Libraries Network

Children's libraries Network

The year 2012 passed with merriment and pain over the Palestinian society. The recognition of Palestine as a state at the UN coincided with the glorious battle of hunger among Palestinian prisoners inside the Israeli occupation Jails. Tamer Institute did not stand aside from these updates. Battles of hunger run for the sake of dignity and survival are realized as motivating energy flooding among Palestinians to urge their strife for proving their deserved pledge of a formal recognition of their entity. Community development through reading promotion is realized as Tamer’s mission towards supporting the Palestinian battle for existence.  The Arabic Language, a main tool for expression, was added to the humanitarian battle of hunger strike and the political battle of existence to reflect on the contemporary features of the Palestinian identity. The theme of the campaign in 2012 “My Language, My Identity and My Magic Wand”, brings Palestinian children and Young adults to realize their stand points of the many updates around them. Whether by expressing their emotions regarding the updates around them or by contributing to the analysis and formation of them, reading and writing remains essential.

Most of the book discussions focus on the extent to which children identify with the character and reflect on similar experiences. Ability of children to express, especially those who attend book discussions more regularly have increased, as expressed by librarians’ reflections on the activity and also according to the monthly reports by the field coordinators. On the other hand, reading the books before the book discussion has not yet arrived to expectations and has varied in trends among libraries in different locations. This fact reflects on percentages Tamer arrived to in the diagram on borrowing. In the same library at Belthlehm, Laje’ library registered the increase in reading books before joining the book discussion as to increase from 6 in Oct 2012 to 13 children in June 2013.  This minimal improvement is very indicative to the way children perceive book discussions as an activity of self-growth. Moreover, at the level of libraries which witness high borrowing percentages arriving to more than 100 registries, children who read the books before borrowing at one library in Hebron, Al Anwar Library, in October 2012 was 3 children, but remained 3 in June 2013. This is indicative that borrowing of books is not connected to reading the book before book discussions. Traditional views about book discussions remain the same in that children enjoy the storytelling approach rather than the discussion in itself, or else, the borrowing is focused on looking at the photos, and not for the pure sake of enjoying reading.   

In school libraries, Different types of expressive arts were applied in order provide children with the chance to interact with each other and capitalize on the book discussion exercises. Student illustrated scenes from the stories they discussed. At some libraries students wrote stories about the stories they discussed. They were also engaged in creative writing exercises with emphasis on their own experiences as children. In many schools, students, supported by the librarians arranged their illustrations in an exhibition. At some libraries, the librarian displayed movies for the students that reflect some of the issues raised through the books. Students prepared sketches and presented them through school speakers during the morning break. Following the discussion of books related to the disabled, a specialist was hosted to talk to students about this sector and how important it is to include them within the different activities in society.  Some schools hosted folkloric storytellers which provided the children with the chance to be more exposed to their heritage. This year, through applying music in creative writing, students were highly interested in the activities designed in light of this working approach. Students were motivated to write stories and read them to their colleagues. Other students were inspired to write sketches and perform them while others wrote folkloric songs and sang them in the open day. 
Parents are becoming a focused target group of Tamer in the past years. By encouraging their participation in the National Reading Campaign activities throughout the year, Parents have been also encouraged to join in reading circles and Friends to Libraries Committees, in the Public and school libraries. More than 3000 parents are now regular friends of libraries and support their children’s reading habits.  

Knowledge Path: paths which represent a series of intellectual activities with librarians to support their self-growth. The 2013 librarian’s day’s summer camp was contained within this path that started in April 2013. It is meant through this path that librarians in both the West Bank and Gaza Strip will join intellectual exercises that enhance their well- being, their life style and their analytical abilities which reflects itself on their work with children. Elevated level of thinking is the main target of this Path. The path of a book, or a path of a writer or even a path of a historical event are the branches of this path were librarians can choose to take for themselves as they go through the knowledge path. Librarians are expected to research, discuss, contemplate and produce knowledge related to their selections, and to reflect on it through their work with children. During the Librarians Days 2013, debates were set among participants who defended with and against controversial literary material of historical events as in the Revolt of July 23rd  in Egypt, a debate organized by Tulkarm, and Hebron Librarians, Utopia as a concept and reality, debate organized between Ramallah, Nablus and Jenin network district. They also displayed short movies they prepared as a result of capacity building work with them, and they visited Visit to two exhibitions on at Al Sakakini Center where photography of 1948 and before is organized by the Institute of Palestinian. The other at Al Qattan foundation, an art exhibition, “Fish with many colors”.   

Capacity building

Capacity building is focused on techniques where librarians can use to organize activities around books. Librarians participated in the workshops based on their interest and availability. The following were conducted:

1-      Creative writing.

2-      Puppet making.

3-      Animation (part1): librarians are able to use carton to shape characters of stories and form an animation movie.

4-      Animation ( part 2): librarians are able to use Maltenah to shape characters of stories and form an animation movie.

5-      Oral history in Drama work: each of the districts networks worked on an oral history project. The project is meant to encourage librarians to search for and collect information about a historical or a contemporary historical location at their district, and then to work on the material available to transform it into drama work. Involving in this workshop enabled librarians to learn means to connect children to history through adapting training to children’s activities.

6-      Applying Music in Activating the School Library: this has in creating a harmony within the human beings themselves and with their surroundings, emphasizing their ability to interact with it, music was applied for the first time in school libraries network in order to encourage students to write.

7-      Network Meetings: meetings are held on a monthly basis. Those meetings resumed to focus on new arrivals of books to the libraries and discussing them among librarians, also on the preparation for the National Reading Campaign activities. It is not to be avoided that some of the librarians showed less tendency to attend the network meetings after the termination of the contractual relationship with librarians. The efforts are being made now by the project team at Tamer is to regain the interest of those librarians in participating voluntarily.

 

 
 
 

Ramallah district:

  1. The library of Kofor Ni’meh club
  2. The library of Dir Abu Misha”l club
  3. The library of child culture- Al Terih
  4. The library of Kober women’s association
  5. The library of Qarawah women’s association

Bethlehem district:

  1. The library of Ghiras cultural centre
  2. Bethjala public library
  3. Laje’ library- Aida camp
  4. Al doha public library
  5. Beth Fajjar public library
  6. Al Obediyyah public library
  7. Dar Salah public library

Hebron district:

  1. The library of Isa’ad Al Tofolah centre
  2. Al Masharqah public library
  3. Al Anwar children’s library
  4. The library of fonon al tifel centre
  5. The library of Al ta’awon- Hebron france
  6. The children’s library of Beth oula
  7. Bani Na’iem public library

Jericho district:

  1. Jericho public library
  2. Child culyral centre library- Aqbat Jaber camp
  3. Al Ouja public library
  4. Al nowi’meh children library
  5. Al Dyouk al foqa children library
  6. Al Jiftlic children library

Jenin district

  1. Jenin public library
  2. Arrabeh public library
  3. Faqqou’a public library
  4. Jenin’s camp children library
  5. Al Yamoun public library

Toubas district:

  1. Toubas public library
  2. The library of Al Aqabah local council
  3. Al Far’a camp children’s library
  4. Tammoun public library

Tolkarem district:

  1. Tolkarem public library
  2. Anabtah public library
  3. The library of the child development center

Nablus district:

  1. Nablus public library
  2. Beth Forik public library
  3. Arafat children library- the old city
  4. Safeer children library- Askar camp
  5. Hiwar children library- Askar camp
  6. Yafa centre children library – Balatah camp

Salfeet district:

  1. Salfeet public library
  2. Bidya public library
  3. The library of Sarta graduates club
  4. Masha public library
  5. The library of Abu Nab’a cultural centre

Rafah district

  1. Sanabel Al-Naser Charitable Association
  2. Women Programs Center
  3. Al-Sanabel Club for Developing Children Capacities
  4. Rafah Municipality Library

Khan Younis district

  1. Nowwar Center
  2. Right and Justice Association
  3. Services Club
  4. Bayader Association for Society Development
  5. Absan Municipality Library

Middle Area district

  1. Women Programs
  2. Nour Al-Ma’refah Association
  3. Communication Forum Club
  4. Women Programs Center

Gaza District

  1. Mabarrat Al-Rahmeh Association
  2. Generations Association for Innovation and Development
  3. Hope Institute for Orphans
  4. The Red Cross

North Gaza district

  1. Al-Ola Association for Development
  2. Al-ATA’ Charitable Association
  3. The Youth Institute for Culture
  4. Al-Anqa2 Association for Development

Second: School Libraries Network 2010

Ramallah and Al-Bireh district:

  1. Salwad High School for Gils
  2. Kofor Ne’meh High School for Boys
  3. Kober High School for Boys
  4. Der Qeddis High School for Boy

Jerusalem district:

  1. Beer Nabala Basic School for Girls
  2. Ajza Basic Mixed School
  3. Al-Jdereh Basic School for Girls
  4. Qalandia Basic Mixed Schools

Jericho District:

  1. Al-Nowe’meh Mixed High School
  2. Zahrat Al-Mada’en School for Boys
  3. Ayeshe Im Al-Mo’menin School for Girls

Hebron district:

  1. Taffouh Basic School for Girls
  2. Al-Sayyed Basic School for Boys
  3. Jawad Al-Hashlamoun School for Boys
  4. Tarqoumia High School for Girls
  5. Ali Ghazi Al-Mohtaseb School

Bethlehem district:

  1. Al-Zawahreh Mixed High School
  2. Ishbal Hamzeh School for Boys
  3. Al-Carmel Basic School for Girls
  4. Al-Firdaws High School for Girls
  5. Al-Wafa’ Basic School for Girls

Nablus district:

  1. Al-Khaldeyyeh School
  2. Hawash School
  3. Abdel Hamid Al-Sayeh School
  4. Beit Forik High School
  5. Fadwa Touqan School

Tolkarem district:

  1. Omar Bn Abd Al-Aziz High School for Girls
  2. Fatmeh Al-Zahra’ Basic School
  3. Hasan Al-Qesi Basic Mixed School
  4. Abdel Majid Tayeh Basic School for Boys
  5. Zanoubia Basic School

Jenin district:

  1. Al-Ibrahemiyen Basic School for Girls
  2. Al-Jalboun Basic School for Boys
  3. Faqou’a Basic School for Gils
  4. Al-Yamoun Basic School for Boys
  5. Ya’bad Basic School for Girls

Salfeet district:

  1. Bedya Basic School for Girls
  2. Al-Zawiah High School for Girls
  3. Spanish Mixed School