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Records Management in Government Agencies in Sierra Leone

Introduction

Records Management is the systematic control of all records from their creation or receipt, through their processing, distribution, organization, storage and retrieval to their ultimate disposition. Because information is such an important resource to organization, the records management function also includes information management. Therefore, records management is also known as Records and Information Management or RIM (Magnus, 2006).

Records management may also be used to define as the way official records (correspondence files, information) are organized in such a way that they have a meaning, and can be used continuously by the users such as managers, records professionals, educational institutions,

Importance of Records Management in Government Agencies

Establishing a records management programme, in government agencies for example, the Meteorological Department may result in both immediate and long-term importance to the department. Below are stated some of the importance of records management in the government agencies, civil service, companies and businesses as a whole:

• Records management reduces lost or misplaced records. Because the human element is always with us, even the best system in the world will occasionally have misplaced records. But properly designed document management systems can gradually reduce misfiles. Most often misfiled records can cost the clerical staff a huge wastage of time in searching for records;

• Records management act as evidence in the time of dispute. It is important for the settlement of dispute because it can be shown as proof in court;

• It helps in evaluating progress of organization. It helps in the preservation of history of the organization. The past records shows direction to organization. It helps in finding out the weaknesses and strength of organization. Records management gives the account of progress and direction in which organization is giving on;

• Records management is the memory of business. It is useful for future decision making process. The study of past records shows direction for future. It supplies information to organization whenever it is needed therefore, it helps in taking decision;

• Records management helps to evaluate business progress and performance. It helps in comparison between one period of time and another or between sometime of businesses;

• Records management helps in management and control of important records. It helps to protect necessary records with care and disposes useless records;

• To minimize litigation risks. Organization implement records management programmes in order to reduce the risks associated with litigation and potential penalties. This can be equally true in government agencies. A consistency applied records management programme can reduce the liabilities associated with document disposal by providing for their systematic, routine disposal in a normal course of business;

• It increases accountability. A records management will put in place a system for tracking actions on each record, therefore increasing accountability and providing access reports; and

• To improve working environment. Implementing records management programme improves the working environment through the organization of records and storage offsite. Organized working environment can then improve the perception of the business by clients and potential employees. New employees are also easily trained to manage the company’s records when an efficient records management programme is in place (Jackson, 2008).

The Historical Background of the Meteorological Department Sierra Leone

Sierra Leone was the headquarter (HQ) of the West African Meteorological services which was established in 1923.Meterological services were provided for four West African countries namely Sierra Leone, Ghana, Nigeria and The Gambia respectively. The Sierra Leone Meteorological department is an offshoot of the British West African Meteorological services founded on the 27th April 1961. Since the establishment, the department has been governed by series of directors and the presently director is Alpha Bockari who has served in this capacity from 2012-to date. The headquarter is located at F18 Charlotte street Freetown.

The Meteorological Department exist to provide cost effective weather and climate services by collecting, processing, archiving and disseminating meteorological and climatological information and services to support end user contributing to the management of Sierra Leone’s economy with special regard to protection of lives and property and safeguarding of the environment and recovering the costs of the services so rendered so that it expenditure will not exceed it income.

As a department under the ministry of Transport and Aviation, they are charged with the following mandates /responsibilities:

• Safety and well being of citizen and their protection against severe weather situation and devastation from natural disasters;

• Provision of reliable climate data to facilitates project design for agricultural planning and implement, water supply systems, infrastructure, and tourism;

• Contributing to the socio- economic (including providing end user services for agricultural activities, marine) development of the country;

• Carryout weather and climate related activities e.g. Clean Development Mechanism (CDM), Climate Change Services (CCS), Reduction of Emission from Deforestation and Degradation (REDD), and National Communication (NCS) (Meteorological Department, 2014).

Objectives of the Meteorological Department Sierra Leone

The overarching objective of the Meteorological Department established as the sole authority, which issues weather and climatological warnings and services are, to:

• Forecast, plan and deliver meteorological and climatological services which meet national socio- economic development needs.

• Collect, process, store and disseminate meteorological and climatological information both nationally and internationally in accordance with rules and practices and procedures established under the WMO Convention of the International Civil Aviation Organization (ICAO), International Maritime Organization (IMO), etc and other relevant conventions of the United Nations systems such as the Frame work Convention on Climate Change (UNFCC), and Convention to Combat Desertification, Drought etc.

• Provide a range of customer/ sector specific operational meteorological services to such major sub sector as those for aviation, water resources, agriculture, defense, marine, tourism, sports and recreation, and construction;

• Provides advice on meteorological and climatological matters to the national community and other governmental and non- governmental agencies.

• Develop adequate manpower to enhance functional effectiveness and efficiency of agencies.

• Reduce its reliance on the national budget and generate its own revenue by charging for services rendered to other clients;

• Arrange for and manage surface and upper air observation networks and accurately and effectively record the weather and climate condition for Sierra Leone’s economic development;

• Provides meteorological services for search and rescue operations during disaster and relief operations as well as during national emergencies; and

• Participate on behalf of Sierra Leone in the activities of relevance international organizations to which its belongs, in particular the World Meteorological Organization (WMO), International Civil Aviation Organization (ICAO), World Weather Watch (WWW), Global Climate Observing System (GCOS), Global Atmospheric Watch (GAW), Inter- Governmental Panel on Climate Change (IPCC), African Centre of Meteorological Applications for Developments (ACMAD), United Nation Environment Programme (UNEP) etc role in all climate change activities of the country (Meteorological Department, 2014).

Methods of Managing Records at the Meteorological Department

Records keeping are of great importance to any institution. One of the most crucial decision managers, directors or heads of organization have to make is to choose the suitable methods of managing their organization’s records. There of two methods that is significantly used. These include centralized and decentralized methods of managing records.

Centralized Methods

A Centralized method of managing records is the one in which all physical documents are located in one central location or office. The location is controlled by the records management office staff. The number of employees in the records department will depend on the size of the organization. In a centralized method, end users have the comfort of knowing all physical documents relating to a particular case are held in the same location. If for instance, end user needs to reference a file he/she would be required to contact the records office staff. The file would then be checked out to the end user. A complete claim of custody of file is captured, so the location of file is known at all times.

A centralized method has a heightened level of security. For example, the entrance is locked so only the records staff has access to the files in the records office. This process yields much more control over physical document than the decentralized methods. For efficiency of purpose, uniform office procedures are documented and circulated to all end user. These procedures address topics such as hours or operation, file request and delivery times.

Decentralized Method

A Decentralized method is one in which the physical documents are located across the entire office. This may mean they can be found in every staff offices or other work room space. Unlike centralized methods, where the files are controlled exclusively by the records office. A decentralized method is controlled by the staff that created the file. The physical files are stored at the employee’s desk not in a centralized location for all to access. Thus, the method would not require a full time record staff.

Employees would have access to their files at all times and would be responsible for maintaining accuracy. The decentralized method of managing records has its demerits. For instance, suppose group of employees are working on the same case at the same time suddenly, the employee who is responsible for maintaining the file is absent. The rest of the group may have trouble in locating the file if the organization does not have claim of custody procedure in place. Along the same lines, a decentralized method of managing records will have little or no security over files. This can prove problematic especially if an organization handles high sensitive cases.

However, in the meteorological department, a centralized method of managing the department’s records is adopted. That is to say, both physical and electronic or other records are centrally managed by the department’s office clerk. Although, there are challenges with regards to the keeping and managing of records, nevertheless the method is well utilized. (Meteorological Department, 2014).

Types of Records generated by Meteorological Department

The records generated by the meteorological department office plays a vital role in managing the operations of the department. The department documents past activities, phenomenon and events that serves the basis for further actions. The records are both manual and electronic in nature. Examples of manual records include:

• Office administrative records;

• Human resource records;

• Financial/ fiscal records;

• Meteorological data/ records;

• Material records;

• Public information records;

• Conference/seminar service records; and

• General programs.

Electronic Records: These electronic or machine readable records are data in a form that can be read and processed by a computer and that satisfies the legal definition of a record. At the Meteorological Department in Sierra Leone these are records relating to divisions and out stations in the department and these include:

• Electronic mail and messages;

• Electronic spreadsheet;

• Primary data files and data bases;

• Machines readable indexes; and

• Word processing files.

Users of the Records at the Meteorological Department in Sierra Leone

The users of the Meteorological Department records in Sierra Leone include:

• Administrative personnel;

• Research/ external users;

• Human Resource Management Office (HRMO);

• Government ministries and agencies;

• International organizations e.g. United Nations Development Programme (UNDP), World Meteorological Organization (WMO); and

• Clients to which Meteorological Department information is given. For example, the media in Sierra Leone such as: Sierra Leone Broadcasting Corporation (SLBC), African Young Voices (AYV), and Star Television).

Filing System at the Meteorological Department in Sierra Leone

Filing System in Records Management is the process of classifying, arranging, sorting and storing records so they may be easily located and retrieved when needed. It is the classification and control of basic file groups, material collection procedures, file preparation, sorting, indexing, maintenance and cross referencing. A well defined and maintained filing system allows vital information to be accessed quickly and saves company money by saving time. Business, schools, government agencies and even every day, people use filing systems to keep their affairs organized. Thus, the following various types of filing systems may enable agency to carry out proper filing system efficiently.

Alphabetical Filing System

In the alphabetical filing system, records are arranged according to name that is from A-Z either the name of a person, company or subject in accordance with the letters of the alphabet. There are two methods involve in alphabetical filing system.The topical alphabetic filing system, also known as a dictionary system. In this system files, individual record are in alphabetical order. This filing system works well when storing a small number of records. It proves to be problematic when individual has a lot of client sharing the same name.The other method is the geographical filing system; also know as encyclopedia or classification system. This system is used to organize larger volume of records. It groups subject together under broad categories based on a location such as a city, country or state. The categories and the files within each category are arranged alphabetically.

Numerical Filing System

In the numeric filing system, numbers are assigned to each file and arranged the numbers in segmented order. Files of people with the same name won’t have duplicate headings as with the alphabetical system. This system also offers better filing confidentiality since names are displayed in the files and work well when handing a large volume of files.

Terminal Filing System

In the terminal digit filing system also, numbers of assigned files are in sequential order but filed according to the last two digits. For example. If an individual is filing number 18547; first the individual go to 47 section of the filing system then look for the 85 area of the section and finally look for the number one (1).

Alphanumeric Filing System

The alphanumeric filing system, both letters and numbers are used to organized files. For example, two letters are used to signify the client files in, followed by a number to denote his account number.

The meteorological department filing system, have adopted the alphanumeric filing system. In that record, they use the end-tab folder and pockets that simply stand on shelves and filing cabinets. No hanging pocks with a use of office space. The meteorological department has some challenges but the filing system is organized and use efficiently.

Records Storage Systems

Record should be kept in good order, in a secure location. Those containing confidential or personal data such as staff files must be stored in lockable units and should not be left on desks overnight or view of visitors. Only records which are required frequently should be stored in the office. Those which need to be retained for legal or other reasons should be stored offsite with the records office offsite, while those which have outlived their usefulness should be destroyed. However, records which are less than one year will not be stored offsite.

Storage systems used in records office most provide appropriate protection for records based on format and volume of records, how frequently they are used, how quickly they need to be accessed and security requirement. The main types of records storage systems used include:

Vertical Filing Cabinets

These are adequate for small filing systems, but are less suitable for large runs of records and records that require frequent access. Access is slow, since drawers have to be opened, and these can significant impact where there is a high volume of records activity. The cabinets require large amount of space and drawer space is often not use to full capacity.

Book Shelves

These are suitable for books or files that are stored upright, such as box files and lever arch files.

Lateral Filing Units

These have long drawer for storing files laterally and use space more efficiently than their vertical counterparts. Alternatively, static unit without drawer can be use, where files are stored in hanging pocket or cradles. Where prompt filing and retrieval are required open unit will be the most efficient. If file access is to be restricted, units with lockable doors or shutters can be used.

Mobile Shelving

This may be suitable where a large volume of records need to be stored near at hand, as it reduces the number of access aisles require. It is the most expensive type of shelving, and is very heavy. The floor must have sufficient structural capacity to support these shelves.

Open Shelving System

This usually found in large offices and in central file rooms, it allows for rapid retrieval and refilling. This type of lateral file, which resemble open book shelves allows files to be retrieved horizontally. It also offers full viewing of the folder tabs, which makes for rapid retrieval. And there is an estimated 50 percent saving space when files are moved from vertical system to an open shelve system. This unit usually requires professional installation, which can be negotiated with the vendor is an inclusion in the cost of the equipment. These are the most efficient kinds of files available. They also have doors and can be locked. Some of those with doors have flush backs and can be used as attractive room dividers with a built-in advantage of providing a good deal of sound- proofing. These doors and 6 openings are easily accessed over 200 inches of filing. Those without doors provide even more filing capacity and should be consider, even if there is a perceived need to lock them.

Records Storage Systems at the Meteorological Department in Sierra Leone

The main types of records storage systems used at the Meteorological Department in Sierra Leone is the open Shelve System which is mentioned above where files contacting records are usually found in large offices and in central file rooms which allows for the rapid retrieval and refilling. This type of lateral file, which resemble open book shelves allows files to be retrieved horizontally.

Records Retrieval at the Meteorological Department in Sierra Leone

Retrieval is the process of locating and removing a record or file from storage. It is also the action of recovering information on a given subject from stored data. It deals with standards and procedures in retrieving paper, electronic and image records. For example, finding a name and telephone number in a telephone directory or data base is a common storage and retrieval activity. Records or information can be retrieve in three ways:

Manually: people go to a storage container and remove by hand a record wanted or make a note of information requested from it.

Mechanically: a person uses some mechanical means, such as pressing the correct buttons to rotate movable shelves to correct location of a record, remove the record manually, or record information requested from it.

Electronically: a person uses some means, such as a computer, to locate a record. The physical record may not need to be removed from storage. The requester is informed as to where it can be found, or the information requested is showed to the requester in some way, perhaps on a screen in a data base or electronic mail file.

Request for stored records may be made orally over the telephone or by a messenger or in writing memo, letter etc. The request may be delivered in person, sent by mechanical, such as a conveyor system, or sent electronically by email. The record must be retrieved from storage and given to the requester quickly. Every minute of delay in finding a record is costly in user or requester wasting time and in filers searching time and could possibly lead to loss of money for the business (Stephens, 2009).

However, manual and mechanical procedures are normally utilized in retrieving records at the Meteorological Department since majority of their records are in paper based form.

Challenges facing Records Management at the Meteorological Department in Sierra Leone

The Sierra Leone situation in business of record keeping and management especially in the Meteorological Department system has not been too successful because of the lack of management component. Writing in support of the above finding, I have noted that many years of neglect had done great damage to meteorological sector and record keeping is not an exemption. The following are some of the challenges of proper records management faced by the Meteorological department in Sierra Leone:

Inadequate Funding

The problem of inadequate funding of records office in the meteorological department is more intensive than the other departments. This is a problem that was not only experienced during the colonial era but has passed on even to today’s records management programs. Payment of employee’s salaries, purchase of modern preservation equipment and chemicals among the other day- today activities that facilitates records preservation are vital activities that call for proper adequate funding to enable the institution to achieve its objectives are not quite seen. For this reason, the meteorological records office practice is abandoned with unqualified personnel thus suffering from inefficiency and ineffectiveness.

Inadequacy of Space and Equipment

The records office at the Meteorological Department is rather too small to contain current and non- current records. The equipment used is somehow crude in nature and also of inadequate capacity. The record staff do not have access to modern equipment due to combine problem of inadequate funding and know- how technology.

Problematic Nature of Format

Most record materials are still organic nature, most of them been paper based. This means they are capable of aging, advancing, deteriorating with time. For this reason, they need equipment to be treated and handled with for the purpose of preserving them. For such a country like Sierra Leone which lies within the tropics such conditions are worsen by high level of humidity in the atmosphere and high temperature all around the year. All these conditions combine work to hasten the nature chemical process of decaying records. Furthermore, records keeping facilities in the Meteorological Department do not have weather control preservative where all weather conditions can be controlled to enhance record preservation thus, making the whole preservation process even more difficult.

Absence of Records Management Laws

The National Records act of 1964 is outdated and is no longer serving its usefulness. Records do not have legal description, backing or definition of their service. Legal laws provide for authenticity, which serves to promote and also provides confidence to the public and those practicing in the profession about the service being offered. These are the very important elements that the Meteorological Department’s record keeping facility lacks.

Lack of Understanding and Appreciation

The records management program in the Meteorological Department is rarely appreciated and its role in the provision and management of information understood by only a handful of staff. This is also true as it is the culture in many other public and private sectors that generate vital records on a daily basis have no basic understanding of records life cycle and requirement of the records disposal act. They are extremely ignorant of the vital role that can be played by the records office to help them properly managed and preserve record both at the current and semi- current stages. Staff is totally uninformed about the records activities and for this reason it is recommended that the records office should engage in programs that will help to educate staff and other users in the requirement and content of the activities.

Conclusively,Record keeping in an organization set up is very important and cannot be over emphasized. This is because continuity depends on availability of useful records of the past activities. In a complex organization like that of the Meteorological Department, it is not possible to keep every single information in the brain, because the volume of information is heavy, therefore records must be kept. In Sierra Leone, meteorological laws demand that every meteorological station should keep certain meteorological records such as weather fore cast data, personnel records, visitor’s book, inventory book, account book. Record keeping occupies a strategic position in the efficient and effective management of meteorological system. In fact, it is central in the administration of institution of learning because it document the planning and implementation of appropriate course of service allowing monitoring of work.

Unfortunately, the Sierra Leone situation in business of record keeping and management especially in the Meteorological Department system has not been too successful because of the lack of management component. Giving credence to this assertion, records management practice in the Meteorological Department has a number of problems as indicated above. By paying close attention to all these problems and addressing them one at a time we help solve the problems and enhance good management of records in the Meteorological Department in Sierra Leone.

Promoting Reading In Schools In Sierra Leone

INTRODUCTION

Helping children and adults to develop skills they need to fully participate in an information society is central in a librarian’s mission of providing the highest quality library and information service in society. Books help children read. They are more helpful than reading schemes because they promise and provide pleasure in reading. Both teachers and school librarians should be influential in the child’s reading process but they need good knowledge of children’s literature so that they can choose and help these young readers at all levels (Samara, 2002). The Library Association (1991) singled out four areas as being enhanced by reading and use of a variety of sources of information namely: intellectual and emotional development; language development; social development; and educational development. In view of this there is every reason for teachers and librarians to promote reading in school. What then is reading?

READING

Current attempts to define reading tend to regard it as a thinking process with attention focused on comprehension. That is to say reading is a mechanical and thoughtful process requiring the reader to understand what the author is endeavoring to communicate and to contribute his own experience and thoughts to the problem of understanding. As far back as 1913 Huey began formulating such ideas as can be noted from his frequently quoted words:

until the insidious thought of reading as word pronouncing

is well worked out of our heads, it is well to place the emphasis

strongly where it really belongs, on reading as thought-

getting independently of expression.

In 1937 Gray posited that

…the reader not only recognizes the essential facts or ideas

presented, but also reflects on their significance, evaluates them critically, discovers relationships between them, and classifies his understanding of the ideas apprehended.

Such ideas about the nature of reading continued to expand so that in 1949 Gray wrote that the reader

…does more than understand and contemplate; his emotions

are stirred; his attitudes and purposes are modified; indeed his innermost being involved.

Reading is perceived as a progressive social phenomenon in that it is a means of forming people’s social consciousness; it is used as an instrument in implementing the task of continuing education and raising pupils cultural standards. In brief it is a means of increasing professional knowledge and skills and drawing people into a more creative life. In Sierra Leone, however, the task of ensuring that children learn to read, and of finding ways of helping them to do so is one of general concern to all teachers in both primary and secondary schools. One of the reasons why teachers are eager to help pupils to learn to read is that in modern society literacy is essential. In helping children to read they will not only be able to read but that their reading will develop into life-long habit. Thus a great deal of attention in schools is paid to:

– the promotion of children’s interest in books

– the supply, deployment and classification of books

– guidance in selection of appropriate books

– training in study skills and provision of time in which to read.

READING IN THE SCHOOL CURRICULUM

Reading in schools in Sierra Leone is embedded in the curriculum and is a continuum starting from pre-primary through primary to secondary schools, as an important studying skill. At both the pre-primary and primary school levels specific reading periods are slotted on the timetable ranging from fifteen to thirty minutes. Reading and Comprehension is a stand alone subject and children are taught not only to learn to read but also to read to learn for self-enhancement, experience sharing and recreation. Thus varied forms of literature are used notably poetry, fiction, drama magazines, newsletters and newspapers as well as non fiction, with the latter cutting across the subjects taught in school.

At pre-primary level teachers help pupils read by giving each pupil a copy of primer readers and encourage them to glance through pictures and ask questions about them as a way of stimulating their curiosity. Slips of papers bearing each pupil’s name are clipped to the primer for them to assume responsibility for keeping them clean. The teacher also demonstrates to pupils how to open these books carefully and flipping pages from front to back at a time to avoid damage. A few short sentences consisting of three to four letter words are read with pupils following in their books. After a while pupils are called upon to re-read each sentence orally. The main purpose of such a lesson is to introduce pupils to books and to teach them something useful regarding their care. Each lesson is different in design from all subsequent ones in order for the reading lesson to be of value to pupils. Typical lesson plans for teaching reading in schools include the following:

– Preparation for reading i.e. teacher shows pictures and stimulates pupils to tell related experiences, play games and tell stories;

– Guiding reading from the reader; and

– Skills-building procedures.

At the primary school level pupils read for a much longer time entire passages and if possible a whole story. They are also taught either to read as a class or divided into groups, and this exercise could be teacher-guided silent or oral reading; silent study with workbooks; dictionary or practice reader, or dramatization and choral reading exercises. Chief exercises of oral reading include reading aloud from books especially readers, notices, stories, poems and adverts. The value of oral reading exercise in school include:

1. It gives practice in using current grammatical expressions.

2. It helps to overcome speech and aid literary appreciation.

3. It makes pupils more conscious of the need for current pronunciation in speech, and to contribute to the fundamentals of reading.

4. It helps to serve as an index of pupils eye movement.

At secondary school level no special period for the art is slotted on the timetable but reading is one of the main thrusts of English Language and Literature-in-English classes. At this level pupils are expected to read in relation to their problems and are taught to master information and improve their oral skills; they are also assisted in their critical thinking, search for information and or to answer specific questions, proof-read and get a general view of a book. Such exercises are a build up from those taught in the primary school. Thus pupils are encouraged to read not only prescribed texts for both English Language and Literature-in-English subjects but also those prescribed in the subjects offered in school. In all these activities the school library is expected to play a reading role by offering a full complement of programs to include pre-school hours, clubs, homework help and Internet to assist in developing reading and information skills. It should also promote the habit of reading for pleasure and provide a systematic training in the care and use of books (Barbara, 1994). The library should also be able to stimulate reading with the provision of relevant reading materials (Hannesdottir, 2000) and provide working area for pupils to complete their assignments according to their own ability rate. Teachers alike use the library to enhance their teaching performance and to carry out research (Connor, 1990)

SCHOOL LIBRARIES IN SIERRA LEONE

Sierra Leone has a 6-3-3-4 system of education with six years of primary, three years of junior secondary school, three years senior school and four years tertiary education. The system emphasizes basic and non-formal education with the education of the girl-child as one of the key elements. The over-riding objective of this system is to raise standards at all levels of ability; make higher education widely accessible and more respectable to the needs of the country’s economy; and achieve the best possible returns from the resources invested in the education system. To attain this objective there is a need for the establishment of libraries in schools to support the formal teaching/learning programs with a rich collection of book and non-book materials.

Not withstanding school libraries in Sierra Leone are not given much recognition as the Ministry of Education, Science and Technology (MEST)has no clear-cut policies on these institutions. Their development depends on the enthusiasm of head teachers and the quality of service rendered by the few existing school libraries depends on the type of school the library is serving. In primary schools the provisions of libraries are inadequate as compared to those in secondary schools where the level of organization is dependent on who is sponsoring the school. For example old well established mission schools like the Sierra Leone Grammar School, the Anne Walsh Memorial Secondary School for Girls and Saint Edwards Secondary School in Freetown, and a few government maintained schools like the Government Secondary School in Bo, have better collections than the majority of schools in the country, especially those that started as self-help schools. These schools have poor library collections because of the uncertainty of funding. Old Students Associations fund some schools and in turn have good collections. A few private schools, especially those run by internationals such as Lebanese International School has good collections. The majority of government supported schools offer the poorest quality of education especially those run on commercial enterprises. These hardly have libraries and pupils of these schools have to rely on the services of the Sierra Leone Library Board (SLLB) and other libraries like the British Council and the United States Information Services (USIS),where available. Some of the few existing school libraries are fast disappearing making way for classrooms because of increased intake.

Most schools lack qualified staff to run their libraries because of the non-availability of funds to pay professional librarians. The trend has been to employ library assistants who in most cases are school leavers with or without West African Secondary School Certificate of Education (WASSCE). Some schools put the library under the charge of a teacher.

IMPROVING READING IN SCHOOLS

To start with research is indispensable in improving the current reading situation in schools. Reading has not been researched on for long in the country. It is therefore difficult to ascertain the practical problems associated with the teaching of reading, which reading tests should be implemented in schools, and what role the school librarian should play. Only through research can teachers identify the reading needs of pupils and which methods are suitable enough to be implemented in the teaching of reading in schools and the subsequent provision of suitable materials in the school library.

Libraries should be established in schools with the aim of providing suitable and relevant reading materials for their respective institutions nation-wide. Trained and qualified librarians should be recruited to man these institutions and paid salaries commensurate with their status to avert staff turnover. Provision should also be made for their continuing education through attendance of seminars, workshops, conferences and formal courses in the field and related disciplines such as Information Technology. In this vein the schools need the support of the Ministry of Education, Science and Technology (MEST), Community Teachers Associations (CTAs), and donor agencies by providing grants for the acquisition of such reading materials as readers, textbooks, teaching manuals and supporting library resources.

There should be scope for the production of reading materials locally to be used in schools. For far too long there has been a dearth of local publications in reading used in schools. The vast majority of reading materials in the school library is foreign and is sometimes not suitable to the needs of society. Government and the public/national library, Sierra Leone Library Board (SLLB), should address this situation by encouraging local writers to publish a developmental range of reading materials aimed at the specific sub-skills of critical reading and to provide practice materials in which these sub-skills could be integrated and consolidated. Equally so the SLLB should re-visit its role to schools. Since it has a Children’s Department and sometimes gives assistance to a few schools, more appealing reading materials geared towards meeting the needs of pupils should be provided. There should be regular book fairs, exhibitions and displays to inform schools and the public in general about what is on offer in the library.

In parallel Teacher Training Institutions should give greater priority to the teaching of reading in initial professional courses. These institutions are still concerned with beginning reading; they should go beyond this point especially for the elementary and junior secondary school levels. They should train reading specialists that would be closely working with school librarians to promote reading in school.

Teacher training is judged by the success with which it satisfies the demands of the school for better professional training and also by the degree to which it satisfies students that the courses are relevant. With increasing sensitivity of the needs of schools, all Teacher Training Institutions should include the teaching of reading as a compulsory element in the training of teachers. Similarly in all secondary schools time for reading should be provided on the timetable. Pupils need time to learn; in order to guarantee that important things are taught and learnt well, time has to be allocated in proportion to the relative importance of subjects. For a country with less than 40% literacy society expects that children become literate and numerate in whatever they are engaged. As literacy is basic to the learning of almost every subject in school, reading should have priority over all subjects.

A dynamic teaching approach is necessary. Teachers should have confidence in the teaching methods used to develop children’s reading ability. They should show that they mean business and that they can deliver the goods. Children who have failed many times are hesitant at each new beginning and suspicious of, and uncooperative towards, those who teach half-heartedly. Teaching must be individualized as rarely will a child’s reading needs and problems at any one time are precisely the same as those of another. Therefore, teaching poor or non-readers in groups will seldom be effective. For efficiency of purpose reading should start with the child’s own language more so when the teaching of local languages is now introduced in schools. Children, especially beginning readers, will have confidence in books containing the printed speech and ideas in their local languages. In this light what then should be the role of the librarian in promoting reading in school?

THE ROLE OF THE SCHOOL LIBRARIAN

The education of the child is vital for the existence of society as it is the child that would grow into adulthood for society’s very survival and continuity. Thus it should be the concern of everybody to contribute immensely to the development of the child. In Sierra Leone however, many children grow in homes with little or no experience in reading because of widespread illiteracy, poverty and the unwillingness of some parents to acquire reading materials for their children. Public library services all over the country are poorly stocked with children’s reading materials. Invariably the problem is left with the school teachers and librarians to play a major role in developing the reading ability of children. As Hannesdottir (2000) opined ‘school librarians can be a major factor in promoting the use of the library and its many purposes is not only related to the academic aspects of studies but also for experience for skills development and for enjoyment’ (p.10). As information professionals librarians have the opportunity and responsibility to educate teachers, school authorities and the public about the essence of reading in school and the need to expand the role of the library. Since information literacy is the key to life-long learning, creating a foundation should be at the heart of the school librarian.

One of the key components for a good reading program is the library collection itself. The school librarian intending to promote reading should keep up with the literature and know what is on offer and what type of reading materials that pupils need (Samara, 2002). Efforts should be made to analyze the collection when processed so that pupils can have access to it by either theme or subject. In addition to books, the balanced collection provided should include recordings, tapes and slides to reinforce the reading program as well as pictorial encyclopedias and atlases. There should also be a sound establishment and maintenance of folktales, storybooks, newspapers, science and historical fiction to create a natural appeal to children (Lewis, 2000). These will help keep children’s imagination alive as the reading development of the child is not only for enjoyment but also for knowledge and information.

In the light of the afore-mentioned provisions the school librarian should keep abreast with the library and know what is available and what kinds of books that can fulfill particular pupils’ needs. He should be able to properly arrange his catalogue so that pupils can access the collection with ease (Barbara, 1994). He should keep in touch with the pupils to know what they are interested to read. The school librarian should find out from teachers the reading syllabus, and from both teachers and parents about the most popular materials on the market and then acquire them with specific references based on local circumstances. He should also get in touch with public library services in his vicinity to know what they can offer to promote the reading ability of children in school and see how best this could be availed. Once availed the school librarian should be involved in publicity activities such as displays and preparation of brochures, newsletters, booklists and if possible, offer seminars and book talks to children. In this regard he should work closely with teachers especially those that teach national languages such as Mende, Temne, Limba and Krio and those that teach international languages like English and French. Even senior pupils could be involved in the exercise. These programs should be creative and well planned and directed to a class, individual groups and individual pupils on a special basis. As Gayner (1997) asserted, in all these moves the school librarian should love children and enjoy their company to show a desire in satisfying pupil’s reading needs.

Equally so the school librarian should organize special and regular reading programs in the school community such as Book Weeks and Library Days and promote Book Clubs. He should give book talks at school Literary and Debating Society(L & D S) meetings and provide reading awards as a way of encouraging pupils to love and read books. Pupils should be encouraged to write book reviews as a way of expressing their personal opinion and develop critical thinking. This endeavor should be creative and well organized. To gain the support of teachers, school authorities and the community, the school librarian should be a good leader actively involved in school and community affairs and constantly advocating support for the library’s role in school, School Management Committees and decision makers at all levels of government. He should make reading central in all forms of his library’s mission, educate pupils, teachers school authorities and parents about the changing information environment and its impact on the school campus and community at large (Connor, 1990). In order to sustain this program in school the librarian should solicit funds from donor agencies like DFID, USAID, UNICEF and UNESCO and should be involved in collaborative effort with local literacy providers and supporters in their respective communities in order to translate their support for the library.

Now that there is gradual improvement in the national power supply grid as well as hopes that come 2008 the country’s Bumbuna Hydro Electric Project would come into fruition attempts should be made by the school librarian to bring on board the use of Information and Communication Technologies (ICTs) in promoting reading in school. The school librarian should take leadership role in utilizing these technologies and creating and identifying quality web sites in much the same way he organizes and recommends print materials. He should be able to teach pupils and teachers alike how to find the best sources of information using print and Information and Communication Technologies (ICTs). Such moves will help improve their reading skills and raise pupils’ standard as readers and life-long learners (Hannesdottir, 2000). In all these ventures there should be cooperation among stakeholders if reading is to be promoted in school. Teachers, parents, booksellers, reader advisors and pupils should be involved in the planning and implementation of reading programs aided by specialist expertise like psychologists and children librarians.

CONCLUSION

Indeed the school librarian should acknowledge the part he plays in promoting reading in school and in molding the child’s ability for life-long learning. In this regard he should be an enthusiastic and skillful reader himself. He should have an enthusiasm and a knowledge to work and share ideas with teachers, school authorities, parents and interested members in the community in promoting reading in school so as to put the right reading material into the right hands and at the right time. Keeping in touch with the afore-mentioned will help him relate the problems of the school library in the local community and how best he could approach the problem of promoting reading in school. This, in effect, will provide an opportunity for the development of the child.

REFERENCES

Barbara, Jinks (1994).”The stars come out for reading’, School library journal, 45(3), 162-170.

Connor, Jane Gardner (1990). Children’s library services handbook. New York: Oryx Press.

Gayner, Eyre (1997).”Promoting libraries and literature to young people”, In Elkin, J. and Lonsdale, Ray, Eds. Focus on the child, libraries, literacy and learning. London: Library Association Publishing; 174-193.

Gray, W.S.(1937).”The nature and types of reading”, Quoted in Southgate, Vera, Arnold, Helen and Johnson, Sandra (1983). Extending beginning reading. London: Heinemann Educational Books; p.23.

Hannesdottir, Sigrum K (2000).”Ten effective ideas to promote reading in primary schools” , The school librarian, 48(1), 10-14.

Huey, E.B.(1913) “The psychology and pedagogy of reading”, Quoted in Southgate, Vera, Arnold, Helen and Johnson, Sandra (1983). Extending reading .London : Heinemann Educational Books;p.23

The Library Association (1991). Children and young pupil: LA guidelines for public library services. London: LA Publishing.

Lewis, C. (2000). “Limits of identification: the personal, pleasurable and critical in reading response”, Journal of library research, 23,253-266.

Samara, Dennis J. (2002). Why reading literature in school still matters: imagination, interpretation, and insight. Mahway, NJ: Lawrence Erlbaum Association.