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

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.