INTRODUCTION
Help for children and adults in skills needed to participate fully in the development of an information society, is centrally located in the mission of a library to provide the highest quality of library services and information in society. Books to help children read. They are most useful for reading systems, because they promise to offer the joy and light. Both teachers and school librarians should have an effect on reading the child process, but should be easily Knowledge of children's literature, so that they can choose and help these young players at all levels (Samara, 2002). The Library Association (1991) selected four areas, including the information that is developed through reading and the use of a variety of sources, intellectual and emotional development, language development, social development, development and training. In view of this there is every reason for teachers and librarians to promote reading in school. What, then,> Read?
READING
Recent attempts to define reading comprehension, rather than see it as a thought process to focus. That is, reading is a mechanical process and reflective, the reader to understand what the author intends to communicate and help understanding their personal experiences and reflections on the problem. Already in 1913, Huey began formulating ideas as noted in his frequently citedWords:
the insidious idea of reading as a word to express
has also worked out of our head, it is well to emphasize
strong where it counts, to read as a reflection
always independent of expression.
In 1937, Gray set that
... The reader recognizes not only the facts or ideas
presented, but also reflects on their significance, assesses critical, he discovered the relationship between them, andclassified arrested his understanding of ideas.
The ideas on the nature of the data on the growth of this so that in 1949, Gray wrote that the reader
... It does not just understand and evaluate their emotions
have moved, his attitudes and objectives have changed, also involving his innermost being.
Reading is the social consciousness, perceived as a progressive phenomenon that it is a means of social formation of persons, is used as a tool forPerform the task of continuing and increasing the cultural standards of the students. In short, is a means to increase the knowledge and skills, drawing people to a creative life. In Sierra Leone, but the task is to ensure that children learn to read and find ways to help, do one of general interest to all teachers in primary and secondary schools. One of the reasons why teachers are committed to helping students read to learn is that in modernExpertise Company is essential. Helping children to read, read-only, but rather that their habit of reading to develop throughout life. to pay so much attention in schools:
- The promotion of children interested in books
- The implementation, delivery and classification of books
- Advice on selecting appropriate books
- Training on study skills and providing time to read.
READING IN SCHOOLCURRICULUM
Read in school in Sierra Leone is incorporated into the curriculum and is a continuum, from pre-primary to primary to secondary school, as an important skill to learn from. Both the preschool and school-specific periods of reading are just a few minutes slot on the calendar to fifteen to thirty. Read and understand is an independent entity and children not only learn to learn to read but also read to learn, toSelf-expanding experience and recreation. As different forms of literature are not particularly poetry, fiction, theater, magazines, newsletters, newspapers, and used fiction, the latter through the materials at school.
At the elementary level teachers help students by giving each student a copy of the reader and encourage them to read primer, look through the pictures and issues to them as a way to encourage their curiosity. Sheets of paper with eachStudents of the name are truncated primer for them to take responsibility for the leadership to clean it. The teacher showed the students how to carefully open the books and flipping pages at a time from front to back to avoid damage. A couple of short sentences consisting of three fifty-seven letter words are read with the following students in their books. After a while, 'students will be asked again to read each sentence referred to orally. The main purpose of this class is for students to present the books and to teach themsomething useful about their care. Each lesson is different in design from all of the following to ensure that students are reading now of value. typical lesson plans for reading instruction in school are as follows:
- Preparation for reading, ie teacher shows pictures and encourages students to tell stories that have experienced, and play tell;
- Help the reader by reading and
- Capacity building methods.
Alelementary students for a much longer whole passages, and if you can read a whole story. They are also taught class or read one way or divided into groups, and this year was read-out teacher silent or oral, with the study of a work, or practice or reader of drama and choir. Chief silent reading exercises Dictionary oral reading exercises aloud from books, in particular, readers, notes, stories, poems andView. The value of the practice of oral reading in the school are:
1. There is, in practice, with the current grammatical.
2. It helps to overcome speech recognition and support literature.
3. It makes students more aware of the need for the current debate on the speeches, and to help the reading, the basics.
4. It helps to serve as an index to the movements of the eyes of students.
In the secondary is no specific time limit for the Arts in carvingMatches, but reading is one of the main objectives of the English language and literature in English courses. At this level it is expected that students read in relation to their problems and learn to master the information and improve their oral skills, are in their critical thinking, supports the search for information or to answer a few questions, and to correct the draft gives an overview of a book. These exercises are a set of which is taught in elementary school. Thus, studentsoffered encouragement, not only the texts required for both English language and literature in English, but also issues such as school subjects in the read request. In all these activities the school library is expected that the ability to play a role in reading, and providing integrated assistance programs include pre-school, clubs, information from the Internet for homework help in the development of literacy. It should also be the habit of reading for pleasure and offersystematic training in the care and use of books (Barbara, 1994). The library should be able to be) the reading stimulate the supply of reading material relevant (Hannesdottir, 2000, and work space for students until the completion rate of their tasks according to their abilities. Teachers in the same way use the library to improve their performance and the teaching of research (Connor, 1990)
school libraries in Sierra Leone
Sierra Leone has a 6-3-3-4 systemeducation with six years of elementary school, three years of Junior Secondary School, three years of high school and four years of tertiary education. The system increases the basic education and non formal education for girls as one of the most important elements. The overall objective of this system is to raise standards at all levels of skill, higher education accessible and respectable economic needs of the country, and the best possible return onResources invested in education. To achieve this it is necessary to support the development of libraries in schools for the formal teaching / learning programs with a rich collection of books and non-book materials.
Regardless of school libraries in Sierra Leone are not given awards such as the Ministry of Education, Science and Technology (MEST), no clear policy on these institutions. Their development depends on the enthusiasm of the headteacher andQuality of service by school libraries in a few depends on the type of school is to serve the library. In the primary schools of the provisions of libraries in secondary schools where insufficient level of organization is an employee who has likened the sponsorship of the school. For example, old-established schools, as the mission in Sierra Leone Grammar School, Anne Walsh Memorial Secondary School for Girls and St Edwards Secondary School in Freetown, and someGovernment maintained schools as the Government Secondary School in Bo, have better collections that most schools in the country, especially those who started self-help schools. These schools have poor library resources because of the uncertainty of funding. Old Students Association fund schools in exchange for good collections. Some private schools, mainly managed by the national team Lebanese International School has good collections. MostGovernment supports schools offer poor quality education, especially for the management of companies. These libraries are small and students of these schools have the services of the Sierra Leone Library Board (SLLB) and other libraries like the British Council and the United States Information Service (USIS), as to leave available. Some of the few existing school libraries disappear quickly makes its way to the classrooms due to the higher contribution.
Most schools lack qualified personnel to their libraries because of the unavailability of funds to pay for professional librarians to run. The trend has been the library assistants who are in most cases, graduates with or without the West African Secondary School Certificate of Education (WASSCE) use. Some schools put the library under the guidance of a teacher.
IMPROVING READING IN SCHOOLS
At the beginning of the research is essential to improve the current situation of the schools to read.> The reading is not covered in the country longer. E 'therefore difficult to assess should carry out the practical problems associated with the teaching of reading, and reading tests should be implemented in schools, and what is the role of school librarian. Only through research, the teacher can see the reading needs of students and what methods are suitable enough for the rule to apply to the teaching of reading in school and subsequentappropriate materials in the school library.
Libraries should be wide-ranging in schools with the aim of providing relevant and appropriate reading materials for their nation's respective institutions. librarians trained and qualified staff must be recruited to these institutions and wages paid to avoid the turnover was their man. It should also be made for their education by attending seminars, workshops, conferences and training coursesin this field and related disciplines, such as computing. In this sense, the schools need the support of the Ministry of Education, Science and Technology (MEST), community teacher associations (CTA), and donor organizations by providing grants for the purchase of this reading, as readers, textbooks, manuals and learning resources support library.
It should provide for the production of reading materials in local schools was a possibility. For tooTime is a failure of public schools used in the reading room. The vast majority of reading in the school library is strange and sometimes not suited to the needs of society. Government and the public / National Library, Sierra Leone Library Board (SLLB), if this situation by promoting the local reading of authors who publish a growing area of critical reading materials, linked to specific sub-skills and provideCirculation of materials in which these sub-skills will be integrated and consolidated. Similarly, the SLLB should review its role in schools. Since there is a section for children and sometimes provides assistance to some schools should focus attractive reading needs of more students are available. There should be regular book fairs, exhibitions and schools and the general public about what is being offered for information from the library.
ParallelEducational institutions must give higher priority classes, the teaching of reading in initial vocational training. These institutions are still working with beginning reading, are all beyond these steps, the point for the elementary and secondary school levels. You should be reading specialists who work closely with the school librarians to promote reading in school.
Teacher training is judged by the success with whichmeets the requirements of the school for better vocational training and also the degree to which it meets the students, the courses are relevant. With the increasing sensitivity to the needs of schools, training institutions should include all the teaching of reading as a compulsory training of teachers. It 'similar in all secondary schools should schedule the time to read meant. Students need time to learn, to ensure thatimportant things taught and learned and has the time to be allocated in proportion to the relative importance of the problems. For a country with less than 40%, the company expects that the literacy of children to read and write and calculate, in which they operate. As literacy is essential for learning any subject at school, reading should prevail on all matters.
A dynamic approach to education is necessary. Teachers should use confidence in teaching methodschildren develop reading skills. They have to prove to be serious and that the goods are delivered. Children often do not hesitate to start any new or suspicious and uncooperative towards those who teach without much conviction. Teaching time should be as rare individual child needs and problems of law back to exactly the same as those of others. Therefore, teaching poor or non-reader groups rarely effective.For efficiency, the schools aim to start reading with your baby talk more when the teaching of local languages has been introduced. Children, especially at the beginning and the reader will have confidence in the printed books of speech and ideas in their local languages. In this light, then what should be the role of the librarian in promoting reading in school?
THE ROLE OF school librarian
the child's education is fundamental to the existence ofThe company, as would the child as an adult for the company is growing very survival and continuity. If the concern of all who contribute greatly to the development of these children. In Sierra Leone, but many children grow up in families with little or no experience in reading because of the widespread illiteracy, poverty and the unwillingness of some parents to acquire the lack of reading materials for their children. public library services across the country are badChildren's area equipped with reading material. The problem has always been with the school librarians and teachers play an important role for children to develop reading skills. As Hannesdottir (2000) said: "School librarians can be an important factor in promote the use of the library and its purpose is not only many aspects of academic related studies, but also to acquire skills and experience to be a pleasure "(p.10). As an information professional librarianshas the opportunity and responsibility, Library educate teachers, school authorities and the public about the nature of reading in school and the need for a greater role in information literacy des side is the key to lifelong learning, the creation of a foundation should be in the center of the school librarian.
One of the key components for a good reading program is the same library. school librarian intention to promote reading should keep paceliterature and know what is available and what kind of reading that students need (Samara, 2002). You should analyze when the collection is processed, so that students' access to it have by topic or theme. In addition to books, well-balanced collection, provided that the film should include records, tapes and atlases strengthening the reading program and visual and Encyclopedia. It should also be an audio device and EntertainmentFairy tales, history books, newspapers, science and historical fiction of a natural appeal to children (Lewis, 2000) to create. This will help ensure that children's imagination to life, such as the development of children's reading is not only joy but also knowledge and information.
In light of these provisions must be informed of the school librarian with the library and know what is available and what types of books that students can meet the special needs. It shouldbe able to correct is its catalog, so that students can easily access the collection (Barbara, 1994). He was in contact with the students know what they are interested to keep reading. The school where the teacher librarian should read the curriculum and the teachers and parents about the most popular materials on the market and then buy them with the specific circumstances related articles from the local level. It should also be in contact with the services of public libraries in itsProximity to know what they can offer to school to improve the reading skills of children and see how this could best be used on. Half of the school librarian should be in advertising, publicity and production of brochures, newsletters, book lists, and, if possible, offer workshops and conferences including children's book. In this regard, it should work in close collaboration with teachers, in particular, that the national languages such as Mende, Temne, Limba and Krio and teach that teach languages like English and French. Even older students may be involved in the operation. These programs must be creative and well planned and conducted in a class, individual groups and individual students on a special base. How Gayner (1997) argues that in all these movements, the librarian of the school must love children and enjoy their company fulfilling the needs of a student reading performance desire.
Similarly, then the librarian of the school should organize regular and special> Read programs in the school community as the days of books and libraries and book clubs to promote. He should be in college book talks about literature and debate Society (L & DS) meetings and to provide recognition reading as a way to love and read books to students. Students should be encouraged to write book reviews as a way of writing itself, and to develop critical thinking. This effort must be organized in a creative and well. For the support of teachers,Education authorities and the community, the school librarian should be a good leader actively involved in the affairs of the school and community support for and consistently supported the role of the library in the school, the school management committees and government at all levels of government. You should read the mission into the heart of all forms of his library to educate students, teachers and school authorities, parents of the evolving information environment and its impact on the school grounds andThe entire community (Connor, 1990). To use this program in the school library should receive the funds from donors such as DFID, USAID, UNICEF and UNESCO to request and should be involved in a joint effort with local suppliers and supporters of literacy in their communities to translate their support for the library.
Now that there is a gradual improvement of the national electricity grid and hopes that 2008 is the country Bumbuna Hydro Electric areProject would be fulfilled school librarian attempts should be made to bring the ship on the use of information and communication technologies (ICT) in promoting reading in school. The school librarian should lead to the use of these technologies and the creation and identification of quality websites in the same way he organized and recommended print materials. He must be able to teach students and teachers, how to find the best sources of information aboutPress and information and communication technologies (ICTs). These measures will help their reading skills and raise standards of students as readers and lifelong learners (Hannesdottir, 2000). In all these undertakings, it should interest, if the cooperation between the reading, the school will be promoted. Teachers, parents, booksellers, readers and student advisers should be involved in skills planning and implementation of specialized reading programs supported byPsychologists and librarians for children.
CONCLUSION
For school librarian should recognize the part he plays in promoting reading in schools and child training capacity for lifelong learning. In this regard, it should be a passionate reader and competent to be themselves. He should enthusiasm and knowledge to work on one and ideas with teachers, school authorities, parents and interested community members to promote reading at school soreading material in the right hands at the right time. Stay with the above will help you in relation to the difficulty of the school in the local community and how well he might face the problem of promoting reading in schools This fact will be an opportunity for the development of the child.
REFERENCES
Barbara Jinks (1994). "The stars are) to read," School Library Journal, 45 (3,162-170.
Connor, Jane Gardner (1990). Children's Library Services Handbook. New York: Oryx Press.
Gayner Eyre (1997). "Promoting libraries and literature for young people", in Elkin, J. and Lonsdale, Ray, Eds. Focus on the child, libraries, reading, writing and learning. London: Library Association Publishing, 174-193.
Gray, WAS (1937). "The nature and type of reading) Quoted in Southgate, Vera, Arnold, Helen and Johnson, Sandra (1983. Start reading Expand.London: Heinemann, p. 23.
Hannesdottir, Sigrum K (2000). "Ten effective ideas to promote reading in elementary school, the school librarian, 48 (1), 10-14.
, EB (1913) "The psychology and pedagogy of reading") Quoted in Southgate, Vera, Arnold, Helen and Johnson, Sandra (1983a Tick expand reading p.23;:. London, Heinemann
The Library Association (1991). Children and young students: guidelines for public libraryServices. London: Publication of Los Angeles.
Lewis, C. (2000). "Limits of identification: the staff, and pleasant to read the critical reaction," Journal of Research Library, 23.253-266.
Samara, Dennis J. (2002). Why reading literature in school still matters: imagination, interpretation and understanding. Mahway, NJ: Lawrence Erlbaum Association.
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