By Amna Hassan Kazmi | CEO
Quarterly Progress Report
Flood-Affected Libraries Initiative
Alif Laila Book Bus Society
1. Executive Summary
Alif Laila Book Bus Society continued providing children in remote, underserved, and flood-affected communities with access to books, literacy activities, creative learning, and safe spaces for educational engagement.
Through our Camel Libraries, Boat Library, Hamara Kutab Khana school libraries, and Hamara Apna School Bamboo initiative, children continued to read, participate in storytelling and creative activities, explore new subjects, and reconnect with learning despite the ongoing challenges faced by their communities.
The mobile library network reached approximately 7,490 child engagements during the quarter, while the Hamara Kutab Khana school library programme currently supports 21 schools and approximately 11,944 students across Sukkur, Jamshoro, and Buner.
2. Bringing Books to Children Who Need Them Most
For children living in communities where permanent libraries are unavailable or difficult to establish, mobile libraries remain an essential source of reading and learning opportunities.
Our Camel and Boat Libraries continued regular visits to communities across Sindh, Cholistan, and Rajanpur, bringing books, storytelling, reading sessions, and creative activities directly to children.
Reach During the Quarter
Library Project
Monthly Reach
Quarterly Reach
Mashal – Khairpur, Sindh
244
822
Nayab – Khanpur, Cholistan
290
1,120
Amal – Sukkur (IRC)
340
970
Sukoon – Sukkur (IRC)
255
784
Raunaq – Sukkur, Nara
260
820
Khushi-2 – Sukkur, Salehpat
280
884
Boat Library – Rajanpur
320
1,090
Roshan – Khairpur
300
1,000
Total monthly reach: approximately 1,989 children
Total quarterly reach: approximately 7,490 child engagements
Note: The figures represent reported child engagements and may include repeat participation rather than unique individual children.
3. Reading Beyond the Book
Our approach goes beyond simply providing books. Each library visit creates opportunities for children to read, listen, discuss, create, and express themselves.
During the quarter, activities included:
These activities encourage children to participate actively rather than simply listen or memorize. Creative activities are particularly useful for children who may initially feel hesitant about reading, allowing them to connect with stories through drawing, craft, discussion, and play.
4. Creating Safe and Sustainable Learning Spaces
Hamara Apna School – Bamboo School, Dera Allah Yar
The Hamara Apna School initiative in Dera Allah Yar, Balochistan, continues to provide children with a safe and innovative learning environment.
Following flood-related damage, the school was rebuilt using bamboo as a practical and sustainable construction solution. During this quarter, the school was further expanded through the addition of a new bamboo room, creating dedicated space for children's educational and creative activities.
The expansion has provided:
For communities recovering from disaster, having a safe and stimulating place where children can learn is about more than infrastructure—it helps restore routine, confidence, and a sense of normalcy.
5. Strengthening School-Based Libraries
Hamara Kutab Khana
The Hamara Kutab Khana initiative continues to bring books directly into children's everyday school environments, helping make reading a regular part of their education.
During the reporting period, the programme supported:
Total: 21 schools | 11,944 students
The inclusion of Buner has further extended the programme into communities experiencing displacement, natural disasters, and limited educational resources. School libraries provide children with consistent access to age-appropriate books without requiring them to travel to a separate library facility.
6. Children at the Heart of the Programme
The most meaningful measure of our work is what happens when children begin to see themselves as readers and learners.
Saima – Discovering New Stories
Saima has developed a strong interest in storybooks and enjoys exploring different titles, particularly stories that introduce new characters and unfamiliar situations.
Areeba – Finding Her Voice
Areeba initially participated quietly in group reading sessions. With regular engagement, she has become more confident and now volunteers to share her thoughts about stories.
Mehwish – Exploring the World Through Books
Mehwish enjoys books about different places, people, and cultures. Reading has helped her develop curiosity about a world beyond her immediate surroundings.
Bilal – Curious About Science
Bilal particularly enjoys science and nature books and frequently asks questions about animals, the environment, and how things work.
Noor – Taking Stories Home
Noor enjoys taking books home and sharing stories with her family, extending the impact of the library beyond the library session.
Hania – Looking Forward to Library Days
Hania eagerly participates in library sessions, storytelling, and creative activities. Library visits have become an important and anticipated part of her routine.
Danish – Learning Through Creativity
Danish enjoys combining reading with drawing and craft. Creative activities have helped him engage more confidently with stories and express his understanding through artwork.
7. What Is Changing for Children?
The programme is contributing to children's development in several interconnected ways:
Literacy: Regular access to books supports reading practice, vocabulary, comprehension, and confidence.
Curiosity: Exposure to books on different subjects encourages children to ask questions and explore beyond their classroom curriculum.
Confidence: Storytelling and group discussions give children opportunities to speak, share opinions, and communicate with others.
Creative Expression: Art, craft, drawing, and story-based activities allow children to express ideas and imagination in different ways.
Environmental Awareness: Climate and environmental activities help children understand challenges affecting their communities.
Positive Learning Experiences: Libraries create welcoming spaces where learning is associated with enjoyment, discovery, and choice.
8. Community Response
Feedback from parents, teachers, and community members continues to reinforce the value of regular library access.
Communities report that children are:
Parents particularly value having educational resources available within their own communities, while teachers observe greater confidence and participation among children who regularly engage with the libraries.
9. Challenges We Continue to Face
The communities we serve continue to experience significant barriers to consistent educational access.
Environmental Conditions
Extreme heat, rain, and other weather conditions can affect library visits and children's participation.
Economic Hardship
Many families continue to face financial difficulties that limit children's access to books, technology, and educational materials.
Limited Technology
In many remote communities, computers, internet connectivity, and digital learning tools remain limited, making physical books and mobile libraries particularly important.
Accessibility
Poor roads, long distances, and limited infrastructure make regular outreach challenging in some areas.
Continued Recovery from Flooding
Several communities are still dealing with the educational and social disruption caused by flooding, making sustained learning opportunities particularly important for children.
10. How We Are Responding
To remain responsive to these challenges, Alif Laila Book Bus Society continues to:
11. Looking Ahead
The progress of this quarter demonstrates that children in underserved and flood-affected communities are eager to learn when books, supportive adults, and meaningful learning opportunities are placed within their reach.
Our priority is to sustain and strengthen the library services already operating in these communities while gradually expanding access to additional children.
With continued support from GlobalGiving donors and partners, Alif Laila Book Bus Society will continue working to:
Every library visit is an opportunity for a child to discover a new story, ask a new question, express an idea, or imagine a different future.
A book can open a door. For a child recovering from disruption and limited opportunity, that door can lead anywhere.
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