Transforming Community Reading Parks Into Centers For Strengthening Children's Literacy

Abstract

This study aims to analyze the transformation of Community Reading Parks (TBM) into centers for strengthening children's literacy and to identify their impact on increasing reading interest and community involvement. The study used a descriptive qualitative approach with data collection techniques through participatory observation, in-depth interviews, and documentation. Research subjects included TBM managers, literacy facilitators, parents, and children as program participants. Data analysis was conducted interactively through the stages of data reduction, data presentation, and drawing conclusions and verification. The results of the study indicate that the transformation of TBM through a shared reading program, storytelling, book discussions, and community-based literacy habits can increase the frequency of children's visits, their interest in reading, and their parents' participation in supporting literacy activities at home. Participatory and structured community-based literacy learning centers (TBMs) have been proven to function not only as reading spaces but also as non-formal learning centers that foster a sustainable culture of literacy in children. However, the program's success is still influenced by the availability of book collections, the competence of facilitators, and the support of cross-sector partnerships. The transformation of TBMs has the potential to become a model for community-based literacy strengthening that is applicable and sustainable.