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66th IFLA Council and General
|1980 - 81||King-Kaew Orphan House Fdn.||12|
|Chang Kian Elementary School||360|
|1981 - 82||Cherng Doi Elementary School||113|
|1983||Suan Dok Elementary School||240|
|1984||Pre-school Child Center||50|
|1985||Northern School for the Blinds||75|
|Pedodontic & Orthopedic Dept., Suan Dok Hospital||30|
|1986||Correctional & Training Institution||300|
|1987 - 89||Child Center, Umong Temple. Boy House||20|
|Cherng Doi Elementary School||210|
|1990 - date||Schools in rural areas and schools for hill-tribes||@ 100-150|
5.2 Surveying: The staff contacted the target places, surveyed the places and users to collect data, then came back to discuss the results together.
5.3 Planning: We decided on the places to offer our mobile library services, then persuaded library science students to join, we gave them the opportunity to plan the activities under the lecturers' supervision. Following which a detailed plan was set up.
5.4 Outreach: During the first period (1980-1986) the project operated under the title: "Bringing books to Children." Each time the volunteers brought books to children, they also held activities in which the children would be involved. In this case, the target groups were children in an orphan house, primary schools, a nursery in rural area community, school for the blind, and a hospital. The books and magazines were selected to be appropriate for the children; and their coverage included information, education and entertainment.
There was a special outreach program for the blind, where the printed literature was transformed into the tape records and the school allowed to borrow it on long term basis (After the project ended some students volunteered to read into tape records for the school library.)
Delivering the books to children and placing them on the shelves is not enough; we had a vision to propagate good reading habits in children. We held various activities such as story telling, reading aloud, solving riddles; puppet show, drama (played by children), story from books, singing, paper folding, drawing and painting contest, games, filling-in proverbs and sayings, children telling their experiences, etc. The aforementioned activities were well prepared based on the children's age, interest, environment and experience.
During the reading promotion activities, usually one of the lecturers would observe and evaluate the performance. At other times and some places we let the students to report and evaluate and then come up with suggestions. At the end of each service there were group meetings held to discuss possible improvements.
The project also acquired books and magazines and gave them out to some school libraries. This was one of the purposes of second period (1987 - 1989)] during which the project title was changed to "Circulated Library for the Disadvantageous Children". Target groups included children in the child center in U-Mong Temple; Boys House (in Mae Rim Province, - receives children from poor families, orphans and vagrants) and elementary schools near the University. The emphasis in this case was more on books; books were brought to the children with fewer activities.
In the third period (1990 - to-date) the project title changed to "Circulated Library." Books were contained in book-boxes and delivered to children in the far away schools and up-hill for the hill-tribes' children through the co-operation with the Royal Highland Project under H.M. the King Patronage and the Chiang Mai Libraries Club. The Royal Highland Project has set up schools and libraries for the hill tribe people. Every month they go to visit the hill tribe's people, and the lecturer from our project brought book boxes with them. For far away schools outside the Royal Highland Project areas, the school librarians would come to the Library Science Dept. and take 1-2 book boxes with them each time. The schools have formed a network: when one school brings book-boxes they would circulate among the school groups, that is, around 5-6 schools would be engaged in the borrowing and circulating of books among themselves. The borrowing period is 1-2 semesters.
After the end of the first year project we reported the progress to the Faculty of Humanities and set up a project for the following year. From then on we got financial support from the faculty of about US$ 350 each year until 1990. Soon afterward the budget was split to fund another project and the funds for the Mobile Library Services remain about US$ 175 per year.
Besides, there is no motivation for the lecturers to engage in library services. Though community service is one of the university's missions it is not considered and doesn't count towards a lecturer's promotion to a higher academic position and their own academic advancement. They consider professional writings, i.e. articles, researches, and texts to be the most essential work. Although students were happy and proud of their experiences, they too have a lot of course-work to do, while others did not enjoy doing the services at all. It turned out that only the ones who really love to work would do it with their whole heart.
Target users that we found difficult to reach our objectives are the female juvenile delinquents in the Correctional and Training Center. Their literacy levels were low and poor readingh habits , especially the hill tribe girls. During our services we taught them how to read and write. Usually daily schedules were set up for them to learn occupational skills and routine life skills; this eventually meant that they did not have any time for reading and writing.
8.2 Equipment and Transportation: the fact that we didn't have A.V. (audio-visual) equipment in the project posed an obstacle, so when we needed to it we had to borrow from the faculty, and it proved to be inconvenient. Also the vehicles to take us out sometimes were available, sometimes were not. It is also difficult to get the faculty's vehicle when going out on non-official work hours.
8.3 Budget: Most of the financial support comes from the official budget. It was limited by official regulations such as timing, and some expenses were out of spending allowance. The budget did not provide for the purchase of equipment.
The above limitations resulted in diminished involvement from the personnel towards reading promotion activities, but it did encourage co-operation with other organizations. In going out with The Royal Highway Project we can reach the hill tribe children in the high altitude mountains. Co-operation with the Chiang Mai Library Club which has a lot of school members, makes it possible to deposit our book-boxes with them to the far away disadvantaged children.
"An Evaluation of the Reading Service to the 1985 - "Disadvantageous Children": Report Papers 1993."
A List of Community Services during 1983 - 1994 by The Library Science Department, Chiang Mai University.
Project Paper on "Circulated Library to the Disadvantageous Children" 1988 - 89.
Project Papers on "Reading Service to the Disadvantageous Children" 1985 - 86.
"A Report on the "Reading Promotion for Children Project" 1980 - 85."
Reports of the "Community Service Project Committee Meetings." 1984 - 85.
Statistical Report on the "Circulated Library" 1997.