Write to Read BC

Tag: impact

  • Libraries impact literacy, identity, decolonisation

    A recent academic review of research into community libraries shows their benefits range from literacy, to community development, to decolonisation.

    The review is part of a 2025 study to assess 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.

    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).

  • Study: Libraries serve Indigenous children and adults alike

    A recent study found that adults in isolated, Indigenous communities use libraries as much as children do, sometimes more. The 2025 study looked 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.

    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

    Researcher and Simon Fraser University (SFU) graduate Jody Bauche recently spoke about 15 years of Write to Read BC projects. These projects are partnerships with Indigenous communities, to design and install the library they want. Bauche’s research findings suggest that isolated indigenous communities across BC gain substantially. The gains show up in several ways.

    Firstly, at a community-wide level libraries are places where people connect, according to Bauche. She found that Write to Read BC libraries foster resiliency and active community participation. The libraries are used as community hubs.

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

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

    Lastly, Bauche 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 Bauche publishes her complete study, later this year. 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. During this research, Bauche applied her cultural insight as a First Nation member. And as a graduate of SFU’s Communication, Art and Technology faculty, she also brought her academic training.

    As for the findings, Bauche shared them first with Write to Read BC leaders and the Rotary Club of Steveston-Richmond. 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.

    About Jody Bauche

    For about 2 decades after completing a 2005 degree in social work, Jody Bauche worked as an Indigenous social worker. More recently, she enrolled in SFU’s new program, Communication Research for Social Change. In this program. Bauche was among the first to graduate. She earned a Master of Arts in Communication with a project about supporting Indigenous sovereign and cultural production.

    In a mid-2025 interview about the Social Change program, Bauche spoke with SFU staff writer, Andrew Ringer. Bauche told Ringer that her work toward a master degree will help her ability to lobby government. It also helps her frame things in a way that inspires others to get on board with social change. Bauche said communication, art, and technology will help Indigenous people retain and develop their cultural knowledge. Bauche told Ringer that social change is non-partisan because everybody benefits.

    In addition to her research work, Bauche teaches communication in an Indigenous context at Royal Roads University. She also teaches social work at Camosun College.

    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.

  • Tsi-Deldel

    About the community

    The Tsi-Deldel or Tŝideldel First Nation is in the western Chilcotin district of the BC’s central Interior region. Its offices are located on Redstone Reserve. It includes smaller reserves around Redbrush and Puntzi Lake. It is sometimes referred to as the Alexis Creek Indian Band.

    Tsi-Deldel First Nation’s traditional way of life includes fishing, hunting, and plant gathering. Community members fish for salmon and trout, and gather berries and medicinal plants in the surrounding rivers, lakes, mountains and traditional areas. These practices have been a part of its way of life for generations and continue to be an essential part of its culture today.

    About the library

    Write to read BC installed its 18th library here. Its sponsors included the Rotary Club of the Sunshine Coast, and the Jack Gin Family Foundation.

  • Rocky Pines, Lower Nicola Indian Band

    About the community

    Lower Nicola Indian Band, is one of the interior Salish first peoples in the south-central interior of BC. Its community and offices are located at Shulus, also known as Lower Nicola, just west of Merritt, BC, between BC’s lower mainland and Kamloops.

    About the library

    Write to Read BC placed its 17th library in Rocky Pines, or Lower Nicola Indian Band. It was sponsored by the Rotary Club of Richmond Sunrise.

    Over 1,000 books on the shelves of Rocky Pines library.

  • Tsay Keh Dene

    About the community

    The Tsay Keh Dene First Nation is a Sekani band in the Omineca region of northern BC’s interior. Its territories, settlements, and reserves are around Williston, about 550 kilometres north of Prince George.

    The people of Tsay Keh Dene hunted, trapped, fished, gathered food and herbs, and traditionally lived on this territory in the Rocky Mountain Trench. Tsay Keh Dene means People of the Mountain.

    The community is vibrant, created through hard work and commitment to its values, beliefs, and principles. This includes striving for sustainable growth and improving quality of life of its members. It does this through sound governance and responsible growth.

    About the library

    In partnership with the community Write to Read BC installed its 13th library here. Its sponsors included Rotary Club of Prince George Yellowhead, and Britco (now Boxx Modular).

  • Kwakiutl

    About the community

    The Kwakiutl, in Fort Rupert, are a First Nation community located next to Port Hardy.

    The Kwakiutl have lived on the north-eastern shores of Vancouver Island, since time immemorial. Their ancestors hunted and fished on these lands and waters, and developed a rich culture through which they celebrated the diversity of life around them. They continue to be strong by honouring all that our ancestors have taught them.

    The Kwakiutl are a part of the larger Kwakwaka’wakw cultural group, known for their distinct art, language, and ceremonies. Their ancestors were skilled fishers, hunters, and gatherers who lived in harmony with the natural world. Through potlatches, storytelling, and intricate carvings, they passed down knowledge, values, and traditions from generation to generation.

    The Kwakiutl Band operates a certified band operated school providing grades preschool to grade seven.

    About the library

    This is the eighth library installed by Write to Read BC. Its sponsors included Rotary Club of Burnaby Metrotown, Rotary Club of Port McNeill, Rotary Club of Port Hardy, Success By 6, and Britco Structures (now Boxx Modular).

  • 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 our 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

    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.

  • Lheidli T’enneh

    About the community

    The Lheidli T’enneh Band, previously the Fort George Indian Band, are Dakelh and Carrier people who lived where the Nechako River joins the Fraser River, and traditionally included the city of Prince George, BC. Lheidli T’enneh means “The People from the Confluence of the Two Rivers.

    The band used temporary and seasonal settlements across their territory, and archeological evidence shows fishing camps along the Nechako and Fraser rivers as well as in the Beaverly area. The Lheidli T’enneh did not have permanent settlements in what is modern day Prince George until the 1820s arrival of the Hudson’s Bay Company post, Fort George, after which they also began keeping gardens.

    The band government focuses on:

    • Natural resources and stewardship, including hunting permits, lands, fisheries, and related laws.
    • Community services, including health, family development, employment and training, social assistance, and education.
    • Engineering and operations, including ancient forest enhancement, infrastructure asset management, housing, IT, and water treatment.

    The community also has an Elders society whose purpose is to protect and encourage Lheidli T’enneh traditions, language, and culture through access and education.

    About the library

    In a partnership, Write to Read BC and the Lheidli T’enneh Band are designing a library. As the project continues, the library may be installed in 2025 or 2026.