Write to Read BC

Category: Impact story

A benefit or success credited in part to Write to Read BC.

  • SFU CERi publishes report on Write to Read BC success

    Write to Read BC welcomes the formal publication of a study it co-sponsored with CERi at Simon Fraser University. CERi, or Community Engaged Research initiative, funded an assessment of 15 years of Write to Read BC’s collaborative library projects.

    The qualitative study collected data from 19 Indigenous BC communities about their Write to Read BC libraries model. The study’s authors, Jody Bauche and Tara Mahoney, report that these projects evolved far beyond designing and placing Indigenous-led libraries.

    Communities value the flexibility of the Write to Read BC model, which allowed them to design their own public space. As a result, these libraries can now offer an astonishing range of services beyond reading and education. These libraries are multi-purpose community hubs. They support cultural programming, early years education, food distribution, meetings, and social connection in isolated Indigenous communities across BC.

    The findings in this report highlight several key areas of impact:

    • Strengthening community connection and belonging.
    • Providing trusted spaces where people gather across generations.
    • Supporting literacy and lifelong learning, including early literacy development.
    • Inspiring the emergence of new programs.

    About the report

    Cover of 2026 report of the impacts of Write to Read BC's collaborative library model.
    Retrospective: The impact of collaborative libraries.

  • Indigenous libraries: impact on confidence, wellness, digital equity

    A Simon Fraser University researcher says Indigenous-led libraries, combined with community schools, have benefits beyond learning and literacy. A recent study of 20 Indigenous-led BC libraries listed many more benefits. These include social confidence, community inclusion, wholistic literacy, emotional wellness, digital equity, as well as generative learning. Let’s examine these findings more closely.

    The findings are part of a study of Write to Read BC’s library-building partnerships with isolated communities. The study results are scheduled to be published in the spring of 2026. Simon Fraser University’s Community-Engaged Research initiative (CERi) arranged the study to evaluate Write to Read BC’s ongoing libraries project.

    Context: Indigenous education in BC

    By embedding Indigenous culture in what teachers teach, schools in First Nations communities improve accomplishment and fulfilment for their elementary students. M.A. Burgess reported this in a University of Northern BC doctoral dissertation in 2017. Burgess further reported that community engagement and collaborative decision-making is key to grounding the school experience in the local culture.

    Libraries have similar benefits for the community, not just for school-age children. When Indigenous communities co-create and co-deliver school programs, students experience high levels of community support and participation. Interestingly, this applies both to schoolchildren and family members. Indigenous-led community libraries play a part in this. Tasha Riley and 3 others reported this in their 2025 work on digital literacy in remote Indigenous community.

    Benefits: Indigenous community libraries in BC

    Indigenous community libraries often work alongside community schools and literacy programs in isolated communities. In BC, First Nations schools are funded through Indigenous Services Canada, and are often run independently from the provincial government. Libraries are funded with the support of non-profit organisations and projects such as Write to Read BC.

    The benefits of Indigenous-led libraries for education include:

    • Social confidence and community inclusion. Community libraries can improve literacy as well as the confidence of individuals and social groups. Ongoing, positive community inclusion and active participation is key.
    • Wholistic literacy and emotional wellness. Libraries in isolated communities help people connect reading and writing skills with meaning and purpose. This experience can be intellectual, emotional, social, and cultural. People can also experience this through an online computer, using a library’s online learning centre. Rob McMahon and others reported this in Codesigning community networking, in 2024. They found that being connected to others enhances social and emotional well-being.
    • Digital equity. Libraries that have an online learning centre rebalance the “digital divide” isolated Indigenous communities experienced historically. Given the global scale and adoption of digital technologies, online learning is crucial for all students. With it, they can develop their capacity for critical engagement rather than passive consumption of content. Critical digital literacy lets community members use global learning platforms, knowledge networks, and economic forums. Clearly, this can then inform Indigenous self-government.
    • Generative learning. Education delivered in the community that involves other community members will maintain and strengthen the community. This occurs by integrating new ideas and information with existing knowledge. Jessica Ball reported this in American Indian Quarterly in 2004. She reported that the benefits of library use and learning extend beyond the students themselves. This is often in ways that cannot be predicted or measured. Ball wrote that the spontaneous generation of new knowledge and new behaviour is essential to keep living communities alive.

    The research for this report was conducted in 2025. The report, in its final form, will be published in the spring 2026.

    Research on the impact of Indigenous-led libraries installed together with Write to Read BC in isolated BC communities.

  • Libraries impact literacy, identity, decolonisation

    For Indigenous communities, the benefits of community libraries range from literacy, to community development, to decolonisation. These are findings from a pre-publication copy of a study that assesses Write to Read BC partnerships with isolated communities.

    The study assesses the effectiveness of indigenous-led libraries in isolated BC communities. Simon Fraser University’s Community-Engaged Research initiative (CERi) arranged the study to evaluate Write to Read BC’s ongoing libraries project. The research was conducted in 2025, and the report will be published in spring 2026.

    In the pre-publication copy, some findings of the academic literature review are:

    • A library has the most impact when it’s an integrated part of the community. This refers to more than a physical location that’s easy to visit; it’s about contributing to community identity. A community’s vision for itself needs to include a library.
      — From M Asselin and R Dorion, 2013.
    • Printed and digital material in Indigenous-led libraries needs to present indigenous culture as equal, not inferior, to Western culture. This is because libraries can alter the social status of Indigenous communities previously shaped by Western sovereignty. In effect, a library can help counter the dispossession of traditional lands and historical prohibitions on language and cultural practice.
      — From B Parkin, H Harper, I Wallace, and P Mickan, 2020.
    • Libraries are essential for diversity of culture and language. In isolated indigenous communities, libraries can counter the loss of knowledges and languages, including through online content. That’s because unequal in-home access to digital information makes online participation harder for some.
      — From B Parkin, H Harper, I Wallace, and P Mickan, 2020.
    • Libraries can step beyond traditional concepts of learning as passive, focused on rote methods and recitation. Indigenous storytelling can play a part in learning, including remotely or via recordings. Basically, a library can embrace inclusion.
      — From M Asselin and R Dorion, 2013, and from M Kovach, 2017.
    • Community libraries are often initially created to foster literacy. But they become a way to support community engagement, social exchange, and cultural resiliency.
      — From R Sarjeant-Jenkins and K Walker, 2015.

    Funding and sources

    The research described here was made possible with Simon Fraser University’s CERi funding. The researcher’s analysis included these sources:

    • Asselin, M., & Doiron, R. (2013). Linking Literacy and Libraries in Global Communities (1st ed.). Routledge.
    • Ball, J. (2004). As if Indigenous knowledge and communities mattered: Transformative education in First Nations communities in Canada. American Indian Quarterly, 454-479.
    • Burgess, M. A. (2017). Investigating the impact upon First Nations students on reserve, in relation to their elementary school experience (Doctoral dissertation, University of Northern British Columbia).
    • Froehlich Chow, A., Wahpepah, K., Humbert, M. L., Houser, N., Brussoni, M., Erlandson, M., … & Ali, F. (2025). Nature’s Way-Our Way: A Journey Through the Co-Creation and Sharing of an Indigenous Physical Literacy Enriched Early Years Initiative. Engaged Scholar Journal, 11(1), 18-35.
    • Kovach, M. (2017). Doing indigenous methodologies. The SAGE handbook of qualitative research, 383-406.
    • Helen Klieve, Bev Fluckiger. (2015). Towards an evidence base: Exploring the impact of community-based literacy programs in remote Indigenous communities. Australasian Journal of Early Childhood, 40(2), 89–98.
    • McMahon, R., McNally, M. B., Nitschke, E., Napier, K., Alvarez Malvido, M., & Akçayir, M. (2024). Codesigning community networking literacies with rural/remote Northern Indigenous communities in Northwest Territories, Canada. Journal of Computer-Mediated Communication, 29(1).
    • Morcom, L. (2014). Determining the role of language and culture in First Nations schools: A comparison of the First Nations Education Act with the policy of the Assembly of First Nations. Canadian Journal of Educational Administration and Policy, (163).
    Research on the impact of Indigenous-led libraries installed together with Write to Read BC in isolated BC communities.

  • Study: Libraries serve Indigenous children and adults alike

    The preview of an upcoming study reports adults in isolated, Indigenous communities use libraries as much or more than children. The study is assessing at the long-term impact of Indigenous-led libraries installed in partnership with Write to Read BC.

    This research was made possible with Simon Fraser University’s CERi funding. The study’s Indigenous researcher gathered data from isolated communities that installed an indigenous-led library with us. The research was conducted in 2025, and the report will be published in spring 2026.

    School libraries

    Many communities installed a library connected to their local school. Obviously, these spaces get significant use by children.

    However, adults also want to use reading materials and programs about culture and language. That’s why some schools welcome adults, too. For example, Nisaika Kumtuks school in Nanaimo set specific hours for family members to use material in its library.

    Rather than in a school, many communities installed books and computers a separate community facility. Both children and adults can use these, but they are harder to fund, according to some study participants. “There is funding for libraries attached to schools, but not necessarily for community-specific libraries,” the study’s author reports.

    Nevertheless, over the past 15 years most libraries installed with Write to Read BC are community libraries.

    Community libraries

    In addition to support for reading—including reading about Indigenous cultures and languages—these spaces are also community-building hubs. This is one of the benefits that attracts community members. Often, libraries are a showcase of local culture and history. One participant mentioned plans to create a museum alongside the library.

    In addition to these adult-oriented activities, community libraries also help educate children. Since 20% of the youth living on reserves attend school online, community libraries often have a role in childhood education.

    Unfortunately, older libraries in the Write to Read BC program did not all include computers and high-speed Internet. Some participants told the researcher that “a designated space” for online learners would be “a helpful addition to their community.” This would benefit adults and children alike.

    Findings from the CERi study were first presented in October, 2025.

    Research on the impact of Indigenous-led libraries installed together with Write to Read BC in isolated BC communities.

  • Value in isolated libraries: SFU study

    An Indigenous-led study at Simon Fraser University will sum up 15 years of Write to Read BC library projects. The study assessed 15 years of completed projects. These projects are partnerships with Indigenous communities to design and install the library they want. In a preview of the findings, the study found that project partners—isolated indigenous communities across BC—gained substantially. The gains show up in several ways.

    Firstly, at a community-wide level libraries are places where people connect, the study found. It reports that Write to Read BC libraries foster resiliency and increase active community participation. That’s in part because the libraries also become community hubs.

    Secondly, individual or “autonomous” library use is also connected to increased productivity within communities.

    Thirdly, the effect on literacy is positive. The study found an increased interest in literacy related to community libraries installed by Write to Read BC.

    Lastly, the Indigenous-led study noted several community challenges indirectly related to libraries. For example, due to shifts in literacy funding, schools have been absorbing community-based programs. Also, expanding those community programs increases the demand for meeting space. A community library can ease the demands on schools and provide another place to host programs.

    Full details of the findings will be available when the research report is published in the spring of 2026. The study, which Write to Read BC requested, received funding from SFU Community-Engaged Research Initiative, or SFU CERi. This program helps community organisations understand the effectiveness of their efforts. The research applied Indigenous cultural insight of a Simon Fraser University (SFU) graduate student.

    Write to Read BC leaders and the Rotary Club of Steveston-Richmond recently got a preview of the study. That’s because the Rotary Club is a significant funder of the Indigenous-led libraries that Write to Read BC volunteers install. Over the past 15 years, these partnerships have resulted in about two dozen libraries in isolated communities across BC.

    Research on the impact of Indigenous-led libraries installed together with Write to Read BC in isolated BC communities.

  • Assessing the impact of Write to Read BC

    An independent researcher is evaluating the long-term impacts and community perspectives of the Write to Read BC Project, at its request. Working closely with Indigenous leaders, educators, and community members, this research “will culminate in an assessment report that will guide the re-framing and Indigenization of the Write to Read BC Project.”

    The assessment is provided by a program at Simon Fraser University that helps SFU graduate students collaborate with non-profit groups and community groups. The program supports research projects that provide plain-language answers to community-driven research questions at low or no cost to the community partner.

    The Write to Read BC study will focus on

    • Community collaboration and data collection.
    • Literature and media review.
    • Data analysis and reporting.

    The research takes place in 2025. Next, a prepublication will be available for review. Finally, the official report will be published in spring 2026.

    Community collaboration and data collection

    The study will:

    • collaborate with Indigenous leaders, educators, and community members to gather perspectives on the impact of active and inactive learning centres.
    • conduct interviews, facilitate protocol-guided information-sharing sessions, and ensure respectful, ethical data collection.
    • assist in developing “case stories” from selected communities, ensuring informed consent and cultural sensitivity.
    • document and organize qualitative data to inform the final project report and analysis.

    Literature and media review

    The study will:

    • conduct a literature review focusing on the intersections of Indigenous knowledge systems and colonial education practices.
    • review and summarize “grey literature” and media related to the Write to Read BC project, including speeches, audio/video recordings, and planning documents.
    • gather and analyse quantitative data on educational outcomes (such as Kindergarten to Grade 12 graduation rates, post-secondary enrolment) in communities with Write to Read BC centres.
    • identify gaps in the literature or data and recommend additional resources to address these gaps.

    Data analysis and reporting

    The study will:

    • analyse qualitative and quantitative data to understand changes in community engagement, cultural connectedness, language revitalization, and educational impacts associated with Write to Read BC learning centres.
    • assist in preparing interim reports, summaries, and visual presentations to share findings with project stakeholders.
    • draft a final report, weaving Indigenous knowledge, community insights, and statistical data into a cohesive narrative.
    • assist in developing recommendations for future iterations of Write to Read BC and strategies to support its ongoing sustainability and alignment with Indigenous sovereignty.
    Research on the impact of Indigenous-led libraries installed together with Write to Read BC in isolated BC communities.

  • Saving education in Gitsegukla: video

    When Gitsegukla elementary school principal Louise Ormerod talks about her school’s journey from failure to success—not just for the Kindergarten to Grade 7 students, but also for adult learners in the community—Write to Read BC gets part of the credit.

    School risked getting shut down

    In 2018 the BC Ministry of Education assessed the school. It failed. The ministry said the school would be closed if it didn’t resolve the 21 violations ministry auditors found. The community also knew the school was poor. Some families left the community so their children could get an education. New teachers quickly left.

    But two years later, when auditors returned, they found a vast improvement. The school was “teaching to the curriculum” and meeting BC Ministry of Education standards. Auditors observed the school had found the resources every elementary school needs. Literacy rates increased 400%. Teachers stayed.

    Jump to the video

    Community commitment, a plan, and a library

    Ministry auditors told Ormerod that hers was the only audited school that did not have a single violation that year. Ormerod credits her staff and the community’s commitment to saving education in their community. She says Write to Read BC not only played a role, but made it easy, by being prpared and by knowing who to call to solve various problems. As for the library Write to Read BC installed, Ormerod says, “we had the best library and learning centre we could have ever asked for to support that learning.”

    The story on video

    In this 9½-minute video of an online talk, Ormerod tells the story of her school’s journey.

    School principal Louise Ormerod talks about improving literacy and numeracy at her school.

    Ormerod also gives advice to other schools who want to develop a library of their own:

    • Give the library a formal opening, with all the fanfare it deserves, to acknowledge the accomplishment. Gitsegukla school missed theirs because of Covid-19 restrictions.
    • Identify a champion who’s passionate about maintaining the facility once it’s launched.
    • Open the library after hours, so adult community members can use the library, and can attend online courses by using the library’s learning centre.
    • Get trained to manage a digital lending system.

    Ormerod credits the expertise and connections of Write to Read BC’s volunteers, and the fundraising efforts of the Rotary Club for helping to make success possible for Gitsegukla Elementary and the whole community.

    Success despite COVID-19

    The community, the school, and Write to Read BC installed a library while complying with COVID-19 restrictions. The shelving, furniture, books, and computer equipment were installed during a school holiday, because students were offsite then. Obviously, the out-of-town volunteers could not socialise or stay with community members.

  • Write to Read BC expands Indigenous networking

    Several members of isolated BC communities attended a virtual conference about Indigenous communities. The conference, sponsored by Libraries, Archives and Museums Nova Scotia, included breakout sessions.

    During the breakout sessions, members discussed their experience with Write to Read BC, and made new connections with people from Indigenous communities in other provinces.

    Virtual conferences don’t just give remote attendees access to people in other communities. They expose attendees to other ideas and perspectives, and to a broad body of knowledge and potential for collaboration.