Libraries,Literacy and Development: Combined Libraries as an Option for Developing Countries: A Brief Communication |
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| Affiliation: | 1. Department of Experimental Psychology, Institute of Behavioural Neuroscience, University College London, London, UK;2. Department of Psychological and Brain Sciences, Dartmouth College, Hanover, NH, USA;3. Department of Experimental Psychology, University of Oxford, OX2 6BW Oxford, UK;4. Institute of Cognitive Sciences and Technologies, National Research Council, via S. Martino d. Battaglia 44, 00185 Rome, Italy;5. University College London, Department of Cell and Developmental Biology, London, UK |
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| Abstract: | Public and school library development has been slow in Third World countries. This can only be overcome by a shift in perception whereby libraries become important to national development and educational and literacy goals. When considering transformation in library mission and delivery systems, combined school and public libraries offer an alternate and innovative model. Research has determined conditions under which combined libraries are successful and when these success factors and conditions in developing countries are juxtaposed, striking correlations appear. Combined libraries may offer the integration necessary in a climate of scarcity; they may provide the framework in which libraries can serve all the people by contributing to a literate environment and literacy efforts, while supporting formal education and development programs. |
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