INNOVATIVE MULTICULTURAL
LIBRARY SERVICES FOR ALL
WITH SPECIAL REFERENCE TO
LITERACY, LEARNING AND LINGUISTIC
DIVERSITY
15-17 August 2007
Centurion Lake Hotel
Pretoria
South Africa
International Federation of Library Associations and Institutions
Section on Library Services to Multicultural Populations
in cooperation with
Libraries for Children and Young Adults Section and
Reading Section
WELCOME MESSAGE
In many respects, this conference is a first of its kind. It is the first time that a pre-conference
of IFLA’s Section on Library Services to Multicultural Populations for All will be held on South
African soil, and it is also the first time that the Section’s biannual pre-conference has been
organised in cooperation with IFLA’s Reading Section and the Libraries for Children and
Young Adults Section.
It is therefore not surprising that this conference has attracted not only librarians but also
archivists, museum workers, educators, researchers, authors, publishers, booksellers and
government officials. Although the majority of delegates are from South Africa, we have the
pleasure to host delegates from the Argentine, Australia, Botswana, Canada, Croatia,
Denmark, England, Germany, Japan, Mozambique, the Netherlands, Norway, Singapore,
Swaziland, Sweden, Switzerland, the United States of America and Zimbabwe.
On behalf of IFLA’s Section on Library Services to Multicultural Populations, the Reading
Section and the Libraries for Children and Young Adults Section, we welcome you with great
pleasure to the Conference on Innovative Multicultural Library Services for All, with special
reference to Literacy, Learning and Linguistic Diversity. We wish all the speakers, sponsors,
exhibitors, delegates and organisers a successful conference and an unforgotten stay in
Centurion, South Africa.
Adriaan Swanepoel
Chair, Local Organising Committee
CONFERENCE PROGRAMME
08:00-08:50
09:00-09:10
09:15-10:00
10:05-10:25
10:30-10:50
10:55-11:15
11:20-11:40
11:45-12:05
12:10-12:25
12:30-13:30
13:35-13:55
14:00-14:20
14:25-14:45
14:50-15:10
15:15-15:35
15:40-16:00
16:00-16:10
16:10-18:20
18:20-18:50
19:00-20:30
20:30-21:00
08:30-09:15
15 August 2007
Registration
Welcome address
Ms. Ujala Satgoor, Chair: LIASA Gauteng North Branch
Session 1. Innovative multicultural library services
Chair: Ms Gwynneth Evans, Chair, IFLA Reading Section
Keynote speech
Dr. Loriene Roy, President, American Library Association.
Indigenous Libraries and Innovative Multicultural Services
Ms. Kirsten Nielsen, Oslo Public Library, Norway.
A Multicultural Library Manifesto – a tool for creating a better world
Refreshments
Ms. Carolyn Bourke, Fairfield City Council, Australia.
Libraries for Life: Creating library services for a diverse community
Prof. Edgardo Civallero, National University of Cόrdoba, Argentine.
Traditional games, music and oral tradition
Ms. Colleen Higgs, Centre for the Book, Cape Town, South Africa.
Supporting small-scale publishing in South Africa: the role of the Centre for the Book
Discussion
Lunch at hotel
Session 2. Innovative multicultural library services (continue)
Chair: Ms. Kirsten Leth Nielsen, Chair, IFLA Section on Library Services to
Multicultural Populations
Ms. Christine Wamunyima Kanyengo & Ms. Brendah Kakulwa Kanyengo, Medical
Library, University of Zambia.
Information Services for Refugee Communities in Zambia
Dr. Volker Pirsich, Stadtbüchereien, Hamm/Westphalia, Germany.
A new approach to library services to multicultural populations in German
Ms. Yuriko Watanabe, Library of Tokyo Gakugei University Oizumi Junior High
School, Tokyo, Japan.
Library services for displaced people: volunteer activities in Burmese refugee camps
Refreshments
Dr. Anna Gustafsson Chen, Internationella Bibliotheket, Sweden.
The International Library in cyberspace: Using online tools to cope with multilingual
communication and book services
Discussion
Announcements
Leisure time
Transport to welcome function
Welcome function
Transport to hotels
16 August 2007
Session 3. Innovation and developments in literacy and learning
Chair: Ms. Ivanka Stricevic, Chair, IFLA Section on Libraries for Children and Young
Adults
Keynote speech
Ms. Patricia Aldana, President: International Board on Books for Young People.
Books that are Mirrors, Books that are Windows. How we can make sure that
children see themselves in their books
09:20-09:40
09:45-10:05
10:10-10:30
10:35-10:55
11:00-11:20
11:25-11:45
11:50-12:10
12:15-12:35
12:40-12:50
13:00-14:00
14:15
14:45-16:30
17:30
08:30-09:15
09:20-09:40
09:45-10:05
10:10-10:25
10:30-10:50
10:55-11:15
11:20-11:40
11:45-12:00
12:00-12:10
12:15-12:45
12:55-13:10
13:15-13:25
13:30
14:00
Ms. Ingrid Bon, Bibioservice Gerderland, Arnhem, The Netherlands.
Boekenpret (Fun with Books): The Dutch approach on improving language and
reading skills from children 0 – 6 years of age
Ms. Lone Hedelund, Gellerup Bibliotek, Denmark.
Love makes strong – How to create cohesion on daily life of children and young
people in an urban area
Refreshments
Discussion
Ms. Henriette Zaaiman, Die Erfenisstigting (Heritage Foundation). South Africa.
Cultural Heritage Conservation in a Multicultural Society
Dr. Clara Chu, UCLA Department of Information Studies, USA.
(Re)considering literacy and linguistic diversity in a multicultural society
Ms. Nicoline Wessels & Ms. Hannalie Knoetze. Department of Information Science,
UNISA, South Africa.
School libraries in a multi-language/multicultural environments equal disaster: fact or
fiction?
Discussion
Announcements
Lunch at hotel
Depart from hotel to libraries
Organised library visits
Arrive back at hotels
18 August 2007
Session 4. Linguistic diversity
Chair: Ms. Ann-Katrin Ursberg, Chair, IFLA Section on Library Services to
Multicultural Populations
Keynote speech
Prof. Katharine Parry, Department of English, Hunter College, City University of New
York, NY, USA. Languages, Literacies, and Libraries: A view from Africa
Mr. Hussain Bachek & Ms. Fatimah Sulaiman, National Library Board, Singapore.
Serving the ethnic minority in a multicultural Singapore vis-à-vis the Malay
Community: The challenge
Ms. Stine Fugl, Noerrebro Library, Copenhagen, Denmark.
Language – gateway to an open society
Discussion
Refreshments
Ms. Irena Hanzek, Ms. Annika Magnusson & Ms. Eva-Britt Murat, Stadsgarden,
Jonkoping, Sweden.
How to get teenagers to read – A cooperation between school and library
Ms. Jean Williams, Biblionef SA, South Africa.
Biblionef: Commissioning the reprinting and publication of children’s books in South
Africa’s eleven official languages
Discussion
Announcements
Live cultural performance
Closing address
Ms. Mijin Kim, Multicultural Initiatives, Library and Archives Canada
Acknowledgements
Dr. Adriaan Swanepoel, Local Organizing Committee
Brownbag lunch
Departure
ABSTRACTS
Disclaimer: Abstracts reflects the views of the authors, not necessarily those of the conference organizers. No
endorsement of any approach, product or service is intended or implied.
Dr. Loriene Roy
School of Information, The University of Texas at Austin, USA
loriene@ischool.utexas.edu
Title
Indigenous Libraries and Innovative Multicultural Services
Abstract
Native peoples have survived over the centuries by adapting to new technologies, adopting
materials and processes, and retaining their traditional lifeways. Similarly indigenous library
services have developed to reflect the flexibility and variety of Native world views. This is a
process that reflects how native peoples find fulfillment in their individual and professional
lives, a process that follows the cycle of being, asking, seeking, making, having, sharing, and
celebrating. This paper follows indigenous protocol, opening by honoring the indigenous
owners of the land and introducing the author by identifying an indigenous nation, band, and
clan. The article also highlights examples of how tribal libraries are successfully following the
information seeking process. Tribal libraries are incorporating indigenous world view in their
architecture, interior design, and in the design and provision of services. Indigenous librarians
are coordinating their efforts regionally, statewide, nationally, and internationally. Key
organizations include the American Indian Library Association, Aboriginal and Torres Strait
Islanders Library and Information Network, and Te Ropu Whakahau/Maori in Library and
Information Management. Te Ropu Whakahau illustrates how a national indigenous library
organization can negotiate representation and services with the national library organization,
in this case, LIANZA, the Library Information Association of New Zealand-Aotearoa. A
national conference for tribal museums, libraries, and archives will take place in Oklahoma
City, Oklahoma USA in October 2007. The next International Indigenous Librarians Forum will
occur in February 2009 on the campus of the Wananga-O-Raukawa, one of three tribal
colleges in Aotearoa/New Zealand. The forum provides opportunities for indigenous librarians
to share information, make connections, and deliberate on issues of common interest. The
paper closes with the traditional story of the prophecies of the Anishinabe people. The author
is Anishinabe, a member of the Minnesota Chippewa Tribe, and enrolled or listed as an
official member of the White Earth Reservation, Minnesota, USA.
Keywords: Indigenous peoples, New Zealand, United States.
Ms. Kirsten Leth Nielsen
Deichmanske bibliotek/Oslo Public Library, Norway
Kirsten-leth.nielsen@kie.oslo.kommune.no
Title
A Multicultural Library Manifesto – a tool for creating a better world
Abstract
It's no coincidence that «The Multilingual Library Manifesto» is under construction in the
beginning of the 21st century. Migration is increasing world-wide, resulting in a population
where an increasing number of people have a transnational identity and an increasing
number of people study abroad. This is, on the whole, positive, but it also has its drawbacks.
Global warming is not the only destructive element threatening our world. The narrowing of
languages and cultural identities is every bit as threatening to our human and cultural
diversity. However, greater diversity and increased human interaction is for the most part
positive. It generates synergy and creativity, and allows new cultural expression to evolve.
Communication creates a broader understanding between people, and thereby creates a
platform for a peaceful coexistence. The Libraries can play an important role in this matter. As
centers for culture, information, learning and meeting, as a shaper of attitude and as a
proponent of integration, libraries have the possibility to be active initiators in a positive
process of development. Libraries offer services that include everyone, regardless of social
status, skin colour, or religious belief. Still, there is a long way to go. Unfortunately, libraries
today are not adequately equipped to meet these challenges. Only a very few geographic
areas today have libraries that are able to meet the needs of the multicultural population to a
certain extent. It's clear that there are still many challenges that need to be met when forming
services in The Multicultural Library. A Manifesto can be a useful tool in this start-up phase.
The Manifesto outlines three important pillars for “The Multicultural Library”. The Multicultural
Library includes all types of libraries, services to minority groups are integrated in services
intended for everyone and services include also services adapted for cultural and linguistic
minorities, with special emphasis on marginalized groups. There are three other library
manifestos which supplement “The Multicultural Library Manifesto”: ”IFLA/UNESCO Public
Library Manifesto”, ”IFLA/UNESCO School Library Manifesto” and “The IFLA Internet
Manifesto”. Library Services to Multicultural Populations Section in IFLA is now working
intensely in order to attain the final goal for the Manifesto – to have it approved by UNESCO.
Many will say that these are impressive words, but that it is naive to believe that”The
Multicultural Library” is attainable. There are many factors that point in that direction. I will
still allow myself to postulate that a well-developed library is one of many prerequisites for a
healthy economic and cultural global development. My personal experience, after having
lived more than 50 years, is that anything is possible, even if the results will only be harvested
in the distant future. With a “Multicultural Library Manifesto”, we will be a step further. We
have a document we can use in a very real, practical way, to effect change.
Keywords: Multicultural Library, Library Manifest, Cultural diversity
Ms. Carolyn Bourke
Fairfield City Council, Australia
cbourke@fairfieldcity.nsw.gov.au
Title
Libraries for Life: Creating library services for a diverse community
Abstract
Fairfield City is located 32 km south west of the Sydney, Australia CBD covering an area of
104 square kilometers and encompassing 27 suburbs.
It is home to approximately 182,000 people and is one of the most culturally diverse cities in
Australia with more than half of all residents having been born overseas, mostly in nonEnglish speaking countries. The majority of residents speak a language other than English at
home, the most common being Vietnamese, Cantonese, Assyrian and Spanish. Income
levels represent some of the lowest in Sydney and the unemployment rate is almost double
that of the rest of Sydney.
This vibrant city presents both challenges and opportunities for the Library Service. One of
our key aims is to empower people to access information and services in ways that work for
them, regardless of language, cultural or socio-economic issues. In order to do that,
innovative programming has been supported by the promotion and accessibility of our
resources and services. Emphasis is placed on the importance and value of community
languages and the parents’ role as first teacher for their children. This is particularly important
in a community where parents often feel inadequate to help their children with school work.
These philosophies underpin the programs such as Cool Babies (training parents in homebased emergent literacy practices), Babytime, Storytime Partnerships with other Council
Departments, Family Literacy classes, Homework Centres, remote and in-house access to
Online Tutoring, Lectures for senior school students, English Conversation classes for adults
and Community language Computer classes as well as the physical and cyber resources of
the library service.
This paper looks at how Fairfield Library Service is addressing issues such as finding out
what the community wants, benchmarking those services against best practice, funding and
delivering appropriate services and resources as well as how to promote and evaluate the
services in culturally appropriate ways.
Prof. Edgardo Civallero
National University of Córdoba, Argentina
edgardocivallero@gmail.com
Title
Traditional games, music and oral tradition - Intangible tools in multicultural libraries
Abstract
A people’s intangible heritage is composed by the non-material part of its culture: tales and
narratives, games and songs, music and all the knowledge usually transmitted by oral or
sound means, in traditional societies as well as in urban, westernized ones. This heritage is
the basis where a human group funds its identity, its projects for the future, its memory, its
history, its fears, its desires…
When peoples lose this untouchable, fragile fragment of their culture –as it daily happens to
aboriginal societies all around the world- they lose their reason for living, their past and their
future…
A library which wants to become “multicultural” should include this kind of materials –orality,
music, folk games- as well as the people who still transmit them: narrators, musicians,
artists… By recovering these parts of different cultures, the library will keep alive the human
cultural diversity; it might use ancient traditional means for teaching and informing in order to
transmit traditional and modern knowledge; it might consolidate vanishing identities and
familiar / group bonds; and it might revitalize endangered idioms, since orality is mainly based
in the perfect and creative use of mother languages…
Oral tradition is based on memory, words, sound and improvisation. It is a living, ancient art,
enjoyed by children and old people, literate and illiterate alike. Some of their expressions can
be understood by everybody –no matter their race or nationality- and, in this way, they can
work as channels for integration and mutual understanding within plural societies.
The conference will present some basic ideas about the use of these valuable elements
inside a “multicultural library”, using examples tested by the author in indigenous libraries in
southern South America.
Keywords: Intangible heritage - Multicultural libraries - Oral tradition.
Ms. Colleen Higgs
Centre for the Book, Cape Town, South Africa
colleen.higgs@nlsa.ac.za
Title
Supporting small-scale publishing in South Africa: the role of the Centre for the Book
Abstract
The Community Publishing Project (CPP), based at the Centre for the Book has since 2001
been providing advice, funding and technical support to writers and writers’ groups in South
Africa, to help them develop publishing skills and to undertake the publishing and marketing
of works produced in their communities.
The CPP has provided ongoing advice to individual writers who wish to undertake selfpublishing. Having established links with many writers and publishing groups working outside
the mainstream publishing environment, the CPP has extended its work to include developing
a printed catalogue and online Small Publishers’ blog that includes independently published
South African books that would fit into the ‘trade category’ as well important information for
and about small publishers.
The catalogue and blog showcases the works produced by all small, independent, and selfpublishers and literary magazines and is an important service that the Centre for the Book
offers. It is available to researchers, booksellers, librarians, commercial publishers, writers,
readers, book collectors, and not least to the independent publishers themselves.
The catalogue and blog:
• serve as a primary data source for compilation of national and international bibliographies
of publications;
• act as a database of independent publishers;
• act as a contact list and as a place to offer books for sale;
• provide a useful showcase of all current small publications, which are currently invisible
except to local audiences or avid collectors of such material;
• create a means for small publishers to be represented at local and international book fairs;
• allow commercial publishers to identify interesting trends or possibilities for partnerships
with independent writers and publishers.
The presentation provides further background about the successes and problems of the
Community Publishing Project and explores what was entailed in developing the catalogue
and blog, and examines the impact it has had.
Ms. Christine Wamunyima Kanyengo
Medical Library, School of Medicine, University of Zambia, Zambia
ckanyengo@yahoo.com
Ms. Brendah Kakulwa Kanyengo†
Care International, Zambia
kkanyengo@yahoo.com
Title
Information Services for Refugee Communities in Zambia
Abstract
Zambia has been hosting refugee communities from different countries since independence in
1964. Due to the diversity of the populations involved, it has called for a multifaceted
approach to the provision of information services. Government, NGOs and the community are
using diverse but complimentary strategies. This paper will identify organisations with
innovative information programmes targeted at refugees in Zambia. The thrust of the
presentation will be analyzing information management practices of the organisation, taking
specific cognizance of the cultural sensitivities and diverse disparities of the community in
terms of literacy levels; access to information and communication technologies (ICTs). It will
identify, highlight and analyze the best practices in information management (creation,
validation and dissemination) by the organisations with a view to recommend successful
strategies into practice and policy.
Dr. Volker Pirsich
Stadtbüchereien Hamm, Germany
Pirsichdr@stadt.hamm.de
Title
A new approach to Library Services to Multicultural Populations in Germany
Abstract
Library services to multicultural populations have only played a minor role in the history of
German (public) libraries starting from the 1960’s when the first migrant labourers came to
Germany. Up to the mid 80’s, only 10% of the public libraries -mostly in the big cities- offered
services to “special groups of customers” of which the migrants only formed one part.
Starting from the late 80’s the immigration of numerous people from Poland, Russia and
Roumania (mostly of German descendance) and the fact that Germany had become an
immigration country for refugees of civil wars and natural disasters from all over the world
started to change the German population more and more explicitly. Differing from region to
region and from city to city in the average 25% of the population nowadays is not of German
descendance with a still increasing percentage.
This has been reflected in German politics, educational goals etc. for less than a decade; and
it has been reflected in (public) libraries officially since 2006 when a new panel of experts
“intercultural library services” was established under the roof of the German Library
Association. This panel consists of 5 members who were -on the basis of applicationsappointed by the German Library Association and 5 corresponding members appointed by the
panel.
This panel is actually working without any legal background and with hardly any funding.
So how to proceed?
The speech presents, according to achievements in the further developed neighbouring
countries, major strategic goals of the panel and operative tools to build up intercultural library
services as a genuine part of general library services. These tools will form a modular system
– suitable for Germany, serving -maybe- also as a model for other countries without a legal
background and only small budgets for (intercultural) library services on a national level.
Ms. Yuriko Watanabe
Tokyo Gakugei University Oizumi Junior High School Library, Tokyo, Japan
yuripaw21@nifty.com
Title
Library Services for Displaced People: Activities in Burmese Refugee Camps
Abstract
This paper is based on the author’s professional experiences in Burmese refugee camps
where a Japanese NGO has been implementing and assisting library services.
Since 1984, people have been fleeing Burma to live on the Thai border. The total number
reached about 140,000 in 2007. They are mostly ethnic Karen who are being persecuted by
Burma’s military government. They reside in 10 different camps scattered over a long border
area under difficult conditions. Burma’s army continues deliberate attacks on the Karen
people in Burma employing methods such as forced labor, forced emigration, and torture. The
number of refugees is still increasing.
NGOs and aid organizations from all over the world supply daily necessities such as food
and water, and support healthcare and schools. The Shanti Volunteers Association (SVA), the
Japanese educational NGO for which the author worked, started a library project for the
refugees in 2000. The SVA staff thought that promoting library services would provide food for
thought for people who have nothing to do during the day, and for children who have been
suffering great hardships for a long period.
The library project started with the establishment of a library committee in each camp and
the construction of library buildings. The buildings are mostly made of bamboo and
eucalyptus. In 2007, 25 libraries are actively providing services for people in seven refugee
camps.
There are three pillars to the SVA library project. First, the SVA provides books written in
Karen, the mother tongue, and in Burmese, a common language in Burma because the SVA
hopes that studying Burmese will help the refugees when they return to their homeland
someday. Second, the SVA provides services free of charge, and ensures equal access for
all people in the refugee camps, regardless of age and sex. The SVA also tries to reach out to
children with disabilities and those who have problems with reading. Third, the SVA tries to
make the library not only a place where people gather and enjoy reading, but also a place
where they can preserve and maintain their customs, traditions, language and culture.
The author has mainly worked in the area of training people to become library staff so that
they can operate and manage the libraries themselves. The public libraries have made a
great impact on the people living in the refugee camps. The Karen have welcomed the library,
saying "we Karen don't have to lose our culture thanks to the libraries in the camps."
Keywords: Ethnic identity, Refugee camps, Mother tongue
Dr. Anna Gustafsson Chen
Internationella Biblioteket, Sweden
anna.gustafsson-chen@kultur.stockholm.se
Title
The International Library in cyberspace: Using online tools to cope with multilingual
communication and book services
Abstract
The International Library is Sweden’s largest library for materials in so called immigrant
languages. The library contains 200.000 books and other media in 125-130 different
languages, and the staff possesses a vast knowledge of literature, library and information
sciences as well as of the library’s main languages. Since the library is also a national lending
centre, our task is not only to serve users in Stockholm, but in other parts of Sweden as well.
But how do you bridge the distance between a building in the centre of Stockholm and a small
library in the countryside? Readers in other parts of Sweden can’t browse our book shelves to
find interesting novels or useful information in the same way as readers in Stockholm can.
Many libraries are content with regularly ordering a small amount of books from the lending
centre, in languages that are common among local immigrants. The readers themselves have
almost no possibility to influence these orders. Stockholm Public Library has an on-line
catalogue, but this is of small use to those who look for literature in languages written in other
alphabets than the Latin, since you need to know the Swedish transcription system for each
particular language.
The International Library is trying to solve these problems by improving our on-line services,
and enable book searches in different alphabets, through a web site which contains
information in Arabic, Chinese, Farsi, Russian, Spanish and Swedish, in addition to English
and French. The readers can look at book covers and read book presentations and reviews
on-line. For those interested in particular types of literature, it is possible to check the shelves
for "crime", "love stories", "horror" et cetera. All the entries are available in both Swedish and
in the original language, so that readers and librarians can switch between languages and
thus communicate with each other. The website also contains multilingual information on
lending rules, audio books, the Swedish library system and so forth. In addition, the
International Library presents a number of useful texts, posters, brochures and manuals in
different languages on the website, which other libraries may download and use for free.
The presentation will focus on the development of new multilingual tools, how these tools can
be shared by libraries in different places, and how staff in different libraries can contribute and
help colleagues and library visitors all over the country, thus ensuring a higher standard and
better services independent of where the library is located. One of the goals for the website is
to give multilingual staff in Swedish libraries opportunities to use their knowledge and to share
it with others. Developing an application programming interface (API) that enables libraries to
import information from the International Library and displaying this information on their own
websites will make it easier for small libraries that cannot themselves create this kind of
information, to present their collections to their local users.
Ms. Patricia Aldana
International Board on Books for Young People
paldana@groundwoodbooks.com
Title
Books that are windows, Books that are mirrors. How we can make sure that children see
themselves in their books
Abstract
An exploration of the importance for children of having books that reflect their own lives, and
in their mother tongue and the role of national publishers and librarians in achieving this.
These books are necessary in the creation of life long readers, but also for the psychological
and political health of children. This theme is explored through the Canadian experience in
achieving a national, multi-cultural literature and through IBBY’s world wide work in reading
promotion and in support of national publishing.
Ms. Ingrid Bon
Biblioservice Gelderland, Arnhem, Netherlands
ingrid.bon@biblioservice.nl
Title
Boekenpret (Fun with Books): The Dutch approach on improving language and reading skills
from children 0 – 6 years of age
Abstract
The development of the Knowledge Society has caused increasing interest and concern
about various forms of literacy. The new Dutch literacy policy also includes as target groups
those with limited or no literacy skills, so called functional illiterates. Libraries are valuable
partners in the development of new programmes for these groups.
Public Libraries in the Netherlands have a long standing tradition of providing services and
programmes, in addition to the formal learning and reading curriculum. Elaborated
programmes, targeted on various age groups, with different skills and interests are offered to
different types of schools. The cooperation between libraries and schools may take different
forms and also address multicultural issues.
The non formal literacy is also developed through a range of reading programmes. The localnational cooperation allows to have quality material available and to draw full public attention
to literacy. Grand finales of Reading Competitions and Children’s Jury’s are presented in the
media. The positive image of literacy, reading, books and libraries is thus stressed. Local
libraries guarantee the close contact to all children and families involved.
One of the special developed programmes on the issue of beating illiteracy is Boekenpret
(Fun with Books) which addresses young children (0-6 years of age) and their parents,
especially those with a low social or literacy background. Boekenpret is based on network
partnerships of libraries, child care, social services and education institutions. Language,
reading (aloud) habits and the creative use of books are parts of the literacy programme,
successfully used in a great number of municipalities in the Netherlands.
The government is focusing on stimulating language skills for all its citizens. Special attention
is needed for immigrants, their children and even the third generation. But also agriculture
areas are marked as a risk area.
The multicultural diversity of the Dutch population is one of the challenges in every
municipally which starts with this program.
Keywords: Language skills, non-formal literacy, network
Ms. Lone Hedelund
Citizens’ Services and Libraries, Aarhus Municipality, Gellerup/Hasle Libraries, Denmark
lhh@bib.aarhus.dk
Title
Love makes strong
Abstract
Gellerup Library is inspired by the tendency in public library development currently prevailing
throughout the world, i.e. the tendency to move from traditional public libraries to becoming
more than just books. At the heart of the development, which takes place in many parts of the
world at the same time, is the involvement of libraries in their communities and their
mobilization of the best characteristics in both library and community in order to further
develop the community. The libraries thus become catalysts for ‘bridge-building social capital’
– with other network resources and trust relations between people that would otherwise not
meet and share knowledge, e.g. rich and poor or people with diverse ethnic backgrounds.
Ms. Henriette Zaaiman
Die Erfenisstigting (Heritage Foundation), South Africa
bib@voortrekkermon.org.za
Title
Cultural Heritage Conservation in a Multicultural Society
Abstract
The Voortrekker Monument is still seen by many as an "icon of Apartheid". Though suffering
from old perceptions and prejudices, it is "on the road of constructive involvement to help
ensure a better future for all, and especially for the youth and young people of today."
"Die Erfenisstigting" or Heritage Foundation was founded as a result of a growing awareness
amongst members of the Afrikaans cultural community of a need to participate in the
conservation and management of their own cultural heritage.
The history of the Research Centre at the Voortrekker Monument resembles a Cinderella
story - started from scratch, deprived of government support and with limited income.
Five years later it renders a service to a diverse group of users and consists of archives and a
library, well-known for its contribution towards cultural heritage conservation. The limited
space for the archives and library urgently called for expansion. A new heritage centre is
currently being constructed.
The conveyance of values from the older generation to the children, especially an
understanding and a respect for cultural heritage values, provides the foundation of the
educational tours at the Voortrekker Monument.
A study of the means of this successful transformation of Cinderella into a model of best
practice reveals success factors like sound management, excellent service and aggressive
marketing.
The cultural heritage management model of a minority group in a multicultural society, proves
challenging. Its legitimacy depends on a convincing a-political approach and to be proudly
South African.
Keywords: Cultural heritage
Dr. Clara Chu
UCLA Department of Information Studies, Los Angeles, CA, USA
cchu@ucla.edu
Title
(Re)considering Literacy and Linguistic Diversity in a Multicultural Society
Abstract
Literacy has traditionally been conceptualized as functional literacy, which is generally defined
as the ability to read and write in the majority language. However, this concept has been
challenged (Chu 1998, 1999) within our contemporary societies that are multicultural,
multilingual, global and technological. Research has shown that job prosperity and health
correlate with the ability to read and write in the national language(s) and to use information
and communication technologies (ICTs). Nevertheless, for societies to thrive, I call for a
reconsideration of the traditional definition of literacy and a re-imagining of literacy in
multicultural communities. Traditional definitions of literacy recognize neither an individual’s
literacy in non-dominant languages nor differences in literacy levels when engaged in different
social circumstances; for example, a sociologist is typically less literate at a physics
conference than a sociology one. Literacy is problematized in order to challenge any
classification of ethnolinguistic minorities as the “Other,” or “illiterate” (in the dominant
language), that then, disenfranchises them. To engage linguistic minorities or others in
developing their literacy skills, they cannot continue to be disenfranchised in libraries,
education institutions or in wider society and they need to be involved in defining, developing,
and using their own literacy.
This paper addresses the question: What is literacy and linguistic diversity in a multicultural
society? Diverse concepts of literacy from a critical perspective will be examined and a
holistic model of literacy is proposed. My Ecological Model of Literacy as Engagement and
Transformation defines literacy as the activity of engaging with agreed-upon signs for
communication, understanding, and action in an organized, socialized environment. It
validates the notion of multiple literacies and literacy as situational and temporal, promotes
literacy as an evolving and self-actualization process, and shifts the literacy dialogue from a
discourse of skill sets to a discourse of power.
Keywords: linguistic diversity, multiple literacies, transformation.
Ms. Nicoline Wessels
Department of Information Science, UNISA, South Africa
wessen@unisa.ac.za
Ms. Hannalie Knoetze
Department of Information Science, UNISA, South Africa
knoetjj@unisa.ac.za
Title
Book collections in school libraries in multilingual environments equals problems: fact or
fiction?
Abstract
South Africa is a unique multicultural and multilingual society with various population groups
from different socio-cultural backgrounds and languages. The country has 11 official
languages, but the de facto language that cuts across cultures is English. It is the language of
business and higher education.
In 2007 South Africans are still struggling with low literacy levels, as much of the population
has no tradition of reading or a reading culture. Since 1994, when the democratic government
came into power, public libraries have been struggling for funds and many school libraries
have been closed. There are 26 599 public schools in South Africa and only one out of every
five of these schools has a school library. It is questionable if these existing libraries are
functional with relevant resources. Research worldwide shows a relationship between poverty
and literacy levels. It also shows that children from high poverty areas, poorly resourced
schools and no access to books tend to have lower reading levels and perform poorly at
school. Research further strongly supports reading and learning at least in the first years in
the mother tongue.
However, tests done in a secondary school and a primary school in Atteridgeville indicate
that learners fare better in English comprehension and reading tests than in their mother
tongue for many reasons. This issue raises two questions:
• How do language issues affect the book collections in school libraries?
• To what extent does the non-availability of books in the indigenous languages play a role?
Not much data is available on the current status of school library book collections in
indigenous languages in South Africa.
This paper explores and questions interesting issues that emerged from reading and literacy
research done in three high-poverty primary schools in an urban South African setting. The
focus is on the impact ‘Going-for-English-only’ and mother tongue teaching policies may or
may not have on school library book collections in disadvantaged schools. We will take a
closer look at book collections in these school libraries, how these collections have been
developed, and what measures can be taken in order to contribute to further literacy and
reading development regardless of language.
Prof. Kate Parry
Department of English, Hunter College, City University of New York, NY, USA
kateparry@earthlink.net.
Title
Languages, Literacies, and Libraries: A View from Africa
Abstract
Africa is one of the most linguistically diverse regions of the world. This paper, based on
experience in Nigeria and Uganda, explores the implications of that fact for the development
of literacies and the role of libraries. Many people in these two countries speak at least three
languages: their mother tongue, an African lingua franca, and English, the former colonial
language. The three (or more) languages are used for different purposes and are associated
with different social groups and ways of life. Accordingly, literacy cannot be seen as a single
skill that applies to all of them. Rather, each language has its own literacy, and the problems
of developing a reading culture are different in each case. Mother-tongue literacy is limited by
the fact that most African languages have only a limited range of written material, while some
have none at all. Lingua franca literacy has more scope, and therefore more potential for
giving access to information to large numbers of people; but it is seen in some areas as a
threat to the mother tongues, while it is itself often overshadowed by literacy in English.
English literacy has greater social prestige as well as more written material to sustain it, but it
suffers from the fact that English is an alien and often resented language, and the majority of
African people have little chance of learning it well.
The paper argues that libraries, especially ones targeted at rural communities, are particularly
well suited to addressing these problems. They can cater to the demand to learn English by
providing access to English materials that are linguistically appropriate and culturally
accessible. They can likewise provide materials in the local lingua franca so that people who
speak it can learn its written form. As for mother-tongue literacy, they can not only collect and
provide access to whatever written material is available but also organise educative bilingual
activities and encourage more mother-tongue writing. In these ways community libraries can
complement formal education systems and can enable their members to move beyond the
restrictions imposed by schools to become independent multilingual readers.
Keywords: multilingualism, literacy, community libraries
Mr. Hussain Bachek
National Library Board, Singapore
Hussain_BACHEK@nlb.gov.sg
Ms. Fatimah Sulaiman
National Library Board, Singapore
Fatimah_SULAIMAN@nlb.gov.sg
Title
Serving the ethnic minority in a multicultural Singapore vis-à-vis the Malay Community: The
challenge
Abstract
In a multicultural, multilingual Singapore, providing a service to a minority group has to be
carefully designed and balanced. But, the greater challenge lies in the fact whether the
service is seen as relevant and significant to the community it is serving.
In spite of the fact that the Malay language is the National language of Singapore, the use of
the language is not as significant as compared to the English language. The language has to
take a backstage to a more economically viable, defined and superior language namely the
English language.
The 1970s saw the pacing-out of the Malay schools that offered Malay language as the main
language of instructions. Now, majority of Malay children go to English schools. They speak
more English than Malay. As a matter of fact, many Malays, especially the younger ones, are
more comfortable expressing in English than in their mother tongue. Even the traditional
religious schools are giving more attention to the use of English.
The brief background of the socio-cultural ‘migration’ of the Malay community above is but an
introduction to the challenges that the National Library Board faces. For a start, the collection
size is proportionate to the size of the community population. Consequently, it gives a rather
smaller variety compared to the English and Chinese language collection. However, the
usage of the collection is of our concern, not because of lack of variety or scarcity in content
but more so due to its relevance to the Malay community. This is especially true in the more
technology-based subjects like information technology and sciences. The promotion of the
collection has to be tied-in to a variety of activities and programmes to attract Malay readers
to the library. Even so, it does not get the attention as much as it should.
This paper looks at these concerns and how they can be addressed. What have been done,
are being done and would be done to serve the Malay community by providing them with
library services that really cater to their current information needs. The paper also looks at the
current initiatives that could be converted into concrete and concerted effort by the National
Library Board, in partnership with the Malay community – the Malay cultural and educational
institutions, along with the support of the Government to promote racial harmony through
learning of local languages by different ethnic groups, to upgrade the services and increase
the Malay readership but most importantly to stay relevant to the community it serves.
Ms. Stine Fugl
Nørrebro Bibliotek / Noerrebro Library, Copenhagen, Denmark
Stfugl@kff.kk.dk
Title
Language – the gate to an open society
Abstract
Noerrebro Library, a public library in Copenhagen, has since September 2004 worked on
implementing a language stimulating project aimed at children and their parents in a
multicultural area of the city.
Noerrebro is an area where more than 80% of the people are from other countries than
Denmark. 47 nationalities are represented in this part of Copenhagen.
The project “language – the gate to an open society” is about language stimulation, library
presentation, personal contact with people, it is about shared cultural references, on many
fates. It is an invitation to the local library.
Parents play a central part in language development and the ongoing stimulation, which is
why the help of the parents is crucial in order to open, the gate to language and knowledge
for the child. Through personal contact and by visiting the families from the child has been
born until they start school, the library wants to create a joint cultural understanding to a better
development of language and conception. The concept consists of four visits - three at home
and one at the library.
The project’s preliminary results showed a significant increase of families visiting the library.
During the past two years many new faces have appeared. Families, mothers, fathers and
their children, who have not been to the library, are now visiting. Some come just to look,
others to borrow a book, some to read for their children and some to read a magazine or a
newspaper.
The Library co-operate with many other institutions on this project - such as the local family
nurses, resident associations, kindergartens and the closest public schools.
The project has opened for a wider teamwork between different local groups in order to
develop ideas and new models that can facilitate the work with bilingual families.
The first year, the project was carried out with financial support from the Library Board
Development Fund. “Biblioteksstyrelsen”.
The second year the project was carried through with financial support from The Danish
Ministry of Integration.
The project is now continuing as a natural part of the library service at Noerrebro, supported
by the library’s own resources.
Ms. Irena Hanzek
Stadsgarden, Jonkopings kommun, Sweden
irena.hanzek@jonkoping.se
Ms. Annika Magnusson
Stadsgarden, Jonkopings kommun, Sweden
manan@edu.jonkoping.se
Ms. Eva-Britt Murat
Stadsgarden, Jonkopings kommun, Sweden
murev@edu.jonkoping.se
Title
How to get young teenagers to read – A cooperation between school and library
Abstract
Swedish teenagers’ ability or rather lack of ability in reading is a common discussion in
Swedish newspapers. In the national study, NU03 – National Evaluation (Skolverket (2005)
Ämnesrapport till 251) and the international study, PISA 2003 (Nordic council of Ministers
(2006). Northern Lights on PISA 2003 – a reflection from Nordic countries ) the results show
that Swedish teenagers have decrease there ability to read compared with earlier studies.
The NU03 study says that about 8% of the pupils leave school without a good reading ability.
The ability to read is one of the most important skills for a person. The possibility of success
in other school topics and everyday life is depending on the reading ability. It is very alarming
and it must lead to action among all teachers working in school.
Therefore one of the most important tasks in school today is to create good environment for
languages development.
At Stadsgarden we have been working with this issue for many years. Stadsgarden is a
multicultural secondary school with a library. The students are speaking about thirty native
languages and their experiences and skills to read and understand the Swedish language
differ considerably.
The aim is to stimulate the student to read and discuss Swedish literature, thereby improving
their use of the language in respect of breadth, depth and modulation.
Keywords: languages development, reading ability, multicultural schools.
Ms. Jean Williams
Biblionef, South Africa
bibsa@iafrica.com
Title
Biblionef: Commissioning the reprinting and publication of children’s books in South African’s
eleven official languages
Abstract
Biblionef South Africa was established in 1998 and has since then donated over 400, 000
storybooks to almost 4, 000 children’s organisations, supporting circa 1, 8 million children.
This means that Biblionef donates over 5, 000 books on average per month and this number
is rising steadily.
Acquiring books in all the South African languages is a challenge, as many people in the
children’s books industry will know. New children’s books in the African languages are very
hard to find since printing them is, in general, not very profitable. Publishers are hesitant to
print books in indigenous languages or they have stored their brand new books in indigenous
languages away after wrongly getting the impression that too few people had the means to
buy them or were interested in them.
Biblionef has several ways of obtaining children’s books in languages as isiXhosa, Tshivenda,
Sepedi and Sesotho. Half of the titles Biblionef gets hold of are found stored away at
publishing houses or book depots, after contacting publishers and making use of Biblionef’s
extensive network in the book industry.
Biblionef obtains the other half of the new children’s books in indigenous languages by
commissioning the publication and the reprinting of (popular) book titles. Since 1998 Biblionef
has commissioned the reprinting and publication of 50 titles and currently has some new
projects running. Blind and visually impaired children are offered Braille and large print books
in their mother tongue as well. These books are very rare to find in South Africa and Biblionef
thus commissions their publication.
As Biblionef found out, publishers like to print in indigenous languages, but preferably after
they know for a fact that the books will be bought. And that is what Biblionef does. After
obtaining funds to have a certain titles reprinted or published in African languages, Biblionef
approaches a publisher who will make the books especially for Biblionef. Thanks to this
practise, Biblionef has become a unique and valuable organisation for everyone who is
interested in South African children’s literature
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