What is the initiative and where is it implemented (city or country, for example)?
We Love Reading (WLR) is an initiative launched in Jordan in 2006 that has since expanded to other countries of the Arab region. The core aim of the programme is to encourage a love for reading among children and adults. In the programme's vision, every neighbourhood in Jordan should be equipped with a library. Non-governmental organization Taghyeer, responsible for implementing the project, provides training for women who volunteer to read aloud. Reading sessions are conducted for children between the ages of 4 and 10 years. Adolescents and adults are also encouraged to participate in the initiative. Different social groups benefit from the programme, including children who are out of school, ethnic minorities, migrants, refugees, unemployed people, people living below poverty level, nomads, religious minorities and inmates. Encouraging personal development through reading, changing attitudes, promoting volunteering and enhancing love for reading are drivers of social change.
How was the initiative established? How was it implemented?
Taghyeer started implementing the initiative in 2006. Locations for the libraries were selected based on accessibility, with mosques and community centres providing spaces to conduct reading sessions. The books are donated to the libraries and are categorized to be age-appropriate. After weekly reading sessions, the books circulate: the participants borrow them and return them later to be used by others. Eventually, parents of children who participate in the reading sessions become involved in the project by reading to their children or attending the sessions themselves.
The books are screened to be age-appropriate and easy to be understood by children, as well as to reflect their cultural background. They are fictional; however, they focus on positive attitudes and provide lessons on sustainability, culture and community building. Moreover, children engage in environmental practices as described in the stories, such as conserving water and energy.
Training for reading volunteers is provided three times a year. The volunteers work on their soft skills and time management and enhance their knowledge in areas such as planning and financing. As a result, they are able to set up the libraries, maintain them and engage in reading sessions(UIL, 2018).
Which stakeholders are involved in the design and/or implementation of the initiative? Which sectors do they represent?
Taghyeer, a national non-governmental organization, is responsible for implementation. It partners with different organizations in Jordan and abroad, engaging stakeholders from both the public and private sectors. Its partners in Jordan include educational institutions such as Hashemite University and Queen Rania Teachers Academy; authorities represented by Amman municipality; and the Arabic Book Program/U.S. Embassy Jordan. Other actors include Injaz‐Junior Achievement, Reliance Co., Ruwwad Community Development Organization, the publisher Dar Al Manhal, Business Development Center, Drive to Read, Women Microfund, Children’s Museum Jordan, Zaha Cultural Center and several individuals.
International stakeholders include Mother Child Education Foundation (ACEV) and Hüsnü Özyeğin Foundation in Turkey; New Haven Public Library, United States of America; Qatar’s World Innovation Summit in Education; Mercy Corps; Save the Children; Yale University; Neurosuite Clinic, University of Chicago; Columbia University; International Board on Books for Young People (IBBY); Global Education Forum; International Reading Association; Scholastic (publisher); Clinton Global Initiative and Thomson Reuter Trust.
Volunteers and local communities are essential to successfully implementing the programme.
What are the impacts of the initiative in terms of facilitating lifelong learning? Who does it benefit and how?
Outside of Jordan, the programme has benefited around 100,000 people in 14 countries: Palestine, Egypt, Lebanon, Germany, Mexico, Azerbaijan, Iraq, Turkey, Malaysia, Saudi Arabia, Tunisia, Thailand, Uganda and the United Arab Emirates. The programme participants demonstrated increased enthusiasm towards reading as a leisurely activity. The level of literacy among children increased. The programme also contributed to improving academic performance and the promotion of a reading culture. Children who engage in the programme are more likely to dedicate their free time to reading without external incentive and tend to discuss the books they read with their peers.
As a result of the programme, 300 libraries were created in Jordan. By 2014, 60,000 individuals were directly and indirectly affected by the programme. Qualitative research has shown that the attitudes towards reading have changed significantly. It also contributed to the discussion of gender equality and encouraged female empowerment. Volunteering women gain the respect of other community members, which promotes women’s leadership. It allows women to participate in discussions on social, cultural, economic and environmental issues, engage in decision-making processes and contribute to the well-being of their communities, providing them with a sense of fulfilment.
References
UIL. 2018. We Love Reading, Jordan. [Online] Hamburg, UIL. Available at: https://uil.unesco.org/case-study/effective-practices-database-litbase-0/we-love-reading-jordan [Accessed 11 December 2021].