Write to Read BC

Tag: BC

  • Orange shirts and library books

    In support of Orange Shirt Day, Indigenous publishers offer books that schools can use to teach Indigenous history. These books help communities preserve First Nations languages and help students learn about local culture and history. These books are available in some bookshops and local libraries, including in Indigenous-led libraries.

    In isolated BC communities, many Indigenous-led libraries are installed in partnership with Write to Read BC and its sponsors. One such sponsor is First Nations family-owned GoodMinds.com, which supplies and regularly donates books by Indigenous authors, illustrators, and translators. It offers an entire collection of books for Orange Shirt Day:

    The books in this selection were inspired by Phyllis Webstad’s story. They tell how, on her first day at Indian residential school, Phyllis’ orange shirt was taken away from her. That shirt became a symbol for a grassroots movement. The movement focuses on colonial history and its effects, from a First Nations perspective. Across BC, Indigenous-led libraries play a part. This includes the 20 libraries installed in partnership with Write to Read BC.

    A beaded pin, or brooch, in the shape of a T-shirt. The beads are mainly orange.
    A beaded pin or brooch worn for Orange Shirt Day. This symbol shows the wearer’s awareness of the treatment of Indigenous children forced to stay in what were called Indian residential schools in BC and across the continent.

    On Canada’s National Day for Truth and Reconciliation, Write to Read BC’s co-lead Shirley-Pat Gale voiced support. “We’re honoured to continue to work with Indigenous communities across BC,” Gale wrote. She also recognised the importance of collaborative partnerships. “In 2026-2027, our team is delighted by the continued, ongoing support of:

    • the Wosk Foundation,
    • Supporting Indigenous Libraries Trust,
    • Goodminds Books, and
    • our Rotary family.”

    To find out how you can volunteer with or donate to Write to Read BC’s team, please contact us.

  • Round reading room, square learning centre

    A few years ago, Aboriginal Housing Society of Prince George approached Write to Read BC about installing an on-site library. A successful site visit was arranged this year. After inspecting the space with Housing Society leaders, one Write to Read BC volunteer described it in one word: “Wow!” The space is perfect for an Aboriginal-led library.

    The building has a round reading room, “shaped like a tipi.” It’s lighting mimics the northern lights. The reading room’s location is excellent for the community. It is physically connected to a daycare centre and surrounded by Indigenous housing.

    The Housing Society also hopes to install a learning space in a second room. The visiting volunteer described this room as “a square box at the moment.” However, the space will make a good learning centre once it is appropriately furnished. Write to Read BC’s volunteer teams are experienced at partnering with communities to transform spaces such as this.

    Aboriginal Housing Society of Prince George’s library plans were inspired by another Write to Read BC library collaboration, in Hazelton. For the potentially similar Prince George project, various people contributed their thoughts. Ideas ranged from floating shelves that can spotlight selected books to possible library programming by a local literacy group.

    In a post-visit discussion this month, Write to Read BC volunteers showed their readiness to engage. One experienced volunteer identified potentially costly logistics. Another intends to ask a Rotary Club to contribute funding. About $30,000 may be needed, depending on Aboriginal Housing Society of Prince George‘s vision for its library and learning centre.

  • Tl’esqox Library: ”Refresh” book list is half way

    In the Caribou-Chilcotin region, the Tl’esqox Library refresh is underway. This involves culling books from its shelves, and compiling a list of replacements. Already, the community selected about half the books for this list.

    Due to many recent births in the area, the library wants to include children’s books and materials on its list. This will support the community’s new Head Start program for children from infancy through 4 years of age.

    The community invited members of Write to Read BC’s library response team to visit Chilcotin (also called Riske Creek) to help with the Tl’esqox Library refresh. The goal is to complete the work by September.

    Part of the work is supported by a grant from the Four Pillars Society. This is a not-for-profit organization created to invest and distribute a $2.8-billion settlement fund from a class-action lawsuit.

    Photo of several one-story buildings, connected by a walkway and permanent awning. Several people are talking or walking in front of the small complex.
    Photo: The previously completed library, attached to a multi-generational centre. This centre included early learning, youth, and Elders programs, and a recording studio for language and culture revitalization. Now, the library is getting a refresh.

  • 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.

  • Conference attendees respond to Write to Read BC projects

    During a presentation about Indigenous BC libraries, attendees at 2026 BC Library Conference expressed interest and engaged with the panel of presenters. The conference is an annual event sponsored by BC Library Association.

    Panel shared a recently completed impact study of Write to Read BC’s collaborative projects with isolated Indigenous communities. After the presentation, the audience shared their own experiences as librarians. They also asked questions about process, to learn how to better serve indigenous readers in public libraries.

    Indigenous groups in public libraries

    One librarian noted that, in the past decade, public libraries in Canada have taken “hugely positive steps” by adding Indigenous books and content to their collections. The librarian said, “There’s a lot more programming focused on Indigenous history in Canada, including the horrible impact of Indian Residential Schools.”

    Others noted public libraries have actively recruited local Indigenous residents to be on their library boards.

    Another librarian said: “In our library we reach out to two local First Nation communities,” but added that this work has no government funding. “The province doesn’t really provide enough funding to cover the costs,” said the librarian.

    Members of the audience were not asked to identify themselves, so their comments aren’t attributed.

    Processing books

    One librarian asked about how Write to Read BC’s volunteers process books for Indigenous libraries.

    Indigenous libraries installed with Write to Read BC have new books from Indigenous publishing houses in their collection. They may also have a selection of other books. The Write To Read volunteers classify all these books using the Dewey Decimal system.

    A panel presenter noted that Indigenous youth in particular want to learn it. Knowing Dewey Decimal allows them to go into a public library knowing where to find the books they’re interested in.

    After the conference presentation, several librarians asked about volunteering with Write to Read BC to process books.

    Self-directed, Indigenous-led libraries

    Rather than support public libraries in making space for Indigenous readers, Write to Read BC takes a different approach. Its volunteers partner with isolated Indigenous communities to design and and install the library they themselves want.

    The focus has been on isolated communities that have no other library nearby. However, Write to Read BC has also partnered with Indigenous-led organizations and schools that want a library.

  • Impact presentation at 2026 BC Library Conference

    2026 BC Library Convention attendees will hear an evaluation of the Indigenous-led libraries installed in partnership with Write to Read BC. Speakers will present the findings of a recent impact study of 15 years of Write to Read BC projects. In their April 23 conference presentation. Speakers will also discuss at future directions, and relationships with the larger library community in the province of BC.

    About the three speakers

    One speaker is the academic who led the impact assessment. The others are Write to Read BC members.

    • Jody Bauche is associate professor at Royal Roads University, and a citizen of the Metis Nation of BC. She led the research for the impact study in this presentation.
    • Dr Shirley-Pat Gale, Nih tse digh—Tl’esqox na whelh deni heelen (adoptee of Tl’esqox)—is a passionate literacy advocate and lead of Write to Read BC.
    • Gordon Yusko is a Write to Read BC advisor and facilitator, and master of library studies and information science, who has worked in public and academic libraries, in leadership roles.

  • 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.

  • Promoting Write to Read BC with BCLA librarians

    Today, Write to Read BC announced the launch of this updated website to members of BC Library Association, or BCLA. That’s because BCLA members are well placed to promote the Write to Read BC project. The announcement also mentions an upcoming impact study about communities that have an indigenous-led library.

    BC Library Association logo.

    The role of librarians

    Librarians focus on advocacy, professional development, and support of intellectual freedom. BCLA members work to ensure everyone has equitable access to information, ideas, and works of the imagination. In contrast, Write to Read BC does the same by following the lead of First Nations communities.

    The announcement to BCLA

    This is what today’s announcement covered:

    On this National Day for Truth and Reconciliation it’s fitting to announce two things about the long-lasting Write to Read BC project.

    1. There is a new website, writetoreadbc.org.
    2. An impact study is in its final stages, with a report scheduled to be released in November.

    As many of you know, former lieutenant-governor of BC Steven Point envisioned and initiated this project during his time in that role between 2007 and 2012. A key partner in making the project a reality was his aide-de-camp at the time, Bob Blacker, an active member of a Rotary Club. CBC carried a story about this joint effort in May of 2014, as did various newspapers.

    Fast forward and along the way to 2025, Write to Read BC has collaborated with numerous Indigenous communities, under their leadership, to plan and install highly local libraries and learning centres. The new website documents these multiple efforts going back to 2011.

    Funding and support for the new website and the impact report was generously provided by SFU’s Main Street Research Shop. It collaborates with community partners, students, and faculty members to address community questions and concerns through research. The SFU Indigenous Student Centre has been equally generous in contributing in-kind support for a portion of the work schedule to co-supervise both the research and the web development.

  • Daylu Dena library books coming soon

    The co-leads of Write to Read BC plan to travel to Daylu Dena’s new library in early November 2025. They will deliver books and computers.

    The books will provide the indigenous focus that the community envisioned for its library.

    The computers and high-speed Internet connection will allow the library to offer remote access to online courses and conferences. Librarians typically refer to this as a learning centre.