One Book At A Time

I love libraries. It started before I could read: my mom would take us to the library and it seemed like the biggest treat to sit and “read” the picture books while she selected her own books. When we moved to Watertown, my dad’s office was a block from the public library where I spent many after school hours waiting for a ride home. My sister worked there and our mom and her friend started a PALS program for the library that raised funds and awareness that ultimately led to a new building. As an English major in college, I spent plenty of time in the stacks and as a new lawyer, research was still done by books so I was a frequent visitor to the law library. Once, on a business trip to Pittsburg, the attorney entertaining me took me to see the public library that had been recently renovated and the amazing Seattle library was on the sightseeing list when Matt and I vacationed there. In Washington D.C. we visited the Library of Congress and left with reading cards.

I was appalled when I saw the library at Matt’s new school. Three bookcases crammed into the back of the small music room.

How can a child gain a love of reading if there are inadequate books and no inviting space? How can a child learn if they are not reading? There is a town library in Puerto Ayora, but I have never seen it open. Culturally, there doesn’t appear to be a tradition of reading for pleasure. I read to 6th and 7th graders and they love the picture books I bring to class. When I asked them whether their parents read bedtime stories to them, their faces were blank. I had found my project.

First step was to determine what was there. I quickly realized that the majority of the books were out of use textbooks, teachers manuals, used workbooks, and pretty much any English book that someone – tourist or resident – left behind. Some gems included:

That is not to say that these are bad books or that the donor’s intent was not good. But these are not books that would catch a child’s interest, particularly one learning a second language. The Spanish collection is even more limited.

My next few visits were spent moving all of the teacher resources and textbooks to one stack and the less accessible shelves of the other stacks and sorting the Spanish from the English books. Every week, I felt like Sisyphus – the shelves were back in disarray, more crap from teachers’ classrooms cluttered the shelves and random bins and used 20 liter water bottles (which I later learned are the school’s percussion instruments) blocked access to the stacks.

At the same time, I was researching how to categorize the books. While someone had labeled many of the books using the Dewey Decimal system, that system is fairly meaningless without a cataloging system (which is also lacking) and not intended for fiction. I called on Sarah, our friend who was the librarian in Peru, my cousin Patty, a veteran librarian, and Maria, my childhood friend who is currently obtaining her MLIS. With their input and that of the teachers, I determined that a simple categorization process for fiction was appropriate: 1-4 reading levels, color coded and divided into Spanish and English. I would have liked to have more reading level differentiation, but it look me several trips to the local stores and my visit to Quito to find 8 colors of stickers to label the books. There is so little non-fiction that it will likely end up on one shelf.

Supplies

Supplies

After segregating most of the undesired content and realizing that my weekly efforts to reorganize the shelves would be easier once the books were marked, I started the labeling phase. About this time, the school received 2 boxes of donated books from the US from a tourist who visited the school and saw the need to improve the resources. She collected gently used books and her church raised funds to mail the books here. Oh Happy Day! The quality of the donations was excellent and I was thrilled to add these books to the collection. This week I completed labeling the first three levels of English books. We only have about 2 1/2 shelves of picture books and less than a shelf each of books at beginning and low reading levels. Next week I will start on the 5th grade and higher levels and have seen some decent books there though no contemporary kid favorites like Harry Potter, Divergent, Twilight, Percy Jackson or the like.

Fantastic Update! This evening Matt and I met the lovely Madabushi family from Houston, Texas, who came to the Galapagos with a suitcase full of books, friendship bracelets, sign language messages and fantastic science games and projects to donate to the school. The low level books they brought just about doubled the volume on that shelf and the upper level books greatly improve the quality of that collection as well. Thank you!

Matt and I promote the library project to anyone who will listen. Matt’s ultimate goal is a dedicated space for the library and he has designed a library “box” that would essentially be bookshelves with doors and a internal ventilation system located under a pavilion. The classrooms here are basically open air, so this would be keeping with the environment and, while not ideal for books, better than the current conditions. 

As we have talked about the need, other people have expressed interest in building an actual library, which would be amazing. But to me, the books are more important – a library without books is an empty space.

The challenge is getting books here. The great news is that the school is on the sightseeing list for tourists, so we have been asked to put together a list of books and other school items that tourists visiting the school can donate if they are so inclined. We may also be lucky to meet another family like the Madabushis. Once we have a collection, other issues like a catalog and check out system are on my list to address.

Book by book, the library project is progressing. I think my mom would be proud.


WANT TO HELP? DONATE TO THE LIBRARY PROJECT!

Many friends and family have asked how they can help with the library project. This would be a great project for children who have a benevolent spirit or service requirements for school, church confirmation, Scouts etc. because they could also connect with school children on the Galapagos Islands. Books, funds or both would be greatly appreciated. If you are interesting in helping, please contact me directly, but these initial guidelines may assist you:

  • Please collect books that are interesting to children. Ask a child what his or her favorite books are. Non-fiction books about animals (especially sea animals), nature and dinosaurs are always a hit. While some books are great classics, many books that libraries are discarding are being discarded for a reason: they are dated and no one wants to read them. Library book sales, your own shelves and second hand stores are great places to look, but not every book needs a home in the Galapagos.
  • The school is kindergarten through 12th grade and books at all levels would be appreciated. We have a special need for early readers and books at a 1-5 grade level. Multiple copies of books are welcome as they would allow for a class to use them for a reading circle. While we are seeking to improve the students’ English skills, if you have appropriate level Spanish books, those are also welcome.
  • Gently used, please! Dust covers are not necessary, but scribbled in, ripped or grimy books are best discarded.
  • Coloring books, work books, and sticker books are best for your local charity for a single recipient to enjoy.
  • Funds will need to be raised to get the books here. Unfortunately, this is not within the school’s budget. For example the recent shipments were sent via USPS and cost $122 for a box of 40 books that weighed about 27 pounds and $80 for a box of 50 books that weight about 18 pounds. The value of each box was listed at $10, or resale value for used books, which negated paying an import tax. 
  • If you know someone traveling to the Galapagos Islands, ask whether they are willing to bring a box of books or even just a few. If you know someone traveling to Ecuador, they can mail the books from the mainland to the islands.
  • Patience, please! The books took 3 months to arrive but were well appreciated when they did.

For more information about the school, visit its Facebook page (courtesy of Matt) https://www.facebook.com/tdberlanga or its website at http://www.scalesia.org/tomas-de-berlanga-school

10 thoughts on “One Book At A Time

  1. Kerry! What a perfect project. As my youngest is now 12 I find two major bookshelves full of books that they have outgrown and some other ones that are more for adults. I can’t wait to box them up and send them to you.

  2. If someone is willing to build the Library, do it now before they change their mind. If you build it, the books will come!

  3. Hi! I have a friend coming to the Galapagos this year, she is likely to have some spare room in her suitcase. Because we are in New Zealand we aren’t so familiar with what age ranges you might need books for. Can you let me know?

    • Wow, Ali, how generous of you and your friend to help me out! Low reading levels – so not picture books but books for early readers about ages 6-10 would be great. Thank you, both! If your friend has questions about the islands (not that I am an expert – we have only lived here since May) I would be happy to try to answer them. 🙂

  4. Hi Kerry,
    Have you heard of Koha? It is an open source library management system (catalogue and checkout system) developed in the library I now work at, in Levin, New Zealand. It is used in all kinds of libraries, large and small, all over the world. Get in touch with me if you’d like to know more.
    Regards, JD

  5. Pingback: Power of Social Media + Kindness of Strangers = 500 Books! | Kerry On!

  6. Pingback: 2,000 Books and Growing – Library Project Update | Kerry On!

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