PROJECT Boom: Save Struggling Readers Through

Books- On-The-Move.

An Innovation Paper Presented to the Evaluation Committee of the

Innovation Showdown 2022

Maryknol A. Seran
Karlen C. Amacio
Bea Joy G. Locsin

Enriqueta Montilla de Esteban Memorial High School

District of Pulupandan

Division of Negros Occidental

June 2022

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Title of Innovation: PROJECT Boom: Save Struggling Readers Through
Books- On-The-Move.
Innovation Category: Curriculum and Instruction Delivery
Name of Innovator/s: Karlen C. Amacio, Bea Joy G. Locsin, Maryknol A. Seran, Teacher 1
School/Office, District, Division: Enriqueta Montilla de Esteban Memorial High School
District of Pulupandan, Division of Negros Occidental
Date of Implementation: April, 2022
Contact No.: 09271370435

Overview

Mobility plays a major role in today’s public life. Technical innovations and travelling are
causing changes in the space-time relationship. By gaining and using information at every
possible location that provides internet access, new forms of services emerge. These
innovative technologies and the social change will impact library services as well. The
libraries themselves or their services have to be mobile to meet the requirements of the
society especially in this time of pandemic.

The term “mobility” is defined in the following. “Non-personal mobility” refers to the ability to
work at a self-determined time and place (Havur, 2016). This is often referred to as
“telework” in the working environment. Equivalents in library science are e-learning
modules which are already used for teaching information literacy at many schools and
universities. The term “personal mobility” describes the mobility of individuals who finish
their work at a place that is not their place of residence, e.g., commuters or field service
representatives. These types of mobility will increase and influence everyday life
significantly. Thus, libraries are required to customize their services and go to the user
specifically the students instead of letting it come to them.

According to Rao (2019), people have always had need for information and a desire for
literacy. That is why the importance of library services in particular has been proven in
international comparative surveys that it ranks the educational achievement of countries
according to various indicators such as test scores, teacher qualifications, completion
rates, etc. According to UNESCO, the factors that distinguished high-performing countries
on these tests were “large school libraries, large classroom libraries, regular book
borrowing, frequent silent reading in class, frequent story reading aloud by the teachers
and more hours spent teaching the language. However, the pandemic happened and it has
affected a lot and education is no exception.

During the crisis, remote learning became a support for education but the opportunities that
the technologies provide go well beyond a temporary solution. There are still a lot of
students who cannot access the worldwide web. Some of them have difficulties answering
their activity sheets because of external factors like access on the internet and other
learning modalities. Students cannot find resources to help them in their studies because
of the latter. Moreover, the population is disparate enough that very few libraries could be
located in areas accessible by everyone in a reasonable amount of time. Resources are
also too scarce to build permanent stationary libraries for limited use ( Bodie, 2010).
Populations are nomadic, and so demographics are constantly changing, which affects the
demand for fixed library services.

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Today mobile libraries and mobile library services provide information, literature and
references at places, where people in the modern information society are used to be and
use to go. Libraries are no longer in a passive position – they have to take on an active role
in a society where mobility is more important than ever. The authors of this paper refer to
those active libraries as “Moving Libraries” to underline the fact of mobility. This paper
provides in-depth information about current changes in modern society and the impact
these changes will have on the development of (mobile) libraries. It shows an example and
importance of mobile libraries and state needs and requirements for mobile libraries of the
future. These requirements lead to a futuristic and innovative concept of a “Moving
Library”, developed and submitted by the authors.

Innovation Description

This innovation is intended for all the students to have access to a vehicle designed for
use as a library. They are planned to hold books on shelves so that when the vehicle is
parked, the books can be accessed by readers. This vehicle will park and stay in
areas that has sufficient space so that people can also sit and read books beside them.
Moving libraries are often used to provide library services to barangays and villages
without library buildings. They also service those who have difficulty accessing the
online libraries. Students may also carry other information or computer equipment, such as
might be found in a library, to homebound patrons who don't have anyone to go to the
library for them.

Innovation Statement
-Learners from the Junior High School will be able to promote the importance and
value of moving library services for effective equity of access to information, education,
research, recreation, and cultural inspiration.

Implementation Procedure
A. Process Flow/Framework

The English teacher will first conduct a survey who among his/her students are
slow readers. He/ She will then assess the students' strong and weak points in
terms of reading by providing a pre-assessment. The latter will be in the form of a
Reading program where students will be tasked to read a material with reading
comprehension questions. The alignment of this innovation program will be based
on the learner's needs and limitations. Lastly, the outcome will be a final
presentation of the students based on their choice or preference at the end of the
school year. It may be in the form of online declamation, story-telling,
extemporaneous speaking, etc. The following activities will display the learner’s
skills after the reading program.

Address: Duran Street, Iloilo City, 5000 Apply

Survey
Assess
Align
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 Figure 1. Schematic diagram of the implementation procedure.

B. Project Management

Principal

The school principal will be the approving authority together

with the English Department Head with regards to any
proposal that will concerns the innovation program.

English Department Head

She will monitor and manage all the teacher-in-charge of the

Reading program. Department heads ensure that overall
operations run smoothly.

Grade 7 English Grade 8 English Grade 9 English Grade 10

Teacher Teacher Teacher English Teacher

Act as Act as Act as Act as

facilitator of facilitator of facilitator of facilitator of
the PROJECT the PROJECT the PROJECT the PROJECT
Boom Boom Boom Boom

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Figure 2. Schematic diagram of the project management.

C. Timeline

The pre-implementation stage will take 1 grading period after

Pre- the opening of the school year. It will include the planning and
Implementation carfting of the vehicle that will be used for the innovation, the
November to books that will be put on the cart and will be used as reading
December materials.

The implementation stage will be the second,

third and the last grading period. The first week
Implementation will be the survey and assessment stage of
Stage learner's reading skills. Next will be the
January to April implementation proper where innovators will
travel to different Barangays with students who
have the most number of slow to non-readers.

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Post-
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Stage after the student's final
presentation. It will include the
 period.

D. Resource Utilization-states the resources utilize in the making and

managing of this innovation

An appropriate resource utilization is crucial for organizations in order to avoid, among

other things, unnecessary costs and too long execution times (Havur, 2016). For the
Project BoOM, it needs facilitators for the whole implementation period and it will be the
English teacher in-charge in each grade level. The innovation will cover the whole school
year. It will be supervised by the Department Head. For it to be possible, the innovators
need a customized vehicle designed and crafted to hold books on shelves so that when the
vehicle is parked, the books can be accessed by readers. This vehicle will park and
stay in areas that usually has sufficient space that people can also sit and read books
beside them. The innovators also need reading materials in education, research,
recreation, and cultural inspiration for the learners.

E. Progress Monitoring

Monitoring is a process of getting information and using such information to assess project
effects and it is aimed at determining whether or not the intended objectives have been
met. The information could change the project expectations, which can call for an
evaluation to determine the assumptions and premises based on project design (Midgley,
2007). In Project BOom, the innovators will take control of the monitoring on the said
activity. He/ She will secure a monitoring tool wherein it states whether the students
specifically those who were tagged as slow and non-readers joined and participated in the
whole duration of the program. The Department head will then make sure that the
alignment of the program’s course is in-line with the results of the pre-assessment of the
learners. At the end of every reading session, there will be a feedbacking by the Principal,
Department Head and English teacher in-charge in each grade level with regards to the
things that need to be improved and continued. Students’ reading performance will be
monitored using the Monitoring sheet provided by the innovators.

Table 1

Propose Monitoring Worksheet

Learner Words read Reading level Remarks

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Innovation Output/Outcomes

Outputs/Outcomes
(Enumerate the outputs or
outcomes produced from this
innovation)
Progress in reading from words to
phrases, sentences to paragraphs.
Beneficiary/ies
(who benefited the corresponding
outputs or outcomes)
Learners, Teachers, Parents

Progress in learners’ reading Learners, Teachers, Parents

comprehension

Development in reading instruction Teachers, School

Sustainability Plan

The Project BoOM will continue as the years pass by with the help and involvement of the
stakeholders. The innovators will look for possible donations or sponsors that are willing to
fund our project through financial support. Our “cart” or the vehicle to be used will be
improved wherein the cart is detachable from the motorcycle. The materials to be used are
sturdy that can last for a long period of time. The shelves are going to be made of steel that
can be easily removed and attached again once it will be separated from the motorcycle. If
possible, we can make the shelves of the cart portable so it can be easily set-up. To lessen
the expenses, the innovators will ask for a donation-drive from their fellow teachers and
their students to donate some of their books that are not being used. Some stakeholders

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can also show their support through donations of books or materials needed to create the
cart. Moreover, if the program becomes successful, the innovators can implement the
Books-On-The-Move within the vicinity of the school. During vacant time, we can create a
schedule where we can bring the cart accessible to those who are willing to read within
their vacant time also.

Prepared by:

KARLEN C. AMACIO MARYKNOL A. SERAN

(Innovator/s) (Innovator/s)

BEA JOY G. LOCSIN

(Innovator/s)

Recommending Approval:

ELIZER B. PINEDA
(School Head)

Approved:
LALAINE N. GUION, MMPA
(Public Schools District Supervisor)

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References

Bodie, G. D. (2010). A racing heart, rattling knees, and ruminative thoughts:

Defining, explaining, and treating public speaking anxiety. Communication
Education, 59, 70-105.

Docan-Morgan, T. (2009). “I now see how I can use these skills”: An applied
project for the public speaking course. Communication Teacher, 23, 110-116.

Havur, Giray (2016). Resource allocation with dependencies in business process

management systems. In BPM (Forum), volume 260, pages 3–19, 2016.

Midgley, G. (2007). Systems thinking for evaluation. In B. Williams & I. Imam

(Eds.), Systems concepts in evaluation. An expert anthology (pp. 11-34). Point
Reyes, CA: EdgePress/American Evaluation Association.

Rao, S. P. (2019). Developing speaking skills in esl and efl settings. International
Journal of English Language, Literature and Translation Studies, 5(2), Pp. 286-
293.

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Address: Duran Street, Iloilo City, 5000 Document Document No. Date Created Revision
Name Number
Telephone Nos: (033)509-7653; (033)336-2816
Regional
Email Address: region6@deped.gov.ph DepEd-EP-01-018 April 12, 2021 2
Memorandum
Website: region6.deped.gov.ph