INTRODUCTION Helping children and adults to develop the skills they need to participate fully in an information society is central to the mission of a librarian of the Library provides the highest quality service and information in the society. Books help children read. They are more useful than reading plans because they promise and give pleasure to read. Teachers and school librarians should be influential in the process of reading the child, but they need good knowledge of literature for children so they can choose and help these young players at all levels (Samara, 2002 ). The Library Association (1991) selected four quarters as reinforced by reading and using a variety of information sources including: the intellectual and emotional language development, social development and development of education. Given this, there is every reason for teachers and librarians to promote reading at school. What then is reading? READING Current attempts to define reading tend to regard it as a reflection process with attention focused on comprehension. That is to say reading is a mechanical process requiring thought and the reader understand what the author tries to communicate and contribute their own experiences and reflections on the problem of understanding. Huey in 1913 began to formulate ideas as you can see his words often quoted: until the insidious idea of reading as word uttered is working on our heads, it is good to emphasize strongly that it really belongs, on reading the thought-making regardless of expression. In 1937, Gray argues that ... the reader does not recognize only the essential facts or ideas presented, but also a reflection on their meaning, critical evaluation, discovers relationships between them, and classifies its understanding of the ideas apprehended. These ideas about the nature of reading continued to develop so that in 1949, Gray wrote that the reader ... no longer understand and contemplate, his emotions are stirred, attitudes and goals are changed, in fact his deepest being involved. Reading is seen as a social progressive in that it is a way to form the social conscience of people, it is used as an instrument of implementation of the task of training and education of students in standards cultural. In short this is a way to increase the knowledge and skills and training them in a more creative life. In Sierra Leone, however, the task of ensuring that children learn to read, and find ways to help them do so is one of general interest to all teachers in primary and secondary schools. One of the reasons why teachers are eager to help students learn to read is that in modern society literacy is essential. By helping children to read, they will not only be able to read, but reading them will develop into life-long habit. Thus, much attention in schools is given to: - promoting children's interest in books - the supply, deployment and classification of books - advice in choosing the books if - training techniques study and providing time for reading. READING SCHOOL PROGRAMS Reading in schools in Sierra Leone is integrated into the curriculum and is a continuum from pre-primary through to secondary, as an important skill study. Both at pre-primary and primary specific reading periods are split on the calendar from fifteen to thirty minutes. Reading and understanding is an autonomous subject and children learn not just learning to read but also read to learn about self-promotion, sharing of experience and entertainment. Thus the various forms of literature are used especially in poetry, fiction, drama magazines, newsletters and journals as well as non-fiction, with the latter cutting across disciplines taught in school. Teachers in pre-primary help students to read by giving each student a copy of primer and encourage readers to browse photos and ask questions about them as a means of stimulating their curiosity. Slips of paper bearing the name of each student are reduced to the primer for them to take responsibility to keep them clean. The teacher also shows students how to open these books with care and turn the pages back and forth in time to avoid damage. A few short phrases consisting of three to four letter words are read with the students following in their books. After a while the students are asked to re-read each sentence orally. The main purpose of this lesson is to introduce students to the books and teach them something useful about their care. Each lesson is different in the design of all subsequent to the reading lesson to be of value to students. Typical lesson plans to teach reading in schools are: - Preparation for reading teachers is showing pictures and stimulates students to describe experiences, play games and tell stories - reading guiding the reader and - Skills-building procedures. At the elementary school students reading passages for a lot more time together and if possible a story. They also learn to read or as a class or divided into groups, and this exercise could be a teacher-guide to silent reading or oral, silent study with workbooks; dictionary or a practice player, or drama and choral reading exercises . Chief of oral reading exercises include reading aloud books in particular readers, advice, stories, poems and advertisements. The value of the exercise of reading aloud in school include: 1. It gives practice in the current use of grammatical terms. 2. It helps to overcome the assessment of speech and literary assistance. 3. It allows students more aware of the need for pronunciation in common discourse, and contribute to the foundations of reading. 4. It can serve as an index of eye movement students. At school no special time for art is split on the calendar, but reading is one of the main axes of the English language and literature in English. At this level, students are expected to be read in conjunction with their problems and learn to manage information and improve their oral skills, they are assisted in their critical thinking, information retrieval and / or to answer questions specific read and obtain a general view of a book. These exercises are an accumulation of those taught in elementary school. Thus, students are encouraged to read not only the regulations for the English language and literature subjects in English, but also those prescribed in the subjects taught in school. In all these activities of the school library is called to play a role in providing a full range of programs at times pre-school clubs, homework help and Internet to help develop reading skills and information . It should also promote the habit of reading for pleasure and provide systematic training in the care and use of books (Barbara, 1994). The library should also be able to stimulate the reading of the provision of relevant reading materials (Hannesdottir, 2000) and provide a workspace for students to perform their duties according to their own level of ability. Teachers use the library as well to improve their teaching performance and to conduct research (Connor, 1990) SCHOOL LIBRARIES IN SIERRA LEONE Sierra Leone has a 6-3-3-4 system of education with six years of three primary school years junior secondary, three years of study and four years of higher education. The system focuses on basic education and nonformal education of the girl as one of the key elements. The primary objective of this system is to raise the level to all levels of ability; make higher education widely accessible and more respectable to the needs of the economy and get the best possible return on the resources invested in the education system. To achieve this goal it is necessary for the establishment of libraries in schools to support formal education and apprenticeship programs with a rich collection of materials and non-book book. Notwithstanding the school libraries in Sierra Leone are not given much recognition as the Ministry of Education, Science and Technology (MEST) has no clear policy on these institutions. Their development depends on the enthusiasm of head teachers and the quality of service rendered by the few existing school libraries depends on the school's library is in use. In primary schools the library provisions are inadequate compared to those in secondary schools where the level of the organization depends on who is the sponsor of the school. For example, old schools of the mission established as the Sierra Leone Grammar School, Anne Walsh Memorial Secondary School for Girls and St. Edwards Secondary School in Freetown and a few government maintained schools as the government school Bo, have better collections of most schools in the country, particularly those who started as self-help schools. These schools have poor library collections because of the uncertainty of funding. Alumni Association funds and some schools have to turn good collections. Some private schools, especially those run by organizations such as the Lebanese International School has good collections. The majority of schools provide government supported the poorest quality of education in particular those run on commercial enterprises. These little libraries and students of these schools must rely on the services of the Commission in Sierra Leone Library (SLLB) and other libraries like the British Council and the United States Information Service (USIS), if any. Some of the few existing school libraries are an endangered way to classrooms due to increased intake. Most schools lack qualified personnel to run their libraries because of the unavailability of funds to pay professional librarians. The tendency has been to employ library assistants who, in most cases are school leavers with or without a certificate of West African Secondary School of Education (WASSC). Some schools are in the library under the supervision of a teacher. READING IMPROVEMENT IN SCHOOLS To start the search is essential in improving the current state of reading in schools. The reading was not looking for a long time in the country. It is therefore difficult to determine the practical problems related to reading instruction, reading tests that should be implemented in schools, and what role the school librarian should play. Only research can teachers identify students' reading needs and methods suitable enough to be implemented in the teaching of reading in schools and further disclosure of materials appropriate to the school library. Libraries should be created in schools to provide reading material appropriate and relevant to their respective institutions at the national level. librarians trained and qualified personnel should be recruited to man these institutions and salaries commensurate with their status to avoid the turnover. Provisions should also be taken for continuing education through attendance at seminars, workshops, conferences and lectures in the field and related disciplines such as information technology. In this spirit, schools need the support of the Ministry of Education, Science and Technology (MEST), teacher community associations (DEC), and donor agencies in providing grants for the purchase of equipment reading as readers, textbooks, teaching manuals and support resources of the library. It should be possible for the production of reading materials on site for use in schools. For too long, there was a shortage of local publications in reading in schools. The vast majority of reading materials in the school library that is foreign and not always adapted to the needs of society. Government and Public Library / National, Sierra Leone Library Board (SLLB) should remedy this situation by encouraging local writers to publish a series of development of reading materials for sub-critical reading skills and provide practice materials in which these sub-skills would be integrated and consolidated. Although SLLB should review its role in schools. As the Department of Children and sometimes gives assistance to some schools, reading material more attractive for meeting the needs of students must be provided. There should be book fairs, exhibitions and presentations to inform schools and the general public about what is proposed in the library. In parallel teacher training institutions should give greater priority to teaching reading in the initial training of professionals. These institutions are still involved in the reading begins, they must go beyond this point especially for primary and secondary levels. They should train reading specialists who would work closely with school librarians to promote reading at school. Teacher training is judged by how well it meets the requirements of the vocational school of higher quality and also by the extent to which it meets the students that the courses are relevant. With the increased sensitivity to the needs of schools, all teacher training institutions should include the teaching of reading as a compulsory element in teacher training. Similarly, in all time high schools for reading must be included on the calendar. Students need time to learn, to ensure that important things are taught and learned well, time must be allocated in proportion to the relative importance of topics. For a country with less than 40% of the company expects to literacy that children become literacy and numeracy in all they are incurred. Literacy is the foundation for learning in almost all subjects at school, reading should have priority over all subjects. A dynamic approach to teaching is necessary. Teachers should have confidence in the pedagogical methods used to develop the reading skills of children. They must show they mean business and they can deliver. Children who have failed many times reluctant to each new start and distrust, and uncooperative toward those who teach lightly. Education must be individualized will rarely needs of a child and reading problems at any given time are exactly the same as those of another. Therefore, poor teaching or non-readers in the groups will rarely be effective. For effective reading goal should start with the language of the child especially the teaching of local languages is now introduced in schools. Children, especially beginning readers, have confidence in the printed books containing speeches and ideas in their local languages. From this perspective then what should be the role of the librarian in promoting reading in school? THE ROLE OF THE SCHOOL LIBRARIAN The child's education is vital for the existence of society as it is the child becomes an adult for the very survival of society and continuity. Thus, it should be the concern of everyone to contribute greatly to the development of the child. In Sierra Leone however, many children grow up in homes with little or no experience of reading because of illiteracy, poverty and the reluctance of some parents to purchase reading materials for their children. public library services across the country are poorly supplied with reading materials for children. Invariably, the problem is not with teachers and librarians to play a major role in developing the reading ability of children. As Hannesdottir (2000) opined "school librarian may be an important factor in promoting the use of the library and its many goals are not only related to aspects of academic studies, but also the experience to skills development and enjoyment "(p.10). As information professionals and librarians have the opportunity and responsibility to educate teachers, school authorities and the public about the essence of reading in school and the need to expand the role of the library. Since information literacy is the key to lifelong learning, the creation of a foundation must be at the heart of the school librarian. One of the key elements of a good read is the collection of the library itself. The librarian of the school intends to promote reading faces the literature and know what is being proposed and what type of reading material that students need (Samara, 2002). Efforts should be made to analyze the collection during the treatment so that students can access them by subject or topic. In addition to books, the collection balanced provided should include records, tapes and slides to enhance the reading program as well as encyclopedias and atlases pictorial. It should also be an establishment of and maintenance of tales, stories, newspapers, science and historical fiction to create a natural attraction for children (Lewis, 2000). These will help keep children's imaginations alive as the reading development of children is not only for pleasure but also for knowledge and information. In light of the above provisions of the school librarian should keep abreast with the library and know what is available and what types of books that can meet the educational needs of students. He should be able to properly organize its catalog so that students can access the collection with ease (Barbara, 1994). It should remain in contact with students about what they are interested in reading. The librarian should learn from teachers of the reading program, and both teachers and parents on the most popular materials on the market, then buy them with specific references to local circumstances. It should also contact the public library service in his neighborhood to see what they can offer to promote the reading ability of children to school and see how it might be better served. Once made use of the school librarian should be involved in activities such as advertising displays and preparation of brochures, newsletters, book lists and, if possible, offer seminars and presentations of books for children. In this regard, it should work in close collaboration with teachers especially those teaching the national languages as Mende, Temne, Limba and Krio and those who teach international languages like English and French. Even older students may be involved in the exercise. These programs must be creative and well planned and directed to a class, groups and individual pupils on a special basis. As Gayner (1997) stated, in all these movements, the school librarian must love children and enjoy their company to show a desire to meet the reading needs of students. Similarly, if the school librarian should organize special and regular reading programs in the school community such as book weeks and days of the Library and promoting reading clubs. It should give lectures to school books and literary Debating Society (L & DS) meetings and provide scholarships reading as a means of encouraging students to love and read books. Students should be encouraged to write book reviews as a means of expressing their personal views and develop critical thinking. This initiative must be creative and organized. To get support from teachers, school authorities and the community, the school librarian should be a good leader actively involved in school affairs and community advocates consistently support the role of the library school management committees academic and policy-makers at all levels of government. It should make reading central to all forms of the mission of his library, educate students, teachers, school authorities and parents about the changing information environment and its impact on the school campus and wider community (Connor, 1990). To support this program at school librarian must seek funding from donor agencies such as DFID, USAID, UNICEF and UNESCO should be involved in collaborative efforts with local literacy providers and supporters in their respective communities to translate their support for the library. Now there is a gradual improvement in the national grid and hopes that come 2008, the country Bumbuna Hydro Electric Project would come into fruit should be attempts made by the school librarian to make use of onboard information technology and communication (ICT) in promoting reading in school. The librarian should take the leadership role in using these technologies and the creation and identification of quality websites in much the same way it organizes and recommends the documents printed. He should be able to teach students and teachers how to find the best sources of information using print and information and communication technologies (ICTs). Such initiatives will improve their reading skills and raise the level of students as readers and learners for life long (Hannesdottir, 2000). In all these projects should be collaboration among stakeholders if the reading is being promoted in schools. Teachers, parents, booksellers, readers advisors and students should be involved in planning and implementing reading programs assisted by specialized skills, such as psychologists and children's librarians. CONCLUSION In fact, the school librarian must recognize the role it plays in promoting reading in school and in molding the child's capacity for learning throughout life. In this regard, it should be an enthusiastic and skilful player himself. It should have an enthusiasm and knowledge of work and share ideas with teachers, school authorities, parents and interested members of the community in promoting reading in schools to bring the reading matter right in the right hands at the right time. Stay in contact with the above will help to link the problems of the school library in the local community and the best way he could address the problem of promoting reading in school. This indeed is an opportunity for the development of the child. REFERENCES. Barbara Jinks (1994) "The stars come out to play," School Library Journal, 45 (3), 162-170. Connor, Jane Gardner (1990). Children's library services guide. New York: Oryx Press. Gayner Eyre (1997) "Promoting libraries and literature for young people", in Elkin, J. Lonsdale, Ray, Eds .. Focus on the child, libraries, literacy and learning. London: Library Association Publishing, 174-193. Gray, A (1937) "The nature and types of reading," quoted in Southgate, Vera, Arnold, Helen and Johnson, Sandra (1983) .. Extending the reading from the beginning. London: Heinemann Educational Books, p.23. . Hannesdottir, Sigrum K (2000) "Ten effective ideas to promote reading in elementary schools, the school librarian, 48 (1), 10-14. Huey, EB (1913) "The psychology and pedagogy of reading," quoted in Southgate, Vera, Arnold, Helen and Johnson, Sandra (1983). Extending reading London: Heinemann Educational Books, p.23. The Library Association (1991). Children and young students: guidelines for public library services. London: Publishing of Los Angeles. Lewis, C. (2000). "Limits of identification: the staff, pleasant and critical reading response", Journal of research in libraries, from 23.253 to 266. Samara, Dennis J. (2002). Why reading literature in school still matters: imagination, interpretation, insight. Mahway, NJ: Lawrence Erlbaum Association.
