Book Checkout Analysis Assessing Reading Preferences of Primary School Students in Nepal, South Africa, and Sri Lanka
Table of Contents Overview 1 Background 2 Methodology 2 Key Findings 3 Next Steps 5 A F R I C A Nepal South Africa A S I A Sri Lanka BOOK CHECKOUT ANALYSIS I
List of Figures and Table Figures Figure 1. Characteristics of the Top-Ten Most Popular Books across Countries 3 Figure 2. Percentage of Children Checking Out Books 4 Table Table 1. Key Findings and Potential Next Steps 5 BOOK CHECKOUT ANALYSIS II
Overview This report summarizes findings from a series of 2014 research studies that examined book checkout patterns in Room to Read libraries in Nepal, South Africa, and Sri Lanka (both Sinhala- and Tamil-medium schools). The studies found that children prefer Room to Read-published titles to those not published by Room to Read. The studies also found that folklore and fantasy titles are the most popular genre and that titles at beginning reading levels are more popular than titles at advanced reading levels. Additionally, the studies found that opportunities exist to diversify the books Room to Read provides to schools and to increase students use of books in the library. BOOK CHECKOUT ANALYSIS 1
Background Room to Read s Literacy Program aims to transform government primary schools into comprehensive learning environments that enable children to develop the skills and habit of reading and become life-long, independent readers. Two ways our Literacy Program attempts to accomplish this goal is by establishing child-friendly school libraries and populating those libraries with high-quality, local-language children s books including original titles published by Room to Read. To date, Room to Read has established more than 17,000 libraries and published over 00 titles in 28 languages. Methodology Room to Read continually seeks to improve the appeal and quality of the books it publishes and adds to library collections. In 2014, Room to Read conducted research studies in Nepal, South Africa, and Sri Lanka that sought to examine children s reading preferences. In all three countries, Room to Read staff visited a small sample of libraries and analyzed book checkout records from the previous six months. In addition, staff conducted focus group discussions with primary grade students and teachers. BOOK CHECKOUT ANALYSIS 2
Key Findings Children prefer titles published by Room to Read. As highlighted in Figure 1 below, 9 of the top- titles checked out in Sinhala-medium libraries and 8 of the top- titles checked out in Tamil-medium libraries were published by Room to Read. In South Africa, all of the top- titles checked out were published by Room to Read. Focus group discussions with children revealed that children prefer Room to Read titles because they possess colorful illustrations and engaging physical features related to font, letter size, and number of words on a page. Children prefer fiction titles. In Nepal, 7 of the top- titles checked out were either folklore and fantasy or realistic fiction. In Sri Lanka, 9 of the top- titles checked out in Sinhala-medium libraries and 6 of the top- titles checked out in Tamil-medium libraries were folklore and fantasy. According to focus group discussions, children like fiction books because they tend to tell interesting stories and have appealing characters, particularly animals who take on human traits. Of note, the majority of books in each library s collection were fiction books, a factor which likely contributed to their relative popularity. Children prefer beginning-level titles to more-advanced-level titles. In Nepal, 7 of the top- titles checked out fell into the three lowest (easiest) categories of Room to Read s sixcategory book-leveling system. In Sri Lanka, 9 of the top- titles checked out in Sinhala-medium libraries and all of the top- titles checked out in Tamil-medium libraries fell into the three lowest categories. Children indicated that the beginninglevel titles were more appealing because of their illustrations, characters, and storylines. Discussions with teachers suggest more can be done to build the capacity of teachers to match children to grade- and reading-level appropriate books. Figure 1 Characteristics of the Top-Ten Most Popular Books across Countries Published vs. Purchased Room to Read published NEPAL SOUTH AFRICA SINHALA TAMIL 0 1 Fiction vs. Non-fiction Fiction Non-Fiction NEPAL SOUTH AFRICA SINHALA TAMIL Beginning-level vs. Advanced-level Beginning Advanced NEPAL SOUTH AFRICA SINHALA TAMIL 3 0 5 0 5 0 1 1 2 2 3 3 4 4 Non-Room to Read published 0 5 6 6 7 7 7 8 8 9 9 9 BOOK CHECKOUT ANALYSIS 3
Many titles in the library collection are not checked out. In Nepal, only 50 percent of the available titles were checked out by children. In South Africa, only 45 percent of the available titles were checked out. In many cases, children checkout (i) the same titles that their friends check out or (ii) titles that they have checked out before. Also, teachers are not familiar with all the titles in the collection and tend to refer children to those titles that they know. Figure 2 Percentage of Children Checking Out Books All Grades 82% 80% 76% 65% Book checkout in the early-primary grades is low. As shown in Figure 2 below, only 40 percent of Grade 1 pupils checked out books in Tamil-medium schools and no Grade 1 pupils in Sinhala-medium schools checked out books. In Nepal, only 37 percent of Grade 1 pupils checked out books, and children in Grades 3-5 checked out three times as many books as children in Grades 1 and 2. Focus group discussions indicate that teachers are reluctant to allow early-grade children to take books home due to fears that they will damage the books. Another potential reason for this finding may be a lack of titles appropriate for children who are just beginning to read. Grade 1 NEPAL SOUTH AFRICA SINHALA 37% 65% 0% NEPAL SOUTH AFRICA SINHALA TAMIL 40% TAMIL BOOK CHECKOUT ANALYSIS 4
Next Steps The key findings from this study have implications on the future implementation of both the book publishing and school library components of the Literacy Program. The next steps are summarized below. Table 1 Key Findings and Potential Next Steps Key Finding Potential Next Step Children prefer titles published by Room to Read. Build on program model by continuing to provide children with an opportunity to access culturally relevant and reading-level appropriate books in an environment that promotes reading. Reprint Room to Read titles to provide to new and future Literacy Program schools. Children prefer fiction titles. Continue to publish fiction titles but also consider diversifying to other genres like simple concept and nonfiction. Children prefer beginning-level titles to more-advanced-level titles. Publish or source advanced-level titles that have characteristics that appeal to children. Work with teachers on matching upper-primary children with books appropriate to their reading levels. Conduct reading instruction in schools with libraries. If children are reading at a higher level, they will be more likely (and better equipped) to check out advanced-level titles. The instruction component of the Literacy Program can play a role in helping children improve their reading skills. Many titles in the library collection are not checked out. Increase student visibility to the entire collection by working with teachers to rotate book displays and direct children to books that are checked out less frequently. Book checkout in the early-primary grades is low. Continue to publish titles for children in the early grades. Encourage teachers to allow early-primary grade children to take books home. This includes emphasizing the importance of creating a culture of reading for even the youngest children. It may also involve providing teachers with strategies for protecting books that young children take home. BOOK CHECKOUT ANALYSIS 5
World Change Starts with Educated Children. www.roomtoread.org For more information on Research, Monitoring and Evaluation at Room to Read, please visit www.roomtoread.org/measuringresults.