Encouraging and sustaining reading among primary aged children in rural China

Abstract

This study reports on a project for encouraging the reading habit among primary school-aged children in rural China framed within the context of donor support. It is based on observations from site visits to five Chinese provinces and draws on evidence from both developing and developed countries. The resulting framework reflects library science, pedagogical, and systemic elements. Key aspects include: mutual obligations between partners, initiation and support of free voluntary reading, training for library staff, standards for libraries, and the role of leadership at all levels. The early impact of implementation of the model is described.