International book donors and public libraries as partners in primary school literacy development in Kenya. Literacy prospects and obstacles

Pages392-401
Date12 August 2019
DOIhttps://doi.org/10.1108/LM-05-2018-0046
Published date12 August 2019
AuthorPeter Mose,Russell Kaschula
Subject MatterLibrary & information science
International book donors and
public libraries as partners
in primary school literacy
development in Kenya
Literacy prospects and obstacles
Peter Mose
School of Languages and Literatures,
Rhodes University, Grahamstown, South Africa, and
Russell Kaschula
Rhodes University, Grahamstown, South Africa
Abstract
Purpose The purpose of this paper is to explore the impact of international library materials aid in
primary schools and to outline obstacles to effective utilization for maximum literacy benefits among primary
school children.
Design/methodology/approach Data were gathered via interviews,observation, focus groupdiscussions
and document analyses.
Findings Findings indicate that teachers were trained by Kenya National Library Services Kisii Branch
staff on basics of library materials management before literacy materials were sent to the schools; teachers
and pupils reported that development of vocabulary and better essay writing are some of the benefits of the
donated materials; and culturally distanced materials and school dynamics impact negatively on the effective
utilization of the donated library resources.
Practical implications The authors recommend that donors work hand in hand with the Ministry of
Education and other local stakeholders that it may be possible to address obstacles to proper and highly
effective implementation of literacy empowerment projects.
Originality/value The findings of this study are from original research and the implications must be
treated as such.
Keywords Books, Benefits, Reading, Obstacles, Book donors, Kenya National Library Services
Paper type Research paper
Introduction
International organizations have played a significant role in socio-economic development
projects in Kenya since independence and one of the organizations is Book Aid International
(BAI). The organization has carried out projects in the country from the 1960s in mainly
providing books to schools, the public, the community, university libraries, prisons, refugee
camps and hospitals. Their projects are carried out in conjunction with Kenya National
Library Services(KNLS) and with non-governmental organizations. The organization supplies
books published mainly in the UK and from other foreign countries including the USA and
also locally published books; it offers grants for library refurbishment; trains librarians on
childrens services; and offers support in other associated services. In 2017, they implemented
a project dubbed,Inspiring Readers Programme,in which25 primary schools in Kenya were
issued with library materials, mainly booksand school teachers trainedon various aspects of
library management (Book Aid International, 2016,2017). In total, 10 out of the 25 schools that
benefitted from the project were public primary schools in Kisii County of Western Kenya.
This paper reports on the literacy impact in the schools and obstacles attending the
program using data gathered from the KNLS Kisii Branch staff and from teachers and
Library Management
Vol. 40 No. 6/7, 2019
pp. 392-401
© Emerald PublishingLimited
0143-5124
DOI 10.1108/LM-05-2018-0046
Received 30 May 2018
Revised 20 February 2019
Accepted 4 March 2019
The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/0143-5124.htm
392
LM
40,6/7

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