An Exploration of the Benefits of an Indigenous Community Learning Center's Mini-school library

Cabanilla, Gianina
January 2013
School Libraries Worldwide;Jan2013, Vol. 19 Issue 1, p91
Academic Journal
The purpose of this study was to discuss the benefits of the "lumad" (self-ascription and collective identity of the indigenous peoples of Mindanao, Philippines) school mini library. Additionally, the results of this study will aid the further research of indigenous people's (IP) perspective at the primary school (first six grades) in achieving higher self-esteem levels and increased literacy through the community learning centers' mini-school library. Classroom teachers and librarians determine how reading is taught and their decisions are influenced both by the policies instituted by local, regional and national agencies and the beliefs senior teachers and librarians hold. One assumption is that teacher and librarian decision making strongly influences the teaching of reading in a learning centre's mini-school library. The processes of teaching reading have been influenced by any number of more classical learning theories over time. Within the last 10 years, no research was located in which experienced teachers' and librarians' decision making about reading instruction in an indigenous community's learning centre or mini-school library was examined. A case study approach was used with an analysis of data from field based observations and semi-structured interviews of 10 classroom teachers and librarian in one community learning center at the Salugpungan Community Learning Center in Sitio Dulyan, Palma Gil Village, North Cotabato province, Southern Mindanao. Artifact analysis from teacher and librarian samples and an analysis of reading instructional practices within the mini-school library were used to expand the analysis of data.


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