ارتقای مهارت‌های خواندن در کودکان مدارس عشایری با ایجاد یک محیط مطالعه فراگیر: یک پژوهش اقدام پژوهی

پژوهش حاضر که با روش اقدام پژوهی (مدل پنج مرحله‌ای ساسمن و اورد) صورت پذیرفته است، به دنبال شناسایی راهبردهای ارتقای سطح مهارت‌های خواندن در بین کودکان عشایری می‌باشد. در این راستا، ابتدا یک چارچوب عمل سه مرحله‌ای و دوساله طراحی و ارزیابی شد. حلقه‌های اقدام پژوهی شامل 2 کتابخانه عمومی،4 مدرسه ابتدایی و 37 خانواده واقع در روستاهای عشایری شهرستان پیرانشهر بود. بعد از مرحله اقدام، جهت ارزیابی و مشخص نمودن یادگیری در طی زمان در نظر گرفته‌شده، از 4 مدرسه روستایی و عشایری به‌صورت منظم بازدید و در پایان دوره با 2 کتابدار از کتابخانه‌های عمومی، 6 مدیر و 12 معلم از مدارس ابتدایی روستایی، 24 کودک روستایی شامل 7 کتاب‌خوان ممتاز و 5 نفر از والدینی نفرات برتر که جایزه گرفتند، مصاحبه انجام شد. بر مبنای تحلیل و کدگذاری سه‌گانه برآمده از اظهارات مصاحبه‌شوندگان، از طریق «والدین مشارکت‌کننده» عامل «مهارت‌های درون فردی و بین فردی»؛ از طریق «کودکان مشارکت‌کننده» عامل «مهارت‌های تحصیلی و زندگی»؛ از طریق «معلمان و مدیران مشارکت‌کننده» عامل «مدرسه یادگیرنده» و از طریق «کتابداران کتابخانه‌های عمومی» عامل «کتابخانه سیار» شناسایی و دسته‌بندی گردیدند. 5 مقوله‌ی شناسایی‌شده به‌عنوان راهبردهای توسعه سوادآموزی کودکان مدارس عشایری و هدایت اقدامات آتی برای کتابخانه‌ها پیشنهاد گردید.

improving reading skills in nomadic school children by creating an inclusive reading environment: an action research study

nomadic societies are subcultures that possess their own distinct social and economic characteristics. these groups rely on livestock for sustenance and income, and they also contribute to the overall development of their nations. however, nomads often face marginalization and lack access to essential services such as healthcare and education. the nomadic way of life poses significant challenges to the education of their children, as they are often tasked with tending to animals instead of attending school. the global nomadic community is currently undergoing a transition due to factors such as population growth, government policies, and globalization, which have made it increasingly difficult to maintain the traditional nomadic lifestyle. unfortunately, nomadic groups are largely overlooked in education policies and services, despite the fact that education is recognized as a fundamental aspect of their overall development by unesco. consequently, the education of nomads remains a pressing concern, as they are among the most disadvantaged groups in terms of educational opportunities. numerous studies have highlighted a significant disparity in learning outcomes between children in urban and rural schools in china. this discrepancy can be attributed, in part, to the limited economic and cultural development in rural areas, resulting in reduced access to reading resources that foster skill and ability development. research findings consistently demonstrate that extracurricular study resources are severely limited and inadequate in rural areas.  to address the issue of limited access to appropriate reading resources in rural-nomadic schools, an action research project titled &books in rural libraries and home bookcases& was initiated by a team of educational leaders. this project spanned two years and involved two educational leaders with six years of experience in educational leadership, as well as an education expert from the city. the team focused on establishing intra-school and rural public libraries as practical solutions. the project was founded on a collaborative partnership involving school libraries, rural families, government libraries, and city cultural groups. the research team continuously updated the project’s development plans and collected data throughout the action research process. the primary objective of this study was to create a conducive learning environment in rural-nomadic areas to ensure universal access for all children. the outcomes of this research can contribute to the development of reading and study skills among children in nomadic schools, as well as expanding library resources in rural areas and reducing the disparity in reading abilities between urban and rural children. the literacy rate among children in rural-nomadic and underdeveloped regions remains significantly lower compared to urban children.to create an inclusive study environment for rural children, a three-step, two-year practice framework was designed and evaluated in this study. the action research circles involved two public libraries, four primary schools, and 37 families residing in nomadic villages within piranshahr city. following the action phase, the researchers regularly visited four rural and nomadic schools to assess progress and identify learning outcomes. at the conclusion of the study, interviews were conducted with two librarians from public libraries, six principals, twelve teachers from rural primary schools, twenty-four rural children (including seven exceptional readers), and five parents of high-achieving students. through analysis and coding of the interviewees’ statements, several factors were identified and categorized. the participating parents highlighted the importance of interpersonal and communication skills, with emphasis on passion, emotional connection, and reading abilities.