro) twice a week, and once a week in English. Classes are taught by professional primary and secondary school teachers. The Books Open the World program believes that educating women is a preventative measure against the spread of disease (Union Design, 2011). ======

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The Kenya National Library offers a camel mobile library service which serves Kenya’s North Eastern Province with the objective of supporting literacy. The Camel Library Service operates six camels within a radius of approximately 20 km from the physical library building. Camels are themost efficient means of transportation in this vicinity. In addition to library services, camels are utilized to transport water, food clothing and shelter (Passchier, 2002). The Camel Library Service aims to make library services more available to nomadic and pastoral populations who otherwise would not able to access information and reading materials. This service is utilized by local retirees, adult learners, as well as children who have greatly benefited from improved literacy through the service. The North Eastern areas of Kenya presently have an illiteracy level of 85.3%, while the rest of the country has an illiteracy rate of 31% (Camel Library Services, 2010). ======

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(Photo credit: Footprint Books retrieved August 19, 2011 from [| http://www.flickr.com/photos/footprintbooks/4124947593/?reg=1&src=comment] and used under the Creative Commons [|Attribution 2.0 Generic] License )======

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In order to ensure the success of library initiatives directed at neo-literate populations, it is crucial that certain needs are addressed. Programs for neo-literates need to be offered to library patrons in the language they speak at home. As Krolak (2005) points out, “if students and neo-literates do not learn to associate their spoken home language with books and reading, they will most likely see the very act of reading as a foreign activity” (p. 3.) In addition to offering literacy instruction, libraries dealing with neo-literate populations should also pay particular attention to collection development in order to best meet the needs of neo-literate patrons. Libraries must be able to offer materials that are relevant and interesting, devoid of overly complex word usage (Krolak, 2005, p. 9). Additionally, Krolak (2005) argues that literacy initiatives best help neo-literate library users when they not only are kept simple, but also are rooted in local African knowledge and culture (p. 4). “Such material facilitates the transition from an oral culture to a literate and culturally enhanced environment” (Krolak, 2005, p. 4). Programs need to be ongoing, offering long term support, as newly literate adults and adolescents have a high risk of relapsing into illiteracy (Joshi and Ghose, n.d). ======

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Joshi, S. and Ghose, M. (n.d.). Reading material for neo-literate and semi-literate adults. UNESCO, PALADIN Courses (unit 7). Retrieved August 16, 2011, from http://www.unesco.org/education/aladin/paldin/courses.html======

Krolak, L. (2005). The role of libraries in the creation of literate environments. Paper commissioned for the EFA Global Monitoring Report 2006, Literacy for Life. Retrieved August 16, 2011, from http://www.ifla.org/files/literacy-and-reading/Role%20of%20libraries%20in%20creation%20of%20literate%20environments.pdf

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Passchier, K. (2002). Camels help provide library services [press release]. //IFLA//. Retrieved August 16, 2011 from http://archive.ifla.org/V/press/pr0228-02.htm ======