What We Do: Culture of Reading Campaign
Limited Availability of Reading Materials
Most children in Ghana have extremely limited exposure to reading. When the Culture of Reading began in South Tongu District in 2005, surveys revealed the children had nothing to read in either English or the local language, Ewe, either at home or in school.
Motivating a Love of Reading
The Culture of Reading program mounted a campaign to motivate a love of reading in both young and old in all schools in South Tongu and their surrounding communities.
Reading Campaign
The project used a social marketing approach for its campaign:
| Activities in School | Activities in the Community |
|---|---|
| Mobile library vans visited schools and allowed pupils to borrow and swap books. | Newspaper The Community Voice , was begun and published monthly in English and Ewe. Residents and children contributed stories. Success of the paper prompted 50% increase in circulation, from 1,000 copies to 1,500, after a year. |
| Two model school libraries set up in Dabala Comboni Primary School (Dabala) and Cuniberto Memorial Primary (Sogakope), a collaboration between the Ghana Library Board and civic groups like the Rotary Club. | Drama days in communities in districts. |
| Story Reading and Writing Competition for all schools in South Tongu District yielded 250 entries. | Meetings with civil society groups. |
| Reading mascot visited schools and communities to encourage all to read. | Communication messages via public service announcements and posters. |
| Teacher training in reading instructional practices was given to all the teachers. | Documentary aired at public forums. |
| Reading areas created in communities to provide conducive space for reading. |
Results After One Year
Assessments by EQUALL suggested the Culture of Reading campaign made a significant impact among both children and adults demonstrated by:
- an increase in the number of children and adults who report that they like to read, and who feel more competent in their reading skills
- teachers observed reading aloud to pupils more often
- children observed reading on their own during free times in the classroom.
