I thank Dr. Bosman of the Otto Foundation, an organization that creates and manages libraries and reading programmes at a cluster of schools in District Six, Cape Town, for granting me the opportunity to gather more information on the foundation and to learn more about its mission. I am a second-year creative writing MFA student at the University of Texas at El Paso and an intern with Catalyst Press. 

Although I have never been to Africa, I have worked with refugees from the Democratic Republic of the Congo in North Texas in their resettlement processes and have assisted them in learning English as a Second Language. After reading about the Otto Foundation I became interested in its “theory of change” to improve literacy outcomes, which includes helping children read for enjoyment and expanding access to books.

To learn more about the Otto Foundation, including how to provide support, please visit their website https://www.ottofoundation.org/ and read “The Otto Foundation making a huge impact in District Six” by Sarahbelle Selig on litnet https://www.litnet.co.za/the-otto-foundation-making-a-huge-impact-in-district-six/. 

Q. What criteria does The Otto Foundation use to organize the creation of diverse and contextually relevant reading materials for children? 

A. International research on reading for pleasure shows that ”engagement in reading is associated with increased confidence in reading, enhanced reading proficiency and better learning outcomes.” In studies conducted across 32 countries by the Organisation for Economic Co-Operation and Development (OECD), it was found that a child’s propensity to read for enjoyment can be a stronger predictor of their long term success in education than the socioeconomic circumstances that they grow up in.

The Otto therefore believes that reading for enjoyment can be an equalizer in education, and that access to books and programmes to deepen the reading culture in our schools and communities can be a mechanism to improve equity in education outcomes. Research and practice highlights the following strategies to deepen a culture of reading in school communities and encourage reading for enjoyment:  

1. Access to books is a necessary but not sufficient condition 

2. Children must have choice in their reading materials–with a choice of books that find a balance between expanding their interests and understanding of the world and reflecting their lived experiences.  

3. Children are more likely to read when:  a. They have strong reading role models (e.g. parents, librarians, teachers or peers who are avid readers and/ or encourage them to read). b. When reading is valued and celebrated as an activity of value in their homes and schools. c. When they are recognized and celebrated as writers/ creators.  d. When opportunities for social engagement are created around books, and  e. When they have safe spaces to read. Well stocked school libraries and active library programmes can satisfy all of these requirements.  

Sources: Cremin, T. & Scholes, L. 2024. “Reading for pleasure: scrutinising the evidence base–benefits, tensions and recommendations,” in Language and Education Vol. 38, no. 4. Available. [Online]: https://www.tandfonline.com/doi/full/10.1080/09500782.2024.2324948#abstract 2OECD (2002). ‘Reading for Change’: Performance and Engagement Across Countries: Results from PISA 2000. Available. [Online]: https://www.oecd.org/en/publications/2002/11/reading-for-change-performance-andengagement-across-countries_g1gh2e9f.html. 

4. In creating our library catalogues, we are guided by the belief that access to contextually and culturally relevant books is essential in promoting reading for enjoyment. Such literature not only enhances engagement but also fosters a deeper connection between readers and the material. We therefore prioritize books with diverse characters and books that are reflective of the lived experiences of our learners. We balance this with books that can expand their world view, general knowledge, and vocabulary. Our team is also responsive to requests for specific books and themes from both learners and teachers, and showcase these books in our libraries with notes attached to the covers to indicate which teacher/ learner they were recommended by.   

Q. Which titles of children’s literature are the most popular? 

A. Our readers really enjoy local books due to their relatable context and inclusive representation.  Favorite titles from our younger readers include Shoma and the Stars (Maya Wegerif), Nala Sings (Nonikiwe Mashologu), Making Friends with Feelings (Sewela Langeni) and Zandi's Song (Zandile Ndhlovu).  Our older readers are drawn to graphic novel fans with the Kwezi series (Loyiso Mkize) and Pearl of the Sea (Anthony Silverston, Rafaella Delle Donne and Willem Samuel) being firm favorites. Local series such as Shadow Chasers (Bontle Senne) and Thabo the Space Dude (Lori-Ann Preston) are also very popular.  In demand international authors in our libraries include David Walliams, Jeff Kinney and Julia Donaldson.  

Q. Access to books is one of your priorities. The Sunshine Library was opened to accommodate the hearing impaired. How do you immerse the hearing-impaired students in the vocabulary of a specific topic? 

A. Many of our hearing impaired students have not had access to early intervention and have limited to no language before beginning their schooling journey. To support effective language acquisition, theme teaching is promoted, immersing students in the vocabulary of a topic.  

The Sunshine Library supports theme teaching and learning by promoting activities, conversations, books, illustrations, display and multi-media engagement around specific topic learning. Alignment between classroom themes and the library helps consolidate vocabulary and encourages students to explore focus topics in depth.  

Q. How does the Otto Foundation support team decide which books with specific themes are more impactful to the lived experiences of African learners? 

A. The Otto Foundation approaches book selection with a strong focus on ensuring that our book collection meaningfully reflects, affirms, and enriches the lived experiences of our learners. Key considerations in our book selection process include:  

a. Alignment with African realities and identities. We prioritise books that feature African (and specifically South African) characters, settings, languages, and cultural contexts in ways that feel authentic rather than stereotypical. Our team assesses whether a book allows learners to see themselves, their families, and their communities represented with dignity and nuance. 

b. Relevance to learners’ social and emotional worlds. Impactful themes such as belonging, resilience, gender equity, mental well-being, safety, or community are evaluated based on how directly they speak to the challenges and strengths present in learners’ everyday lives. Books are chosen for their ability to spark meaningful conversations and to respond to the types of questions that our learners pose in the classroom and library setting. 

c. Age-appropriateness and pedagogical value. We consider whether the themes are presented in ways that are developmentally appropriate and accessible. Books must support literacy development while also deepening critical thinking, empathy, and emotional intelligence. We also prioritise books with alignment to the themes included in the South African school curriculum for different grades.  

d. Cultural and linguistic inclusivity. The team looks for multilingual content or stories that acknowledge the rich linguistic diversity of African learners. Representation of different cultures, family structures, and lived experiences across the continent is also key. 

e. Guidance from educators and librarians. Our decisions are informed by feedback from teachers, caregivers, and the learners themselves. Their insights help us understand which stories resonate most deeply and which themes feel empowering and/or interesting. In essence, the Otto Foundation selects books not only for their literary quality but also for their power to affirm identity, open worlds, and strengthen the social and emotional wellbeing of our learners. 

Q. In 2025 how has multimedia affected your mission to improve literacy with your targeted audiences?

A. Multimedia can spark curiosity, support diverse learning needs, and deepen understanding, but physical books remain essential for developing sustained reading habits, fostering focus, and nurturing a tangible, immersive connection to stories. 

The learners in our primary schools do not generally have access to internet-connected devices. This gives us a unique window of opportunity to develop a culture of reading without competing with digital media directly. We try to keep the focus in our libraries on traditional reading practices, which research findings suggest have unique characteristics to support cognitive development, language acquisition, and building the ability to pay attention for extended periods—a skill increasingly challenged in the digital age.