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By
Ifeanyi J. Ezema.
Librarian, Nnamdi Azikiwe Library
University of Nigeria, Nsukka.
AND
Ekere, Justina N.
Librarian, Nnamdi Azikiwe Library
University of Nigeria, Nsukka.
ABSTRACT
Reading has been identified as a very important skill in lifelong educational
development. Unfortunately, Nigerians are not making serious efforts to
inculcate good reading habit among the youths. Thus, the standard of
education in Nigeria has continued to nose dive as a result of this trend. This
paper reviewed the problems which have characterized reading culture in
Nigeria and identified the pivotal roles of the teacher- librarian in promoting
reading culture among the young ones. It regrets the general neglect of
school libraries which would have been the bedrock of reading promotion in
the country. The paper therefore, recommended the re-introduction of library
science courses in Nigerian Colleges of Education for the training of quality
teacher-librarians who would serve in primary and secondary schools in the
country.
Introduction.
The use of film shows: The teacher -librarian can positively use films to
improve the reading habits of the children. Currently, film makers are
skillfully developing many of the novels and plays into films for educational
purposes. A resourceful teacher-librarian would avail himself of this
opportunity in helping the children improve the reading habits. In doing this,
care must be taken to see that watching film does not replace, reading. The
teacher librarian should give assignment from the reading text which will
likely compel them to read the text. A strategy that would be an inter-play of
reading and watching film should be employed. A likely pattern could be;
the teacher-librarian summaries the story in the novel or play then he
encourages the children to read it and finally the film show which will now
give a clearer knowledge of the book. The objective of film show should be
to in inculcate the habit of reading on the children.
Formation of Readers Clubs:
Children often learn more effectively through pear groups and healthy
competition. Readers club is one organization that the teacher-librarian can
wisely use to promote reading habits on Nigerian youths. The school
management in trying to develop healthy social lives in the school should
include readers club as one of the associations in the school. The teacher
librarian should be made to be the coordinator (patron) of this club.
The pre-occupation of the club is to encourage reading among the
youths. Therefore, the role of the teacher-librarian should be to articulate
good programmes that would improve the reading culture of the group. How
the teacher librarian does this is dependent on his tact and shrewdness. One
good way of achieving this is selecting good novels, magazines articles and
other reading materials that would encourage pleasurable reading. When this
is done, individuals are given these materials to read and then present their
stories in their meeting which may likely be fortnightly. The secretary of the
club should be encouraged to keep records of who read what and when for
evaluation of their programmes. Another method of the encouraging the
children to read is allowing the children to read poems and plays aloud in
their meeting so that such literary works will be better appreciated. The
plays they read can also be presented in a drama to the entire school
occasionally. The teacher-librarian who has what it takes may employ other
strategies to make the club livelier and very rewarding.
Conclusion/Recommendations: The literature showed that reading culture
among Nigerians is generally low. It is more disheartening that not much is
being done to improve the situation and the youths are not been encouraged
to read. The general decay in the education sector and total neglect of school
librarians are not helping matters. To worsen the situation, librarians
particularly teacher-librarian who would manage the few existing school
libraries are becoming extinct as Colleges of Education in the country no
longer run programmes that would train teacher librarians. This paper has
attempted to identify the crucial roles of the teacher librarians not only in
management of school libraries but in inculcating good reading habits
among Nigerian youths. The socio-economic and scientific growth of any
nation is dependent in the ability of the people to read. Therefore, every
effort should be made to save the endangered species the teacher librarians.
Good Reading culture among Nigeria youths is critical to the
national development and realization of the millenium development goals.
Therefore it is important that enough energy should be dissipated to address
the problem. This paper therefore recommends as follows:
1. The reintroduction of Library Science courses in Nigerian Colleges of
Education so that a large number of teacher-librarians would be trained.
2. There shall be provision of school libraries in primary and secondary
schools in the country. These libraries should be stocked with the right books
and managed by trained teacher-librarians.
3. Government should formulate a sound National Book Policy and
make adequate arrangement for the implementation of the policy.
4. Publishing houses should be encouraged to publish materials that will
appeal to the reading interest of the young ones. The pace setter series of
Macmillan in the 1980s should be resuscitated and many more publishing
houses should publish primary school texts.
5. Parents should be encouraged to join hands in inculcation of reading
habit in the children at home.
6. Radio and television adverts should be used to enlighten the public on
the need for reading.
REFERENCES
Achebe, C. (1981). An Interview granted to Pan African book and Pan
African Book World.
Daraman, M.D. (2000) Needs for improved school libraries in the Northern
States of Nigeria. Technical Education Today 10(1&2) 22-48
Dike, V.W. (2004). The role of the school libraries in implementing the
curriculum. Nigerian School Library Journal 5(1), 21-28.
Odusanya, O.K & Amusa, O.I. (2004). The school library and learning and
teaching in Nigerian secondary schools. Nigerian School Library Journal
5(1), 38-46.