Welcome

BOOKWORMS EMPOWERMENT FOUNDATION

This is a Non-Governmental Organization (NGO) committed to promoting volunteerism, community engagement, and social development as effective tools in fostering a National Reading Culture (NRC).  As an NGO, it operates independently of government influence but ethically collaborates. It is driven by a mission to address societal challenges, empower individuals and communities, and create positive change through fostering a National Reading Culture (NRC). 

The Foundation serves as a catalyst for volunteerism, community engagement, and social development, striving to create a more inclusive, empowered, and compassionate society that embraces National Reading Culture (NRC).

The Foundation operates voluntarily, relying on the dedication and commitment of individuals who freely contribute their time, skills, and resources to advance the organization's goals. The foundation recognizes the immense value and impact that volunteers can make in building inclusive and sustainable communities through National Reading Culture (NRC).                                      

The Core Objectives of BEF Encompass

1. Promoting Volunteerism: BEF actively encourages individuals to engage in volunteer activities, recognizing their potential to address social issues and make a meaningful difference in society. The Foundation strives to create opportunities for individuals to volunteer, raising awareness about the importance and benefits of volunteerism in fostering National Reading Culture (NRC).

2. Community Engagement: BEF works to foster strong connections among community members, encouraging collaboration, dialogue, and mutual support. By engaging with community stakeholders, the organization seeks to identify and address local needs, promote social cohesion, and enhance the overall well-being of the community.

3. Social Development: BEF is dedicated to driving social development through its initiatives. The organisation focuses on empowering marginalised groups, promoting education and skills development, and advocating for inclusive policies and programmes. BEF aims to contribute to sustainable development by addressing social challenges and improving the quality of life for all individuals through reading culture.

4. Capacity Building: BEF recognises the importance of equipping individuals and organisations with the necessary skills and knowledge to fulfill their potential and effectively contribute to society. Through capacity-building programmes, workshops, and training initiatives, BEF seeks to enhance the capabilities of volunteers and community members, promoting personal and professional growth. through a strong NRC.

As an NGO, The Foundation operates with transparency, accountability, and a commitment to ethical practices. The organisation collaborates with various stakeholders, including government bodies, other NGOs, corporate partners, and community leaders, to leverage resources, expertise, and networks in order to achieve its mission of fostering NRC.

 

OUR CURRENT NATIONAL PROJECT

National Reading Culture Redemption Initiative (NRCRI)

Foreground: National Reading Culture Redemption Initiative (NRCRI) is organised by the Foundation in compliance with the 2005 UNESCO Global 2004-2005 convention on the promotion of the Diversity of Cultural Expressions. It focuses on the development of a National Reading Culture and the Bibliotherapeutic (Booktherapy) effects on nationals and the implications for national development. 

Affirming that learning to read and reading to learn is a “defining characteristic” of humanity in modern times. Therefore, a strong reading culture must be encouraged among Nigerians.

Conscious that reading is a biological need and a cultural part of humanity, and should be promoted and enjoyed by all peoples of Nigeria. Being aware that reading as an aspect of our culture creates a rich and varied world which increases the range of choices and nurtures human capacities and value, and therefore, is a mainspring for sustainable development for communities and individuals.

Recalling that national reading culture is the bedrock for “democracy, tolerance, social justice and mutual respect between peoples and cultures and it is indispensable for peace and security at local, state, federal and international levels.

Celebrating the importance of national reading culture as a means for the full realisation of human rights and fundamental freedoms proclaimed in the Universal Declaration of human rights and other universally recognised instruments.

Emphasising that national reading culture is a strategic element in national development policies as well as Development Corporation taking into account the national determination on poverty eradication.

Taking into account that reading materials are part of “culture, takes diverse forms across time and space and that this diversity is embodied in the uniqueness and plurality of the identities and cultural expressions of the peoples and societies making up humanity”.

Recognising the importance of traditional knowledge of Nigerian people couched in reading materials, as a source of intangible and material wealth, and in particular the knowledge systems of indigenous peoples, and its positive contributions to sustainable development, as well as the need for its adequate utilization, production and promotion through learning to read and reading to learn.

Emphasising the importance of National Reading Culture for “social cohesion in general, and in particular it's potential for the enhancement of the status and role of individuals particularly women in society”.

Being aware that National Reading Culture is “strengthened by the free flow of ideas, and that it is nurtured by constant exchanges and interactions between peoples and cultures”.

Re-affirming that National Reading Culture enhances and allows “freedom of thought, expression and information as well as diversity of the media enable cultural expressions to flourish within societies”.

Recognising that National Reading Culture allows the peoples of a nation access to the traditional cultural expressions and creates room for individuals and peoples to express and share with others their ideas and values.

Taking into account “the importance of the vitality” of National Reading Culture for all citizens including the minority and the socially, economically and politically deprived peoples, as an opportunity “as manifested in their freedom to create, disseminate, and distribute their traditional cultural expressions and to have access thereto, so as to benefit them for their own development”.

Emphasising the vital role National Reading Culture plays in “interaction and creativity, which nurture  new cultural expressions” and perspectives and enhance the role played by those involved in the development of National Reading Culture for the progress of the society at large.

Recognising that National Reading Culture is geared towards and based on the utilization of “intellectual property rights” and sustains those involved in cultural activities of authorship.

Being aware that National Reading Culture enhances the free flow of ideas through the use of intellectual property for national integration and development.

Referring to the provisions of the international instruments adopted by UNESCO relating to cultural diversity and the exercise of cultural rights and in particular the Universal Declaration on diversity of 2011 and key into and be guided by the precepts of UNO.

Objectives and Guidelines

Main Objective: Contribute to develop and ensure the sustainability of a National Reading Culture

Other Objectives are to:

I.             establish, protect and promote a National Reading Culture; 

ii.            create  conducive conditions and circumstances for a National Reading culture to flourish among the peoples of Nigeria;

iii.           foster teaching of reading in schools in Nigeria;

iv.           promote awareness, respect for a National Reading Culture and create insight into its value at local, state and national levels;

 v.           ascertain the importance of a National Reading Culture and its relationship with individuals, communities and enhancement of  culture and development;

vi.           create a recognition of National Reading Culture as carrier of the culture activities, goods and services and vehicle of identity, values and meaning;

vii.          re-attain the culture and social rights of people of Nigeria to be literate;

viii.         cooperate with all relevant agencies for the development, promotion and protection of a National Reading Culture to ensure an encompassing  environment in which reading culture is regarded and accepted with due national policy provision for:

·              Reading as individual community and school culture.

·              Reading as a tool for high learning outcomes

·              Reading as remedial education

·              Reading as a tool for cultural development

·              Reading as a tool for national unity

·              Reading as a tool for family harmony

·              Reading as a tool for socio-economic development

·              Reading for personality development

·              Reading as a valuable subject in the curriculum.

·              Reading as a tool for value system orientation and re-orientation in Nigeria.

Guiding Principles

1.            Principle of access to information for literacy and exercise of human rights and fundamental freedoms. It is the literate persons in the society with relative ease protect and promote their human rights and other fundamental rights relating to freedom of expression, information, communication and choice of cultural expression.

2.            Principle of equal dignity and respect for all peoples.

3.            A reading society protects and promotes people and accord them high sense of self esteem.

4.            Principle of intellectual solidarity: A reading society accords peoples to walk and work through and over cultural differences and promote national solidarity among different cultures and religions interests without societal  stress and breakdown. Reading culture is an asset for individuals and societies to protect, promote and ensure the maintenance of cultural diversity as an essential requirement to sustain democracy, development for benefit of present and future generations.

5.            Principle of equitable access: Reading culture promotes equitable access to national wealth and ensures development across the various strata of persons in the society.

6.            Principle of openness and balance: National reading culture is the safest and assured tool that can help a nation adopt measures to support the diversity of cultural entities and create room for expression and opportunity to be heard across the peoples in the society. It promotes openness to other cultures of the peoples in the society and lead to awareness of and effective function of the national constitution. It is reading culture that can provide individual capacity to support the peoples' culture and well-being.

What National Reading Culture Does?

1.            National Reading Culture promotes and protects cultural diversity as a tool for national development. It ensures consensus in national issues that would have otherwise stress the society.

2.            Cultural content is enriched by those who can read and become creative, innovative and law abiding in expressing their cultural values that originate from or express cultural identities.

3.            Fosters cultural activities, goods and services. The participation in cultural activities and the creation of goods and services could be facilitated by those with adequate reading culture.

4.            Reading culture leads to cultural industries as those with reading ability easily could tap into and explore national opportunities as created by national polity. This leads to the innovation and production of industrial products that manifest cultural diversity in a nation.

5.            Protection of the peoples' cultures is best assured in the ambit of national reading culture that enhances the adoption of measures that protect, preserve, safeguard and enhance the diverse cultures of the peoples of Nigeria.

Reading Culture and Development

Individual development leads to societal development. Therefore, sustainable development and poverty eradication will be a bye product of a National Reading Culture through:

·              Creating and strengthening individual community and national creativity and innovation.

·              Facilitating access to productive information and enlargement of perceptional and creative potential  through bibliotherapy (Booktherapy).

·              Enabling local creativity in diverse areas of human needs.

·              Providing mental support for creativity and facilitating the mobility and support to individual's creativity.

·              Capacity-building through access to useful and timely information, experience and expertise as well as training of human resources in rural societies.

·              Leading to the creation of opportunity for technological transfer and development.

·              Creating and ensuring the development of indigenous knowledge and creative cultural capacities among the peoples of Nigeria. 

 

Operative Guideline/Agenda

Measures to Promote Reading Culture

·              National Reading Culture Initiative shall endeavour to create an environment and national circumstances which will encourage individuals and society group members to see, accept, consider, and adopt reading as a human culture that must be achieved by all. This will include persons belonging to minorities and indigenous groups.

·              Create access to relevant, affordable and available reading materials.

·              Create, produce, disseminate and provide access to indigenous reading materials to all group of persons especially the socially neglected members in the socially remote axis of the society.

·              Operate mobile community, hospital, school and market libraries.

·              Locate the reading culture needed by communities and persons in and out of education institutions.

·              Provide adequate quality staff as reading ambassadors.

·              Teach reading skills to teachers and pupils in the school system.

Principles for Operation

·              Locate and use local, state and national policy statements on reading culture.

·              Key into what already is in existence to be part of an integrated approach at the appropriate level and in accordance with the constitutional framework.

·              Align with the guiding principles as aforementioned in this document.

·              Foster the full participation and engagement of all the members of the society contributing to the development of National Reading Culture in Nigeria.

·              Take into cognizance other local, state, national and international initiatives relevant to the pursuit of National Reading Culture.

·              Foster the emergence of a dynamic cultural sector, taking into account all the aspects of our national life that could contribute to a national reading culture in all ramifications.

Specificity of Operations

·              Assist the creative channels for the Intellectual Products (IP): at the stage of creation; support authors and creators in their efforts to create cultural activities and services for the use of IP through efficient reading skills.

·              Assist publishers at the stage of production, support the development of reading materials as cultural entity activities. Assist by promoting the opportunity of access in the distribution of authorship, cultural activities, goods and services through public, private or institutional channels at the local, state national and international levels.

·              Assist, at the stage of access, to provide information about available indigenous and foreign reading materials cultural activities, related and relevant goods and services by making available appropriate incentives and develop the capacity for the public to avail itself of such access.

Measures to Promote National Reading Culture

·              Key into all the national legislative channels to promote National Reading Culture.

·              Collaborate with cultural organisations mandated to create, produce, present or render access to reading materials.

·              Be involved in advocacy and promotion of National Reading Culture; local, state, national and international.

·              Acquire reading materials in relevant areas for diverse people in the society.

·               Embark on financial support advocacy as financial support is essentially needed;

·              Create access for the disadvantaged group members in the society by providing incentives so as to facilitate their access to cultural goods and services for learning to read and reading to learn.

National Reading Culture Redemption Initiative Programmes are listed as follows:

·              Teaching Reading to Teachers at critical levels of Education

·              Prenatal Reading: Reading to babies in the womb

·               Postnatal Reading: Reading to New Born and Infants

·              Early Childhood Development

·               School-aged children

·               Children with Disabilities

·               Children Living in Remote Rural Areas

·               Children Living in Nomadic Communities

·              Children Living in Low Income Households

·               Girl Child

·              Adolescents and Young Adults

·              Adults with Limited Literacy Skills

·              Professional Artisans and others

·              Bibliotherapy Training for Librarians and Teachers

National Reading Culture Redemption Initiative Aims at Equitable Access to Literacy and Education in Nigeria.

 

INTRODUCTION 

The National Reading Culture Redemption Initiative (NRCRI) is a crucial project that aims to promote and enhance reading culture among the citizens. However, achieving this goal requires the availability of adequate infrastructure and resources. To be more precise, some of the resources needed include well-equipped libraries, books, journals, computers, internet access, and trained personnel to manage and operate the libraries. Additionally, funding is required to purchase the necessary resources and maintain them in good condition. The infrastructure needed includes physical structures such as buildings, furniture, and equipment and virtual infrastructure such as websites, databases, and online archives. Finally, partnerships and collaborations with stakeholders such as schools, universities, publishers, and government agencies are essential for the success of this programme. The Bookworm Empowerment Foundation is poised to bring about a sustainable national reading culture through expertly structured and collaborative programmes.

The National Reading Culture is a multifaceted concept that extends beyond individual reading habits to encompass a nationwide commitment to fostering literacy, celebrating diverse literary traditions, and cultivating a love for reading. It represents the shared values, attitudes, and practices regarding reading within a nation, reflecting a commitment to developing intellectual, cultural, and social well-being.

 A Reading Culture 

A reading culture is an environment where reading is championed, valued, respected, and encouraged. Reading culture lies at the heart of modern nations. It is of utmost importance to personal, social, and academic success and general well-being.

Creating a reading culture should be the responsibility of every member of society because everyone has a role to play regardless of gender, ethnicity, religion, education, and position in society. It takes the correct perception, dedication, perseverance, and effort of, at least and in particular, a critical mass. It could be led by enthusiastic and dedicated individuals, a perspective leadership team, and advocates such as parents, NGOs, professionals, and members of the educational system.

A reading culture takes more than quality-first teaching. Where a reading culture exists, people regularly read of their own free will. Readers select their reading materials at a time and place of their choosing. They are willing and active participants who anticipate their satisfaction from picking up a book. To ensure readers do not experience reading difficulty and demotivation, they should be engaged at the appropriate place and time. Creating a reading culture where readers are not disaffected, hold negative attitudes, and whose reading interest and motivation are low can be challenging but can be candidly be achieved.

 

GO TO “ABOUT US”  FOR  Philosophy, Vision, Mission, and Goals of (NRCRI)

 

Bookworms Empowerment Foundation Reading Culture Programmes

The Foundation has developed unique reading culture-specific enhancement programmes and many others to implement nationwide. These unique programmes cut across the entire spectrum of citizens in Nigeria. Much in focus are the different population groups experiencing various barriers to reading. These groups of vulnerable people have other access problems to acquiring knowledge practical reading skills.

Different groups of readers have different needs, abilities, and interests, so it is essential to tailor the teaching methods and materials to meet their specific requirements. One--size -fits - approach to teaching reading does not account for the unique needs and abilities of different categories of readers. By tailoring instructions, materials, and support to individual readers, we can foster a love for reading and help each reader reach their full potential. 

The core categories of readers are included in this programme of activities:

               ·              Prenatal Reading

               ·              Postnatal Reading

               ·              Children with Disabilities 

               ·              Children Who Live in Remote Rural Areas

               ·              Children Who Live in Nomadic households or Communities

               ·              Children Who Live in Low socioeconomic households

               ·              Orphans, Ethnic Minorities

               ·              Girl Child

There are other manifestations of ineffective reading problems at different developmental levels with various segments of society:

               ·              Early childhood development

               ·              School-aged children

               ·              Adolescents and Young Adults

               ·              Adults with Limited Literacy Skills

               ·              Seniors and the Elderly Population

               ·              Marginalised and Underserved Communities

Strategic Approaches: Reading Programmes Development

A series of programmes have been developed to achieve the set goals of the Foundation. The process will be facilitated by Reading Teachers, Librarians and many other collaborators.

The Importance of Qualified Reading Teachers (QRT)

 Reading Teachers (RT) are a sin qua non to implementing a National Reading Culture Redemption Initiative programme. Qualified knowledgeable, and motivated Reading Teachers are indispensable for building a solid reading culture because they possess the skills, expertise, and understanding required to provide effective instruction, support individual learners, assess progress, and create engaging learning experiences. Their qualifications and expertise contribute to creating an environment that fosters a love for reading and enables readers to develop strong literacy skills.

Importance of Qualified Reading Teachers (QRT)

The qualifications and expertise of Qualified Reading Teachers (QRT) play a crucial role in promoting a national reading culture for several reasons:

1.            Effective Instruction: Qualified Reading Teachers (QRT) strongly understand the principles and techniques of effective reading culture instruction. They are equipped with the necessary skills to identify the specific needs of students, develop appropriate teaching strategies, and provide appropriate interventions to support students to improve their reading skills.

2.            Differentiated Instruction: Qualified Reading Teachers (QRT) are equipped to provide differentiated instruction tailored to the diverse needs of students. They can adapt their teaching approaches, materials, and activities to address individual learning styles, abilities, and interests, ensuring that each student receives instruction at their appropriate level and pace.

3.            Assessment and Monitoring: QRT is proficient in assessing students' reading abilities through various diagnostic tools and assessments. They can identify areas of strengths and weaknesses, track students' progress, and use data to inform their instructional decisions, ensuring that students receive the necessary support and intervention to improve their reading skills.

4.            Support for Struggling Readers: Qualified Reading Teachers(QRT) have the knowledge and resources to support struggling readers effectively. They can implement evidence-based interventions, employ specialized instructional strategies, and provide individualized support to help students overcome reading difficulties and develop necessary literacy skills.

5.            Effective Classroom Management: Qualified Reading Teachers(QRT) are trained in classroom management techniques specific to literacy instruction. They can create a positive and engaging learning environment, promote active participation, and foster a love for reading among students.

6.            Ongoing Professional Development: QRT with qualifications are likelier to engage in continuous professional development to enhance their teaching skills and stay abreast of the latest research and best practices in reading instruction. They can integrate new strategies, technologies, and approaches into their teaching, ensuring that their education remains current, effective, and evidence-based.

 

Job Opportunities for Qualified Reading Teachers (QRT)

Qualified Reading Teachers have various job opportunities in both educational and non-profit sectors. Here are some potential job roles for qualified reading experts:

1.            Reading Specialist: Qualified Reading Teachers work in schools and educational institutions, providing specialized instruction and support to students who struggle with reading. They assess students, develop individualized reading plans, and implement evidence-based interventions to improve reading skills. Reading specialists may also support other educators in implementing effective reading instruction strategies.

2.            Literacy Coach: QRT,  Literacy coaches work with teachers and educators to improve their instructional practices in reading and literacy. They provide professional development, model effective teaching strategies, and offer ongoing support to enhance teachers' expertise in delivering high-quality reading instruction. Literacy coaches may also collaborate with administrators to develop literacy-focused initiatives within schools.

3.            Curriculum Developer: Qualified Reading Teachers can work as curriculum developers, creating reading and literacy curricula for educational institutions, publishing companies, or learning technology platforms. They design instructional materials, develop assessments, and align curriculum with national standards to ensure comprehensive and effective reading instruction.

4.            Educational Consultant: Qualified Reading Teachers can work as independent consultants, providing expertise to schools, districts, or educational organisations. They offer professional development workshops, conduct assessments and evaluations, and provide guidance on best practices for implementing reading instruction and literacy initiatives.

5.            Researcher and Education Policy Analyst: Qualified Reading Teacherswith a strong research and data analysis background can work as researchers or education policy analysts. They conduct studies, analyse data, and evaluate the effectiveness of reading programs and policies. Their findings and recommendations can influence educational policies and practices to improve reading instruction on a broader scale.

6.            Nonprofit Program Coordinator: Nonprofit organisations focused on literacy and education often hire Qualified Reading Teachers as programme coordinators. They oversee the development, implementation, and evaluation of reading and literacy programmes, collaborate with partner organisations, secure funding, and manage program outcomes to ensure a positive impact on participants.

7.            College or University Faculty: Qualified Reading Teachers with advanced degrees and research experience can pursue teaching positions in colleges and universities. They may teach courses related to reading instruction, literacy development, or educational psychology. Additionally, they can conduct research, mentor students, and contribute to the field through academic publications.

It's important to note that the availability of these job opportunities can vary based on location, educational policies, and local demand. Additionally, some positions may require additional certifications or specialised training. However, with their qualifications and expertise, reading experts have the potential to make a significant impact on literacy education and contribute to improving reading outcomes for learners of all ages.

 

Writing and Authorship

Writers and Authors are essential to developing a country's reading culture. This is because they generate the reading materials. The terms "writer" and "author" are often used interchangeably, but subtle differences exist in their meanings and connotations. While these differences exist, it's important to note that the line between writer and author can be subjective and blurry. Some writers may aspire to become authors, while others may be content with their writing as a personal endeavour. Ultimately, the distinction between a writer and an author lies in the act of publishing and the recognition that comes with making written work available to a broader audience. Here is a list and a discussion of the differences between a writer and an author:

1. Definition:

Writer: A writer is a person who engages in the act of writing, whether it be fiction, non-fiction, poetry, or any other form of written expression.

Author: An author is a writer who has published their work, making it available to the public for reading.

2. Profession vs. Status:

Writer: Anyone can consider themselves a writer, regardless of whether they have published their work or have made it accessible to others. Writing can be a personal form of expression or a hobby.

Author: Being an author indicates a professional standing, implying that the writer's work is recognized, published, and available for public consumption.

3. Publication:

Writer: A writer may write for personal enjoyment, self-expression, or as part of their creative process without necessarily seeking to publish their work. Their writing might remain private or be shared with a limited audience.

Author: An author has taken their writing to the next level by getting it published, either through traditional publishing houses or self-publishing. Their work is available for broader readership and distribution.

4. Recognition and Validation:

Writer: While a writer might receive recognition and validation for their work within their social circle or writing community, their writing may not have gained significant attention or widespread recognition beyond that.

Author: An author's work, having been published, has often gone through a selection process and has gained recognition and validation from publishers and readers.

5.  Professional Identity:

Writer: Being a writer is more focused on the act of writing itself and the creative process. Writers may identify as such based on their passion for writing and their commitment to their craft.

Author: Being an author pertains more to the act of publishing and having a body of work available for public consumption. Authors are often seen as professionals within the publishing industry.

6.  Legal and Copyright Protection:

Writer: As a writer, one still holds intellectual property rights to their work and may seek copyright protection even if their work hasn't been published. However, the enforcement of those rights might be more challenging.

Author: Authors, having published their work, often have more legal and copyright protection. They have established their ownership of the written material and can exercise their rights with greater ease.

 

The Ideal Ration of Reading Teachers to Number of Student

The ideal ratio of reading teachers to the number of students can vary depending on various factors, including the specific needs of students, the level of reading proficiency required, and the resources available. However, a commonly recommended guideline is a ratio of 1 reading teacher to 20-25 students.

An ideal reading teacher-student ratio allows for personalized attention, individualized instruction, and meaningful interactions between the teacher and students. With a smaller class size, reading teachers can address the unique needs and learning styles of each student, provide targeted support, and monitor their progress more effectively.

In an environment with a higher ratio, such as one reading teacher for a more significant number of students, it becomes more challenging to provide the same level of individualized attention and support. The teacher may have limited time and resources to focus on specific reading needs, leading to potential gaps in instruction and support.

It is important to note that while an ideal ratio can provide a benchmark, other factors also play a crucial role in achieving a thriving reading culture. These factors include the qualifications and expertise of the reading teachers, the availability of instructional resources and materials, and ongoing professional development opportunities for teachers to enhance their skills in teaching reading effectively.