ارتقای مهارت‌های خواندن در کودکان مدارس عشایری با ایجاد یک محیط مطالعه فراگیر: یک پژوهش اقدام پژوهی

نوع مقاله : مقاله پژوهشی

نویسندگان

دکتری برنامه ریزی درسی دانشگاه تهران، آموزش و پرورش، پیرانشهر، ایران.

10.22034/trj.2022.62685

چکیده

پژوهش حاضر که با روش اقدام پژوهی (مدل پنج مرحله‌ای ساسمن و اورد) صورت پذیرفته است، به دنبال شناسایی راهبردهای ارتقای سطح مهارت‌های خواندن در بین کودکان عشایری می‌باشد. در این راستا، ابتدا یک چارچوب عمل سه مرحله‌ای و دوساله طراحی و ارزیابی شد. حلقه‌های اقدام پژوهی شامل 2 کتابخانه عمومی،4 مدرسه ابتدایی و 37 خانواده واقع در روستاهای عشایری شهرستان پیرانشهر بود. بعد از مرحله اقدام، جهت ارزیابی و مشخص نمودن یادگیری در طی زمان در نظر گرفته‌شده، از 4 مدرسه روستایی و عشایری به‌صورت منظم بازدید و در پایان دوره با 2 کتابدار از کتابخانه‌های عمومی، 6 مدیر و 12 معلم از مدارس ابتدایی روستایی، 24 کودک روستایی شامل 7 کتاب‌خوان ممتاز و 5 نفر از والدینی نفرات برتر که جایزه گرفتند، مصاحبه انجام شد. بر مبنای تحلیل و کدگذاری سه‌گانه برآمده از اظهارات مصاحبه‌شوندگان، از طریق «والدین مشارکت‌کننده» عامل «مهارت‌های درون فردی و بین فردی»؛ از طریق «کودکان مشارکت‌کننده» عامل «مهارت‌های تحصیلی و زندگی»؛ از طریق «معلمان و مدیران مشارکت‌کننده» عامل «مدرسه یادگیرنده» و از طریق «کتابداران کتابخانه‌های عمومی» عامل «کتابخانه سیار» شناسایی و دسته‌بندی گردیدند. 5 مقوله‌ی شناسایی‌شده به‌عنوان راهبردهای توسعه سوادآموزی کودکان مدارس عشایری و هدایت اقدامات آتی برای کتابخانه‌ها پیشنهاد گردید.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Improving Reading Skills In Nomadic School Children By Creating An Inclusive Reading Environment: An Action Research Study

نویسندگان [English]

  • Faroogh Khakzad
  • jamal razi
PhD in Curriculum Studies, University of Tehran, Education, Piranshahr, Iran.
چکیده [English]

Nomadic societies are subcultures that possess their own distinct social and economic characteristics. These groups rely on livestock for sustenance and income, and they also contribute to the overall development of their nations. However, nomads often face marginalization and lack access to essential services such as healthcare and education. The nomadic way of life poses significant challenges to the education of their children, as they are often tasked with tending to animals instead of attending school. The global nomadic community is currently undergoing a transition due to factors such as population growth, government policies, and globalization, which have made it increasingly difficult to maintain the traditional nomadic lifestyle. Unfortunately, nomadic groups are largely overlooked in education policies and services, despite the fact that education is recognized as a fundamental aspect of their overall development by UNESCO. Consequently, the education of nomads remains a pressing concern, as they are among the most disadvantaged groups in terms of educational opportunities. Numerous studies have highlighted a significant disparity in learning outcomes between children in urban and rural schools in China. This discrepancy can be attributed, in part, to the limited economic and cultural development in rural areas, resulting in reduced access to reading resources that foster skill and ability development. Research findings consistently demonstrate that extracurricular study resources are severely limited and inadequate in rural areas.  To address the issue of limited access to appropriate reading resources in rural-nomadic schools, an action research project titled "Books in Rural Libraries and Home Bookcases" was initiated by a team of educational leaders. This project spanned two years and involved two educational leaders with six years of experience in educational leadership, as well as an education expert from the city. The team focused on establishing intra-school and rural public libraries as practical solutions. The project was founded on a collaborative partnership involving school libraries, rural families, government libraries, and city cultural groups. The research team continuously updated the project's development plans and collected data throughout the action research process. The primary objective of this study was to create a conducive learning environment in rural-nomadic areas to ensure universal access for all children. The outcomes of this research can contribute to the development of reading and study skills among children in nomadic schools, as well as expanding library resources in rural areas and reducing the disparity in reading abilities between urban and rural children. The literacy rate among children in rural-nomadic and underdeveloped regions remains significantly lower compared to urban children.
To create an inclusive study environment for rural children, a three-step, two-year practice framework was designed and evaluated in this study. The action research circles involved two public libraries, four primary schools, and 37 families residing in nomadic villages within Piranshahr city. Following the action phase, the researchers regularly visited four rural and nomadic schools to assess progress and identify learning outcomes. At the conclusion of the study, interviews were conducted with two librarians from public libraries, six principals, twelve teachers from rural primary schools, twenty-four rural children (including seven exceptional readers), and five parents of high-achieving students. Through analysis and coding of the interviewees' statements, several factors were identified and categorized. The participating parents highlighted the importance of interpersonal and communication skills, with emphasis on passion, emotional connection, and reading abilities. The participating children demonstrated the significance of academic and life skills, focusing on academic interest, performance, satisfaction, and social cohesion. The participating teachers and administrators emphasized the effectiveness of school activities, student satisfaction, availability of diverse resources, and a conducive learning environment. The librarians from public libraries underscored the importance of effective libraries, virtual libraries, and the development of rural culture, all of which have a positive impact on improving the reading environment. Based on the research project's positive impact on rural areas, five key strategies were identified to guide future actions for libraries and other sectors in fostering children's literacy. However, the success of this research project in enhancing reading literacy among rural children hinges on two factors. Firstly, it relies on the presence of a local community library with librarians who are both educated and committed to public welfare. Secondly, it requires a local elementary school led by a principal who shares the project's goals and is dedicated to cooperation in its implementation, particularly in improving the reading environment.
The selection and allocation of books for this project should align with the specific needs of rural children. An elementary school teacher, interviewed as part of this study, expressed that when the school received books donated by the research team, the children exhibited excitement and exclaimed, "We have new books to read!" While books and shelves provide physical environments for reading, creating a stimulating reading experience necessitates learning environments that actively engage students, such as through the design of reading activities. To ensure sustainable development, ongoing support should be provided following the distribution of books in public, school, and home libraries. This support can take two forms: first, the provision of professional guidance during field visits; and second, extending the reach of reading from school to the home, as demonstrated in this study by rewarding exceptional readers and establishing a connection between books and improved relationships between children and parents. Books enriched the inner world of underprivileged children, to some extent compensating for parents' absence and inability to assist with daily matters. The success of this research project in enhancing reading literacy among rural children depends on two factors: first, the presence of a local library with educated and dedicated librarians committed to public welfare, and second, a local elementary school with a principal who shares the project's goals and is willing to cooperate in improving the reading environment. The selection and allocation of books for this project should be tailored to the specific needs of rural children. In an interview, an elementary school teacher shared that when the school received books donated by the research team, the children were excited and exclaimed, "We have new books to read!" While books and shelves provide physical environments for reading, it is important to create engaging learning environments that actively involve students, such as through the design of reading activities. To ensure sustainable development, ongoing support should be provided after the distribution of books in public, school, and home libraries. This support can take two forms: first, offering professional guidance during field visits; and second, expanding the reach of reading from school to home, as demonstrated in this study through the recognition of outstanding readers and fostering stronger relationships between children and parents. The presence of books enriched the inner world of underprivileged children, partially compensating for parents' absence and their inability to assist with daily matters.

کلیدواژه‌ها [English]

  • Reading Skills
  • Study
  • Nomadic Schools
  • Elementary School
Abbasi, A. (2017). Review and analysis of education goals based on Bahman Beigi's educational views: qualitative content analysis. Journal of Teaching Research, 6(3), 123-146. [In Persian].
Abdoli, M. (2014). The challenge of nomadic migration and nomadic schools. Journal of Theory and Practice in Curriculum, 3, (5)5-22. [In Persian].
African Library Project. (2021). About us. African Library Project. Retrieved June 19, 2020 from https://www.africanlibraryproject.org/About-us/./.
Ali, A. I. (2019). Challenges of Nomadi Pastoralists in Availing Primary Education to their Children, focusing on Hawd Region of Somaliland. American Research Journal of Humanities. Social Science (ARJHSS). 2 (2), 28-47.
Asif, M., & Yang, L. (2021).An investigation of the reading culture: the role of libraries to promote reading culture in Pakistan. Journal of Language and Cultural Education, 9(3) 40-62.
Attaran, M., & Abdoli, M. (2011). The culture of nomadic school learning: Narratives of a teacher, Journal of Curriculum Studies, 7(25), 45-64. [In Persian].
Auriacombe, c j j. (2015). Closing the gap between theory and practice with action research. African Journal of Public Affairs, 8(3), 1-16.
Bichranlou, A., Ghafouri, M., & Mehraban, Z. (2016). The role of television in promoting study and reading in Iran. Communication Research (Research and Measurement), 24(1), 120-93. [In Persian].
Borda, O. F. (2001). Participatory (action) research in social theory: Origins and challenges. In P. Reason, & H. Bradbury (Eds.), Handbook of action research: Participative inquiry and practice. London, England: SAGE Publications Ltd.
Bryant, C. G. A. (1985). Positivism in social theory and research. London, England: Macmillan.
Clark, C., & Rumbold, K. (2006). Reading for pleasure: A research overview. In National Literacy Trust. Retrieved from https://files.eric.ed.gov/fulltext/ED496343.pdf.
Cremin, T., Mottram, M., Collins, F. M., Powell, S., & Drury, R. (2019). Researching literacy lives: Building communities between home and school. London, England: Routledge.
Davison, R., Martinsons, M. G., & Kock, N. (2004). Principles of canonical action   research. Information Systems Journal, 14, 65–86.
Dent, V. F. (2013). A qualitative study of the academic, social, and cultural factors that influence students' library use in a rural Ugandan village. The International Information & Library Review, 45, 37–49.
Evans, M. D., Kelley, J., Sikora, J., & Treiman, D. J. (2010). Family scholarly culture and educational success: Books and schooling in 27 nations. Research in Social Stratification and Mobility, 28, 171–197.
Fine, M., & Torre, M. E. (2006). Intimate details: Participatory action research in prison. Action Research, 4, 253–269.
Gilpin, G., & Bekkerman, A. (2020). Households’ public library use across the school calendar. Library & Information Science Research, 42, 101-012102.
Han, Y. J. (2016). Blue book on the development of librarians in China: Rural libraries. Beijing, China: National Library of China Publishing House.
Henri, J., Warning, P., & Angel, L. Y. H. (2008). The reading mandala: A scalable model for developing reading habits in children in rural China. In International Association of School Librarianship. Selected Papers from the IASL Annual Conference, 1–19.
Heydarzadegan, A., & Sandooghdaran, M. (2018). Educational opportunities for nomadic students of Sistan and Baluchistan: equal or unequal, 6(11), 159-175. [In Persian].
Hossain, Z. (2013). An analytical study of some NGOs’/NPOs’ contributions by promoting library activities at disadvantageous areas in Vietnam to create potential and lifelong learners. In Library Philosophy and Practice. [In Persian].
Islam, S., & Ahmed, S. Z. (2012). Rural library services II: An empirical assessment of information provision in rural communities in northern districts of Bangladesh. New Library World, 113, 364–384.
Krolak, L. (2005). The role of libraries in the creation of literate environments. Retrieved from http://www.ifla.org/files/assets/literacy-and-reading/publications/role-of-li braries-in-creation-of-literate-environments.pdf.
LeMire, S., Sullivan, T. D., & Kotinek, J. (2019). Embracing the Spiral: An Action Research Assessment of a Library-Honors First Year Collaboration. The Journal of Academic Librarianship, 45(5), 20-42.
Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2(4), 34–46.
Li, Y. N., Wang, Z. Z., & Zhang, X. F. (2020). Research on influencing factors of the adults’ reading habits. Library Journal, 39(4), 37–49.
Lockwood, M. (2008). Promoting reading for pleasure in the primary school. London, England: Sage Publications Ltd.
Loh, C. E., & Sun, B. (2020). Cultural capital, habitus and reading futures: Middle-class adolescent students’ cultivation of reading dispositions in Singapore. British Journal of Sociology of Education, 41, 234–252.
Mahmoudi Topkanlou, H., & Behrouzfar, H. (2021). Investigating and evaluating the state of using toys in the country's public libraries. Information research and public libraries (Piyam Library), 27(1), 45-69. [In Persian].
Mahwasane, N. P. (2017). Conceptualizing the importance of libraries in student academic performance: A brief review. Journal of Social Sciences, 48, 259–266.
Mulliken, A., & Djenno, M. (2017). Faculty visions for teaching web accessibility within LIS curricula in the United States: A qualitative study. The Library Quarterly, 87, 36–54.
Ngugi, M. (2017). Participation of kenyan nomadic pastoralists in non-formal education. European Journal of Education Studies.
Nikkhah Farkhani, Z., Nemati Dagian, S., Mollamohammed Zamani, M., & Sheikhzadeh, M. (2021). Explaining the working experience of teachers in disadvantaged areas with the mediating role of job characteristics. Educational and school studies, 11(22), 324-299. [In Persian].
Olaniran, S. O. (2018). Almajiri education: Policy and practice to meet the learning needs of the nomadic population in Nigeria. International Review of Education, 64(1), 111-126.
Pourshalchi, H., Sharifi Rahnamo, S., & Fathi, A. (2021). The effectiveness of teaching using study strategies in the electronic education method on students' enthusiasm and academic vitality. Teaching Research, 9(4), 178-199. [In Persian].
Qadri, M., and Karamkar, S. (2013). Curriculum and culture; Confrontations and conversations. Tehran: Avai Noor. [In Persian]
Qiu, F. J., & Wang, Z. Z. (2011). Development report on aid and support of NGOs to non- government funded libraries. Library and Information, 31(6), 1–9.
Reid, H., & Howard, V. (2016). Connecting with community: The importance of community engagement in rural public library systems. Public Library Quarterly, 35, 188–202.
Rezai Sharif, A., Ganji, M., & Hajlo, N. (2011). The role of school libraries in connection with school and students' academic performance. Academic Library and Information Research (Library), 45(56), 59-75. [In Persian].
Robins Jennifer. (2015). Action Research Empowers School Librarians. School Library Research, 18, 27-38.
Rozelle, S., & Hell, N. (2020). Invisible China: How the urban-rural divide threatens China’s rise. Chicago, IL: University of Chicago Press.
S´en´echal, M., & LeFevre, J. A. (2014). Continuity and change in the home literacy environment as predictors of growth in vocabulary and reading. Child Development, 85, 1552–1568.
Samsuddin, S. F., Shaffril, H. A. M., & Fauzi, A. (2020). Heigh-ho, heigh-ho, to the rural libraries we go! A systematic literature review. Library & Information Science Research, 42, 10099797-106. https://doi.org/10.1016/j.lisr.2019.100997.
Sikora, J., Evans, M. D. R., & Kelley, J. (2019). Scholarly culture: How books in adolescence enhance adult literacy, numeracy and technology skills in 31 societies. Social Science Research, 77, 1–15.
Smith, D. (2014). Collaboration between rural school and public youth services librarians. New Library World, 115, 160–174.
Susman, G. I., & Evered, R. D. (1978). An assessment of the scientific merits of action research. Administrative Science Quarterly, 23, 582–603.
Sykes, J. A. (2013). Conducting action research to evaluate your school library. Santa Barbara, CA: Libraries Unlimited.
Taghipour Zahir, A. (2012). Curriculum planning of primary schools in the third millennium. Tehran: Sir. [In Persian].
Turner, D., & Gorichanaz, T. (2018). Collaborative connections: Designing library services for the urban poor. The Library Quarterly, 88, 237–255.
Vuong, Q., La, V., Nguyen, T. T., Nguyen, M., Vuong, T., Vuong, H., & Ho, M. (2021). Impacts of parents and reading promotion on creating a reading culture: Evidence from a developing context. Children and Youth Services Review, 131, 106311103-113.
Wakimoto, D. K. (2013). Ethnographic methods are becoming more popular in LIS research. Evidence Based Library and Information Practice, 8, 96–98.
Wang, Z. Z., & Wu, H. H. (2010). Current status and prospects of folk nonprofit private libraries. Journal of Library Science in China, 36(5), 4–13.
Whyte, W. F., Greenwood, D. J., & Lazes, P. (1991). Participatory action research: Through practice to science in social research. Thousand Oaks, CA: SAGE Publications, Inc.
Wood, J. (2013). Creating room to read: A story of hope in the battle for global literacy. New York, NY: Penguin.
Wu, H. H. (2012). Independent librarianship in Chinese mainland. In (Unplublished doctoral dissertation). Peking, China: Peking University.
Zizhou W., Xiaofang Z., & Ge Z. (2021). Creating a ubiquitous reading environment for children in undeveloped rural areas: An action research project, Library & Information Science Research, Volume 43, Issue 4, (4), 17-29.