TKRN Toolkit Tok Pisin
April 28, 2018 by Giles Lane · Comments Off on TKRN Toolkit Tok Pisin
TK Reite Notebooks em i karamapim olgeta samting yumi nidim long rikodim save bilong tumbuna. Em bai halpim yumi long skelim dispela save igo long ol yangpela lain i kam bihain. Dispela kain wok i gat bikpela respek long kastam bilong ol grasrut manmeri, na respek bilong tingting na aidia bilong ol. Ol yet bai rikodim kastam bilong ol long laik bilong ol.
Mipela save kolim dispela kain wok wanpela ‘tulkit’ bilong rikodim na lukautim save. Nem bilong em em i TK Reite Notbuk Tulkit.
Dispela Tulkit em i save yusim pepa wantaim kompyuta.
Em i no save kostim bikpela moni, em i isi tru long yusim, na yumi ken senisim em long laik taim yumi laik wokim wok long narapela tok ples.
TK Reite Notebooks em i kamap long ples Reite, long Raikos, long Madang Province, insait long Papua Niugini. Ol lain bilong ples ol i wokim wok long helpim kamapim dispela tulkit, wantaim sapot long The Christensen Fund.
Versions : English | Tok Pisin | Bislama
Painim olgeta PDF Notbuk hia
Painima sotpela tok save bilong wok hia (PDF fail)
Infomesen bilong ol manmeri long TKRN projek (PDF fail) na Tok Save Long Tulkit (PDF fail)
TKRN Tok Save Bilong Usim Kompyuta (PDF fail)
Tamblo bai yu lukim tripela hap olsem: Wokim; Soimaut; na We Bilong Wokim.
WOKIM |
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Yu bai usim:
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| Wokim wanem? | Bilong wanem? |
| 1. Kamapim bung wantaim ol manmeri igat interes. Mekim wanpela pablik toksave o awenes long dispela projek. Tokaut long projek na askim ol long ol i gat wanem kain tingting. Painim aut tingting bilong ol long wanem samting ol i laik raitim, na bilong wanem ol interes ol i laik wokim dispela wok. |
TK Reite Notebooks em i bilong ol manmeri husait i gat laik o interes long raitim, rikodim, na lukautim save bilong tumbuna long sevim em long ol lain i kam bihain. Ol yet bai painim tingting na wokim wok long laik bilong ol. Sapos yu wok wantaim wanpela ples o komuniti, em i bikpela samting tru long pasim tok wantaim ol long dispela samting: husait bai kam insait long wok, husait bai kisim wanem kain bekim o pe, husait bai bosim ol samting ol wokim na husait bai kamap papa bilong ol liklik buk. |
| 2. Tokaut long kliapela toktok olsem ol man o meri bai kam insait long dispela wok long laik bilong ol tasol. Ol laik lusim, emi orait tasol. Toksave olsem ol yet bai gat pawa long stopim save i go aut long pablik, sapos ol i laik olsem.
Soim ol nambawan pes bilong ol liklik buk na toksave gut long ol olsem wanem ol i ken skelim o pasim wanem samting ol i raitim insait. |
Bilong wokim dispela wok gut, em i bikpela tru ol manmeri i save olsem: a. Nogat man bai pusim ol long kam insait na wokim dispela wok. Wan wan bai wok long laik bilong em tasol. b. Ol yet mas i gat save na tingting long kam insait long dispela wok c. Nogat pe. Ol dispela liklik buk ol i no bilong salim na kisim moni. Ol yet, o yu, bai no inap salim na kisim moni long dispela wok. d. Ol yet bai makim husait bai inap long lukim wanem samting ol i bin raitim long ol liklik buk. Ol laik haitim bilong ol yet, o femili bilong ol, em i orait. Ol laik em i stap long kompyuta bilong taim bihain, em i orait. Ol laik em i go aut long pablik, emi orait tu. Em samting bilong ol. Long nambawan pes, olsem kava bilong notbuk, igat sans bilong ol bai mekim klia dispela laik bilong ol. |
| 3. Painim notbuk yu laik yusim long hia. |
Ol notbuk istap pinis long Tok Pisin, long tok Inglis, na long tok Bislama. I gat kainkain liklik buk bilong narapela narapela wok. Yu inap luksave na mekim wanem kain notbuk yu laik yusim. Yu pelim hat long makim wanpela, usim namabwan long lis. |
| 4. Printim ol notbuk yu bai yusim long en.
Tingim wanem kain hap yu bai wok long en, na sapos i gat sans, em bai gut long yusim pepa we wara bai no inap bagarapim.
Taim pepa i kamaut long printa, yu mas holim stret ol pes long we ol i kamaut. Noken miksim o tanim ol lip.
Sekim – i gat inap sisis? |
Yu bai yusim ol notbuk long wokim wok bilong tulkit. Ol manmeri i ken yusim ol long rikodim save o tingting ol yet i mekim. I gat kain pepa we em bai stap gut long kain ples olsem bus o ples. Sapos yu bai wok long kain hap olsem, traim painim na yusim dispela kain pepa i save stap strong long wara. Nogat, noken wori, pepa nating tu bai orait. Sapos yu o narapela man senisim o miksim o tanim pes bilong liklik buk bai no inap kamap stret. Yu bai hat long stretim em gen. Olsem lukaut gut long dispela. Mas i gat sisis bilong mekim ol notbuk. |
| 5. Bungim ol manmeri na lainim ol long we bilong wokim ol notbuk. Foltim, katim, mekim.
Taim yu bungim ol manmeri, toktok wantaim ol. Askim ol olsem, ol i laik rikodim wanem kain save, o wanem kain samting bilong taim bipo, o bus graun wara, o stori. Gutpela ol i klia olsem i gat sans long wokim kainkain samting, na i gat kainkain we bilong pulumapim ol notbuk. Ol inap rait, o wokim dro, o putim piksa, o pulumapim ol notbuk long laik bilong ol yet.
Sapos yu gat sans, soim ol sampela ol notbuk ol man i bin wokim pinis long en, bilong givim sampela tingting long ol, na mekim ol hamamas long wok. |
Ol manmeri bai wokim ol notbuk (foltim, katim, mekim) bilong ol yet. Em i bikpela samting long wan wan i foltim, katim, na wokim notbuk bilong en. Taim ol lain i bisi long wokim notbuk ol bai gat interes long pinism na ol bai save olsem dispela wok em i wanpela wok ol yet inap long mekim. Taim sampela ol i lainim pinis, inap ol long skulim narapela lain. Ol i ken wokim planti sapos ol igat laik long raitim planti save. Nogut wanpela o tupela man i gat hatwok long stretim olgeta notbuk long bikpela komuniti o ples. Wanem kain samting ol i laik rait insait long ol dispela liklik buk em i samting bilong ol. Ol yet bai painim tingting long wanem samting ol hamamas long rikodim. Kain bung olsem em i wanpela taim we ol manmeri ken bungim tingting bilong ol, o stretim wok ol bai wokim. Taim ol manmeri i wok bung olsem, ol bai gat interes long wok. Wok bung em i save kirapim tingting long wok, na kirapim interes long lukautim save bilong tumbuna. Long bung, ol man i gat sans long autim wari bilong ol, askim ol kainkain askim ol i gat, na painim tingting long wanem samting ol i laik haitim o tambuim long go insait long ol liklik buk. Tingim na askim:
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| 6. Wanwan notbuk mas kisim nem bilong man o meri husait bai wokim em. Kisim poto bilong dispela man o meri (sapos ol i planti, kisim poto bilong olgeta grup) na pasim em long nambawan pes bilong notbuk.
Askim ol long raitim nem bilong ol ananit long ol tok orait. |
Dispela poto i mekim stret husait wokim notbuk na ol bai hamamas long pinisim em. Ol samting ol bai raitim insait em bai stap ananit long nem na pes bilong ol yet na ol man bai luksave husait i raitim dispela stori. |
| 7. Soim ol manmeri na redim gut tok orait i stap long nambawan pes. Askim ol olsem, bai ol hamamas long olgeta tok i stap o nogat? Sapos nogat, karamapim wanem hap ol i no laikim wantaim bairo. Yu mas sekim gut, bilong wanem, ol i mas klia gut long ol dispela samting. |
Dispela tok orait long nambawan pes em i wanpela stretpela rot long ol manmeri bai tingting gut pastaim na wokim samting. Ol mas painim gut tingting bilong ol long wanpela samting: ol i laik husait narapela man i ken lukim ol notbuk bilong ol? Sapos ol i laik tambuim sampela samting, i gat sans nau long pasim, o opim, long laik bilong ol. Em i bikpela samting tru. Ol manmeri mas papa bilong projek bilong ol. I no bilong narapela lain, o bilong wanpela autsait man long bosim ol. Ol i mas tingting gut na wokim samting. Ol bai wokim dispela notbuk bilong ol yet, na ol pikinini na tumbuna bilong ol. I no bilong narapela man. Ol yet i gat rait long kontrolim husait bai inap lukim ol dispela samting long taim bihain. Sampela bai laikim olsem wok bilong ol bai go aut long pablik, sampela bai les. |
| 8. Ol igat inup bairo? Sapos nogat, helpim ol wantaim ol dispela samting. | |
| 9. Toksave long ol manmeri olsem, ol i mas tingim gut stori bilong ol na wokim olgeta hap bilong dispela stori. Skelim gut pastaim na wokim samting. Noken hapim, na noken giaman. Tokim ol long traim pulumapim olgeta spes long liklik buk. Ol i ken raitim stori, wokim piksa, poto, na drow wantaim long laik bilong ol.
Sapos wanpela stori em i longpela tumas, na em bai no inap stap insait long wanpela buk, em i orait, bai yu wokim tupela o tripela buk long en. Givim namba tasol long ol buk bilong wanpela stori, bilong wanem, nogut bihain ol man bai paul. Sapos yu givim namba long buk, ol i bai klia em i planti buk bilong wanpela stori tasol. |
Tingim olsem: sapos nupela man i laik kisim gut save bilong dispela stori, bai yu tok wanem long en? Sapos wanpela pikinini bilong pikinini i stap long taun ful taim, na em i no bin kisim wanpela liklik save long pasin bilong ples o kastam, em bai nidim wanem kain informesen long wokim gut dispela stori, o wok, yu laik rikodim? |
| 10. Mekim de bilong givim bek ol notbuk ol i bin pulumapim bilong skenim long kompyuta (sapos ol laik skenim). |
Givim de long ol em bai strongim tingting long wokim notbuk. Sampela manmeri ol bai hamamas long wok na wokim planti notbuk, sampela, ol i bai sem long wokim. Taim yu givim de long ol, em bai helpim ol long lusim sem. |
| 11. Givim sapot na hamamasim ol taim ol i wokim ol notbuk. Bekim gut olgeta askim, na strongim ol manmeri long yusim tingting na save bilong ol. |
Sapot bai helpim ol manmeri long hamamas long wok, na sapos yu helpim ol gut taim ol i no klia long sampela samting, ol bai no inap pret o sem long wok. Sampela taim ol lain i save sem long raitim kain stori – ol i save ting olsem, em i no impotent, bilong wanem, olgeta i save long dispela kain samting pinis. Tasol tokim ol, ol i mas tingim ol liklik lain bilong ol – sapos ol i nogat sans long kisim dispela kain save, ol i bai paul na i stap. Ol man bai hamamas long wok bung sapos ol i filim em i isi long ol. Em i moabeta olsem i gat planti man wok bung. Ol i kam insait long dispela wok pinis em i nambawan samting, na olsem na noken wori tumas long wanem samting ol i laik rikodim. |
| 12. Taim ol man i pinisim notbuk bilong ol pinis, bai yu stretim gut insait long kompyuta wantaim wanpela masin ol kolim skena (Tok Inglis: ‘scanner’). Pastaim, sekim gen sapos ol man i hamamas long yu putim notbuk bilong ol long kompyuta. Soim ol dispela toksave long nambawan pes bilong notbuk na askim ol gut – ol i gat laik long senisim o nogat?
Sapos ol laikim yu skenim, orait, wok isi isi long kamautim gen na opim ol pes na fletim ol pepa long han. Skenim wanwan pej na sevim long wanpela kompyuta fail ol i kolim ‘PDF’. Bungim ol wanwan PDF pes fail insait long wanpela PDF fail (Tok Inglis: “file”), na sevim wantaim nem bilong man o meri husait i bin wokim em. |
Taim yu skenim ol notbuk pinis, yu save em i kamap wanpela permanen rekod nau. Yu bai inap long lukautim ol longpela taim, printim ol gen, o serim wantaim ol wantok. Wantaim dispela ‘digital rekod’, yu ken bungim na kamapim wanpela haus buk, ol i kolim laibri (‘library’) bilong olgeta save bilong man bilong wanpela ples o eria. |
| 13. Bekim bek dispela notbuk long man o meri husait i bin wokim em. |
Ol man yet bai holim rekod bilong ol, na ol bai hamamas olsem dispela samting em i no lusim ples. Em i stap wantaim ol. |
SOIMAUT, SERIM WANTAIM NARAPELA MANMERI, PUTIM LONG PABLIK |
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| 14. Sapos ol i laik, em i isi long givim ol kompyuta fail bilong ol dispela buk long ol narapela man o meri. Yu ken sevim ol fail long ol liklik midia, olsem SD kat, mini SD kat, USB kat o USB draiv, o yu ken salim ol PDF fail long imel (Tok Inglis: “email”).
15. Sapos yu ken kisim gutpela Internet sevis, em i no hat tumus long wokim wanpela ples klia website (ples internet) bilong putim ol PDF notbuk fail. Yu ken mekim olsem dispela ples internet /website em bai op long olgeta, o yu ken pasim em, na sampela lain tasol em bai inap long luksave long en. Mipela i bin wokim pinis kain website bilong ol notbuk bilong ples Reite, na yu ken luksave long dispela website bilong painim tingting na aidia. 16. Sapos ol laikim, yu ken printim kopi bilong ol notbuk na bungim ol long wanpela hap – olsem long komuniti skul, o kaltsa senta – na kamapim local laibri. |
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OL SAMTING BILONG WOKIM OL NOTBUK |
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Mipela save yusim ol samting we em i isi long painim :
Wokim ol notbuk How to make: Book Portrait Diffusion eBook from Proboscis on Vimeo. Pepa I gat wanpela narapela kain spesel pepa we em bai no inap bagarap hariap sapos wara i kisim em. Dispela pepa em i kain olsem Aquascribe. Tasol sapos yu hat long painin kain pepa olsem, em i orait stret long wokim notbuk long normal A4 pepa. Putim piksa o poto Mipela i bin yusim wanpela kain kamera (Polariod Snap Touch) we em yet i save printim poto long liklik kat I gat glu long baksait. Em i isi tru long stikim dispela poto stret long liklik buk, na em i gutpela tru long putim poto bilong man o meri husait i bin wokim wanpela buk long nambawan pes bilong dispela notbuk. Sapos yu laik putim poto bilong ol narapela samting insait tu, em i isi tasol. Narapela kamera emi kamera bilong mobail o smatfon bilong yu, wantaim kain liklik printa olsem LG Pocket Photo printa. Ol save usim dispela wankain pepa bilong Polaroid Snap Touch. Planti man save wokim piksa wantaim bairo insiat long ol liklik buk bilong mekim klia stori bilong ol. Skenim na printim Mipela i bin traim Epson DS-30 skena bilong wokim wok long bus. Em i orait, tasol hat liklik long wok gut wantaim. Moabeta em i Canon Canoscan LiDE 120 . Tupela wantaim bai pas long kompyuta wantaim USB na kisim pawa long kompyuta (olsem na ol bai no nidim narapela pawa gen). Mipela i bin yusim wanpela liklik bateri printa taim mipela wok long bus bilong printim ol notbuk (Canon Pixma iP110) tasol ol narapela kain printa tu bai inap. Soimaut na putim long pablik Sapos yu laik givim ol liklik buk long narapela, yu ken yusim SD kat o USB draiv. Powa na Lait bilong wok long bus Bilong wok long nait, mipela save laikim: Sun King Pro na Nokero N182 Solar Light Bulb. |
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The toolkit is licensed under Creative Commons.
TKRN Templates
September 29, 2016 by Giles Lane · 3 Comments
Documenting and transmitting Traditional Knowledge
for future generations
Notebook Templates
Download PDF files here:
Tok Pisin
Pianim na kisim ol PDF Fail hia:
16 pes Standard Notbuk (wantaim kwesten) • view options
16 pes General Purpose Notbuk (nogat kwesten – emi fri long rait) • view options
16 pes Skul Notbuk (wantaim kwesten) • view options
16 pes RCF Skul Klimat Senis Notbuk (wantaim kwesten) • view options
16 pes Save bilong Timbuna Notbuk (wantaim kwesten) • view options
20 pes Wok igat Planti Hap o han bilong en Notbuk • view options
16 pes Timbuna Stori Notbuk (wantaim kwesten) • view options
12 pes Haus Tambaran Notbuk (wantaim kwesten) • view options
16 pes Structured Notbuk (long kwesten) – Bilingual Tok Pisin/Inglis • view options
TKRN Olgeta Notbuks long Tok Pisin nung wantaim long websait bookleteer
Pasin bilong mekim na foldim notbuk (Tok Inglis/Tok Pisin)
TKRN Sotpela Tok Save Bilong Wok
Infomesen bilong ol manmeri long TKRN
TKRN Tok Save Bilong Usim Kompyuta
Bislama
16 page Tanna Garden Kastom Notebook with Questions • view options
20 page VKS General Notebook v2 with Questions • view options
16 page Wan Smolbag General Notebook with Questions • view options
16 page VKS Akioloji Unit Notebook with Questions • view options
12 page Land Desk Awareness Notebook with Questions • view options
16 page VKS General Notebook with Questions • view options
16 page Kinship Notebook with Questions • view options
TKRN Bislama Not buks Collection on bookleteer
Hao blong wokem wan not buk (English/Bislama)
English
TKRN Toolkit Short Guide – English
16 page Standard Notebook with Questions – English • view options
TKRN Notes for Using the Computer
TK Reite Notebooks is a toolkit for documenting and transmitting traditional knowledge to future generations that respects indigenous self-determination. It uses a combination of digital technologies and paper – it is low cost, simple to use and can be easily adapted for different communities and languages.
TKRN Toolkit | Main Project Page
TKRN in Vanuatu Again
September 5, 2016 by Giles Lane · 19 Comments
Urufaf Anip demonstrating TKRN folding & making
Just over a week ago the Tupunis Slow Food Festival on Tanna island, Vanuatu concluded. It was the first festival of its kind held in Melanesia – bringing together people from Vanuatu, Papua New Guinea, Bougainville, New Caledonia (Kanaky); the Solomon islands and Fiji to celebrate traditional ways of producing and preparing food as part of a redefinition of “development”; rejecting the simple monetary definitions (dollars per day) and exploitative, extractive industries that characterise what global institutions such as the World Bank and the IMF define as development in favour of alternative criteria that recognise the value of sustainable land and sea tenure, the qualities of organic grown food and traditional methods of preparation, and the richness of lives not governed by the need for money. The festival was organised by a coalition of local organisations (including Vanuatu Slow Food Network, Vanuatu Land Defence Desk, Vanuatu Cultural Centre, Tafea Cultural Centre) and supported by The Christensen Fund as well as the Vanuatu Government.
As part of our TK Reite Notebooks project, James Leach and I travelled to participate in the festival along with three people from Reite village in Papua New Guinea – Porer Nombo, Pinbin Sisau and Urufaf Anip – with whom we have been co-designing the TKRN toolkit since 2012. Our trip was intended to bring the TKRN project and toolkit to a wider audience of Melanesians interested in documenting and preserving traditional culture – with the focus on presentation being led by Reite people themselves (rather than James and myself). Our role was to facilitate and support, with the key exchange of ideas, tools and processes taking place between people indigenous to Melanesia themselves.
This is a key aspect of the project for us – having our co-design collaborators from Reite village be identified and engaged with as cultural leaders in their own right who are actively taking steps to document and transmit their living culture and knowledge traditions to future generations in the face of extreme pressure from “development”. For most of our time we were also accompanied by Yat Paol, a PNG man of the Gildipasi community with whom we worked in Tokain village earlier this year (and a representative of The Christensen Fund in PNG). Yat’s insight and gentle wisdom concerning the importance of self-documentation of traditional knowledge as a means for indigenous people to empower themselves has been a source of inspiration and a great sounding board for us.
Porer and Pinbin represented Reite on a panel bringing perspectives from various Melanesian communities and spoke about the project and the importance of kastom, land and bush. For many people at the festival the emphasis was on a return to traditional ways of life – having two people who come from a community that maintains its traditional way of life speak about what it means to them and their families truly caught the mood of the audience and their response was fantastic, giving rousing applause.
Porer Nombo introducing TKRN & Reite traditional knowledge
Pinbin Sisau giving a rousing talk on preserving kastom culture
The festival ran over 5 days and had speakers from across the region, as well as performances by cultural groups, traditional crafts, music and demonstrations of new ideas for food preservation and health initiatives. Moreover, each day traditional foods were prepared and cooked by people from all the provinces and islands of Vanuatu (and New Caledonia) for attendees to sample. Thus we were feasted on a daily basis on everything from (and often in locally specific combinations of) taro, yam, manioc, tapioca, cassava, banana to fish, coconut crab, goat and beef.
The Vanuatu Daily Post’s Life & Style section has an article on the festival here, and Sista.com has an article with excellent photos from the festival here.
At the festival we connected with Canadian anthropologist, Jean Mitchell, who is running a project (Tanna Ecologies Gardens & Youth Project) with young people on Tanna documenting and recording kastom gardens and traditional foods. James, Urufaf and I ran a TKRN workshop with a group of them, teaching them to fold and make notebooks, as well as co-designing a new custom notebook for their project. A couple of days later we demonstrated scanning in the first few completed books and printed out copies for the young people who had made them. Our simple bush publishing set up of laptop, scanner and printer meant that we were able to do this quickly and simply – working in basic conditions on site and being able to carry all the equipment we needed in a couple of backpacks. Jean’s project is an extension of one she originally developed in 1997, the Vanuatu Young People’s Project, with the Vanuatu Cultural Centre. Over the next two years the young people on Tanna will be documenting as much knowledge about traditional kastom gardens as they can, using the TKRN toolkit as their primary tool. Jean has worked with them this summer to develop a questionnaire template which has been adapted for the notebooks:
Once back in Port Vila, Jean also arranged for us to train a couple of young people who will be sharing their skills with the men fieldworkers of the Vanuatu Cultural Centre at the annual fieldworkers’ meeting at the end of September. This will complement the work we did in March with the women fieldworkers and hopefully bring the TKRN toolkit to many different communities across Vanuatu.
At the festival we also met and had great conversations with Dr Ruth Spriggs and Theonila Roka-Matbob from Bougainville (a semi-autonomous part of PNG), who are setting up an Indigenous Research Centre on the island, and Professor John Waiko of Oro Province PNG and his son, filmmaker and slow food activist Bao Waiko, from Markham Valley PNG (where he lives with his wife, Jennifer Baing-Waiko, also co-director of Save PNG). We’re hoping to share the TKRN toolkit with their initiatives as part of our next steps.
L to R: Professor John Waiko; Dr Ruth Spriggs, Theonila Roka-Matbob; Betty Gigisi; James Leach & Bao Waiko
A highlight of our trip was a visit to Tanna’s famous Mount Yasur volcano, truly awe inspiring:
Before attending the Tupunis festival, we took the opportunity to build on a relationship we had initiated with Wan Smolbag Theatre during our previous trip to Vanuatu earlier this year. Through co-founder Jo Dorras we were introduced to researcher Ben Kaurua and digital trainer Cobi Smith with whom we ran a TKRN workshop introducing the books and documentation process to a group of young volunteers who work with various island communities living in and around Port Vila, the capital on Efate island. (I had designed a very simple custom notebook for WSB in advance of travelling). We were also introduced to some local Chiefs from the nearby Lali community and were invited to attend a ceremony that was part of a boys’ initiation ritual. We left WSB with some new equipment to assist them in using the TKRN toolkit (a Polaroid Snap camera/printer & Zink sheet packs, as well as a low cost Canon combined inkjet scanner and printer) and are hoping to see some results in the future.
Porer speaking at IUCN
After the festival, while I returned to the UK and Pinbin and Uru returned to Madang, James and Porer continued on their travels to participate in the IUCN World Conservation Congress in Hawaii. There they took part in a session on indigenous documentation to demonstrate the TKRN process and toolkit, and to discuss the complex issues facing traditional communities who wish to preserve their culture and values and to transmit them to future generations.
This trip was the final activity of our recent TKRN programme – we are now preparing a new programme of activities that aim to build a lasting legacy for the project and enable the establishment of a network of indigenous groups and local organisations in Melanesia to adopt and adapt the TKRN toolkit for themselves. Huge thanks are owed to Catherine Sparks of The Christensen Fund who made so much of this possible; funding many of the projects, organisations and the festival itself, as well as being the consummate connector introducing people and taking care so that everyone had the most productive time possible. Thanks also go out to Paula Aruhuri, Joel Simo and Jacob Kapere who were instrumental in inviting us, arranging travel and accommodation and making time and space for us on the programme.
Bookleteering with the Vanuatu Cultural Centre
March 14, 2016 by Giles Lane · 4 Comments
Over the past 2 weeks I have been in Port Vila, Vanuatu in the South Pacific with James Leach and Lissant Bolton (Keeper of Africa, Oceania and the Americas, British Museum) working with the Vanuatu Kaljoral Senta (Bislama for Vanuatu Cultural Centre). Lissant organised and led a special workshop with a group of women fieldworkers on the theme of current changes to kinship systems (supported by the Christensen Fund). The fieldworkers are ni-Vanuatu (local) people representing some of the many different vernacular language groups from across the many islands who do voluntary work to record and preserve traditional culture and knowledge. The fieldworker programme has been established and overseen by the Cultural Centre (VKS) for over 35 years and is a unique initiative where local people gather “cultural knowledges about all the aspects of the customary art of living of Vanuatu”. Each year the fieldworkers gather together to share their research with each other and contribute to the documentation held at the VKS.
Lissant had invited James and I to visit Vanuatu with her and introduce the TKRN toolkit and techniques to the fieldworkers participating in the kinship workshop, as well as to meet with others working on different projects at the VKS. The low cost and ease of use of the TKRN booklets – both for collecting documentation in rural settings as well as digitising and archiving (both online and as hard copies) – made it an obvious tool to share. Prior to leaving London, Lissant and I had made some initial examples of Bislama (the local pidgin) notebooks for Vanuatu similar to those created in Tok Pisin for Papua New Guinea. These would be tested with the women fieldworkers during the workshop and we planned to adapt them with their assistance, as we have done in PNG with local people from Reite village.
In Port Vila James and I were also were introduced to Paula Aruhuri of the Vanuatu Indigenous Land Defence Desk, an organisation that promotes awareness of indigenous custom and land rights across Vanuatu and campaigns to stop land alienation from traditional owners. With Paula we co-designed a simple reporting notebook for the fieldworkers who deliver awareness events to local communities that will assist the land desk in documenting local people’s concerns and how they might be able to help them. And we met with Edson Willie of the VKS Akioloji Unit (Heritage Unit), with whom we co-designed a notebook for fieldworkers to record heritage sites.
The women fieldworkers experimented with one of the notebook formats and helped us re-design the front cover and write up a more appropriate ethics statement that reflected their different concerns about sharing traditional knowledge. In this case they chose not to share their books online (as we did in Reite), but to have them scanned, re-printed and stored in the ‘Tabu Rum’ of the VKS, the audio-visual archives. Local concerns about rights to aspects of traditional knowledge in Melanesia are a major theme and extremely important to design for. Developing tactics and a strategy to enable clear documentation and permission for sharing has been at the heart of the TKRN co-design process. Lissant has written about this issue in the context of Vanuatu and it also reflects on James’ work with Porer Nombo from Reite on their book Reite Plants in this essay.
We are planning to return to Vanuatu later in the year with some Reite people to participate in a knowledge exchange around the TKRN toolkit and techniques with men and women fieldworkers of the VKS. In this way we hope to develop a model of adoption whereby communities learn from each other how to use and adapt the toolkit for their own purposes, with our role being more one of facilitation than education or training. As a toolkit designed from the grassroots up, I hope to continue expanding on the concept of ‘public authoring’ that has driven the development of bookleteer and the ‘shareables’ it enables people to make and share.
In late April James and I will return to Papua New Guinea to work with Reite villagers to introduce the TKRN toolkit to a couple of other villages in Madang Province – this should provide an good indication of the possibilities and limitations of how a model of community knowledge transfer and adaptation can work.
Reite Village Online Library
September 21, 2015 by Giles Lane · 4 Comments
This website has been created as an online library of TKRN notebooks made by the villagers of Reite and its neighbours in Papua New Guinea’s Madang Province. These books were created during a field trip in March 2015 and we hope to add many more in the future. We aim to transfer management of the site to the villagers themselves in due course, so that they can continue growing the library for future generations. As 4G mobile internet service penetrates into the jungle where they live and more local people own smartphones and connected devices, this is an increasingly likely possibility.
Mixing the physical and digital in this way means that traditional knowledge and customs may be preserved and transmitted forwards by embracing some of the changes that industrialisation and urbanisation bring to traditional rural communities. By working alongside the existing relationships of knowledge exchange it offers new opportunities for inter-generational collaboration on self-documentation of stories, experiences, history and practical knowledge of working with and sustaining the local ecology and environment.
The site itself is extremely simple and uses only free services: a free WordPress.com blog as the primary interface for organising and sharing the books; and a free Dropbox account as the primary repository of the PDF files of the scanned books. It is a key component in our TKRN Toolkit, and closes the loop in our use of hybrid digital and physical tools and techniques.
The villagers themselves developed their own categories and taxonomies for cataloguing the books, which have all been tagged accordingly. The books are thus searcheable by title, author and subject(s). Many of the books include an author photo on the cover page; a thumbnail image of the scanned book was included in each post, and a blog theme chosen that presents the main page as a mosaic of images from the posts. For communities with highly varied literacies, it also enables visual recognition both of the author’s faces, and in many cases their handwriting or drawing style.
TKRN Blank Notebooks
September 17, 2015 by Giles Lane · 4 Comments
These notebooks have been co-designed with villagers of Reite in Madang Province, Papua New Guinea by Giles Lane and James Leach as part of the TK Reite Notebooks project and Toolkit. They can be downloaded, printed out and made up into physical notebooks for recording traditional knowledge. Then they can be scanned and shared online or as physical objects.
The books have been created using bookleteer – Proboscis’ free self-publishing platform. Each link is to an A4 PDF file. The “view options” links open each notebook’s page in bookleteer with US Letter PDF and a web readable version.
16 page Standard Notebook with Questions – Tok Pisin • view options
16 page Standard Notebook with Questions – English • view options
16 page Teaching & Learning Notebook with Questions – Tok Pisin • view options
20 page Multi-stage Processes Notebook with Questions – Tok Pisin • view options
16 page Story Notebook with Questions – Tok Pisin • view options
12 page Initiation Notebook with Questions – Tok Pisin • view options
16 page General Purpose Notebook (No Questions) – Tok Pisin • view options
16 page Structured Notebook with Question – Bilingual Tok Pisin/English • view options
View the TKRN Notebooks collection on bookleteer.
We also have created this guide to folding and making up the notebooks (in English/Tok Pisin) :
TKRN Toolkit
September 17, 2015 by Giles Lane · Leave a Comment
TK Reite Notebooks is a toolkit for documenting and transmitting traditional knowledge to future generations. The essence is indigenous self-determination over knowledge.
The toolkit combines digital technologies and paper.
It is low cost, simple to use and can be easily adapted for different communities and languages.
The toolkit was co-designed with Reite villagers from madang Province in Papua New Guinea, with support from The Christensen Fund.
Versions : English | Tok Pisin | Bislama
Access all PDF Notebook templates here
Download a short version of the toolkit here (PDF)
Download Full Toolkit Instructions here (PDF)
The Toolkit below is divided into 3 Sections: Making; Sharing & Technical.
MAKING |
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What you need:
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| What to do: | Why? |
| 1. Identify the people who you will work with, and discuss the possibility of documenting Traditional Knowledge through this toolkit. Discuss what they might like to document, and what the value of recording it will be for them. | The toolkit support people who want to document, preserve, and/or transmit aspects of their traditions or knowledge. It is for them to decide how they will use it. If you are collaborating with a community of group, it is vital to agree on fundamental aspects such as who will be involved, who will benefit, and who will have control over, and ownership of, the results |
| 2. Make it clear that participation is voluntary, and that there are ways of restricting content built into the process. (You may use the engaged consent model developed with Reite Villagers) | It is crucial that everyone involved in the process understands certain things about it, and has a chance to consider others:
a. it is voluntary. |
| 3. Choose from notebook templates available here, or design you own. | Notebook templates have been designed in Tok Pisin, in Bislama, and in English. They are of various lengths, and with different prompts and guidance. You can choose one or more of these as suitable to your requirements. Alternatively, using bookleteer, anyone can design and create their own blank notebooks in different languages, for different contexts, or with different communities. |
| 4. Print the number of notebooks that you think you will use. Depending on conditions and resources, you might choose to use a waterproof paper instead of standard office paper. Keep the pages together in the same order they come out of the printer. Make sure people have enough scissors to make up the notebooks. |
The toolkit is based around the use of these notebooks. People use them to document anything they choose. Waterproof paper (e.g. Aquascribe) is more durable in humid environments.The PDF files print out the pages of the notebooks in the correct order. Shuffling the pages around will mean they might not be folded into notebooks successfully.Scissors are necessary to make up the notebooks from the printed sheets of paper. (You may have to supply these.) |
| 5. Organise public meetings or private discussions with the participants to demonstrate how to make and fold the notebooks
Discuss how people could use them, and the different kinds of content they might like to enter into them. This is to enable people to understand the notebooks and how they can use the notebooks and how they could write, draw, or add other kinds of content to them. (You may like to show some examples of completed notebooks that have been made by other communities as examples.) |
It is very important that participants fold, cut and make their own notebooks. Learning to fold notebooks engages people and offers ownership of a key part of the process. There is also a sense of achievement in making one’s own notebooks. People who have learned to fold the notebooks can teach others, or assist in folding workshops. In a large-scale documentation process, this also means one or two people are freed from making up multiple notebooks.
People should choose their own content. Meetings are an opportunity for people to co-operatively decide what is appropriate to record and how the process should be organised. They help people take control over their own documentation project. It is also doing things together: a common activity which motivates people to engage with each other and think about different types of Traditional Knowledge. Meetings make it possible to discuss concerns, and head off disputes over what should or should not be recorded before the notebooks are filled in. Things to keep in mind are:
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| 6. Personalise the notebooks. Take a photograph of each person or group of people who will fill out a notebook. Print the photograph out and stick it on the front cover. Ask them to write their name(s) after the engaged consent statement. |
The photograph serves to identify the authors, to personalise the notebooks, and gives people an extra impetus to complete them. It also makes whatever is recorded there associated with this person and therefore keeps knowledge attached to people. |
| 7. Ask if they wish to delete any of the lines on the engaged consent statement. Double check that they understand and agree to the statements. | The engaged consent statement is a simple way to get people to think about what they record. Its asks them to think how willing they are for it to be seen by other people. This is important for several reasons, including taking ownership of the documentation process, controlling the circulation of the notebooks, and considering the nature of, and restrictions on, knowledge before making it public. In order to feel confident that they will retain control over the content it is vital to remind people that they are making these notebooks for themselves and for those they wish to pass things on to. Make it clear that they can restrict the circulation of the notebooks completely if they wish. This reminds them they are not being asked to record things for outsiders but that, if they are willing, other people can be given access to their notebooks they make. |
| 8. Make sure participants have writing and drawing materials. Distribute pens and pencils if necessary. | |
| 9. Remind people to be as full and complete in their documentation as possible. Encourage people to use all the space available, and to use drawing, images, photographs etc. as well as words. Its is possible to make longer documents by using more than one notebook with numbers indicating the order in which they should be read. |
People often assume a lot of background knowledge, or take for granted that the reader already knows the content. Ask them to consider what they would like their grandchildren’s grandchildren to know if they had never been in the village/area etc.. Suggest people give enough information so that someone with no knowledge of a plant or process or story could identify it, or follow it properly. |
| 10. Agree on a day and time when the completed notebooks will be returned for scanning (if required). | This encourages completion. Some participants will be enthusiastic and wish to complete multiple notebooks. Others may be shy of their ability and need a deadline to complete the work. |
| 11. Be available and encourage questions and concerns to be shared while people are in filling out the notebooks. Respond positively to new ideas for content, or to suggestions about what people would like to document. |
This means people who become confused, or lose confidence in what they are doing, will not just drop out of the process. People are often shy or feel ashamed to document obvious material. Participation can be more important that what is actually recorded. |
| 12. Digitise the completed notebooks. First confirm consent to scan and/or share online by giving people another chance to modify the consent statements on the front of the notebooks. Unfold the booklets, scan the individual pages as either jpeg images or PDF pages. Collate all the scanned pages for each individual notebooks into a single PDF file, and give it an appropriate file name. |
Digitising the notebooks will allow them to be archived and shared, or printed out again if the original is lost or damaged. Scanned notebooks are permanent records and can be the basis for a library of local knowledge and practices. |
| 13. Put each notebook back together and return it to its author. | Immediately returning the notebooks is an important way to keep the documentation with participants, and can be reassuring for them. |
SHARING |
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| 14. Share files via removable media. Copy files to USB flash drives, or microSD cards of people involved in the project. Alternatively, each scanned notebook should be small enough to email.
15. For those with sustained access to the internet, we recommend building a simple website which can act as archive of uploaded PDFs of the notebooks. Visit the online library website created for Reite village for inspiration and ideas. Websites can either be open or private. 16. Print out copies of the notebooks, fold and make them up for the establishment of a library of physical copies of the notebooks. This might be hosted by a local school, community centre or institution. |
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TECHNICAL |
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The project only uses freely available digital and paper technologies. The most basic tools required are pens, paper and scissors, with various digital technologies adding increased capabilities at different levels :
Creating New Notebooks Making Up Notebooks Paper Stock Adding Images Scanning & Printing Sharing & Distribution Another simple sharing method is to copy PDF files of scanned notebooks onto cheap USB flash drives or MicroSD cards which can typically store thousands of files. Power & Light We tested a range of solar lights in the village and recommend these : Sun King Pro All Night (via SolarAid in the UK) and the Nokero N182 Solar Light Bulb. |
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The toolkit is licensed under Creative Commons.
TK Reite Notebooks
September 17, 2015 by Giles Lane · 10 Comments
Documenting and practicing Traditional Knowledge
for future generations
TK Reite Notebooks is a toolkit for documenting and practicing traditional knowledge for future generations. At its heart is a respect for indigenous self-determination. The toolkit combines digital technologies and paper. It is low cost, simple to use and can be easily adapted for different communities and languages.
TKRN Toolkit | Project History | Activities | Outputs | Outcomes
Kambuing, Limau & Rosie with an early booklet, Reite village 2012
Project History
TK Reite Notebooks (TKRN) is a process and tools with which people can self-document Traditional Knowledge (TK). It results from a meeting of ideas and practices of social anthropologist James Leach, artist Giles Lane and the people of Reite Village on the Rai Coast (Madang Province) of Papua New Guinea. It extends, in a new way, a long tradition of collaborative documentation of TK pioneered in Papua New Guinea by Saem Majnep and Ralph Bulmer.
During James’s long association with people in Reite village (since 1993), their desire to document, preserve, and find ways to ensure the inter-generational transmission of knowledge has been at the forefront of the relationship. This desire, realised to date through anthropological and ethno-botanical publications, finds a different engagement through TK Reite Notebooks. The project grew from James’ anthropological work with Reite people, and in particular, the collaborative documentation of plants undertaken with Porer Nombo, published as Reite Plants. TK Reite Notebooks now involves many Reite people in the co-design of a ‘toolkit’ offering people an accessible, cheap, locally appropriate and adaptable process for TK documentation.
The TKRN concept has also grown extensively from Giles’ long term artistic practice of developing and facilitating “public authoring” – drawing upon his Diffusion eBook format and the self-publishing platform, bookleteer, which he has led and maintained. Public Authoring emphasises ways and means for people to document, for themselves, what they find valuable, and to share it with others, making use of the wide panoply of media – digital and physical – that are available to them.
The project is supported by US foundation The Christensen Fund whose work in Melanesia aims to support the holders of traditional bio-cultural knowledge as they work to maintain their rich ecologies, often in the face of huge pressure from resource extraction and social change. Further support comes from the Australian Research Council through a ‘Future Fellowship’ award to James Leach to investigate appropriate modes to present socially embedded knowledge forms, and from the Centre for Research and Documentation in Oceania at Aix-Marseille University.
The TKRN Toolkit is based on the use of bookleteer.com, an innovative self-publishing system that moves fluidly between paper and digital. Using this process, we have co-designed a series of notebooks with prompts that guide people to determine for themselves how to document and record Traditional Knowledge and practices. These notebooks can be easily digitised and shared online for archiving and for ‘practicing’ with and for future generations.
Explore Reite village’s online library of TK Reite Notebooks. View a sample notebook below:
Activities
A pilot study in 2012 established initial notebook templates that were co-designed with Porer Nombo and other Reite people. This provided the foundation for a more extensive and in-depth project, which was awarded funding in 2014, with fieldwork beginning in February 2015.
The first year of TK Reite Notebooks has involved a more extensive engagement in Reite to co-design more booklet templates, experiment with their use, and investigate how they well they fit with peoples’ interests and priorities. Engagement with the local school demonstrated the value of the toolkit in educational contexts, and an elaboration of the basics for a handbook addressing the process, ethics, technology, and potential of the toolkit was achieved.
Liaison with colleagues with extensive experience in TK documentation, including Dr Robin Hide of Australian National University (ANU), situated TK Reite Notebooks within a wider view of past and present initiatives.
In 2016 we tested the toolkit with another community in PNG : Tokain Village, Bogia District (Madang Province) as well as developing a collaborative relationship with the Research + Conservation Foundation (RCF) of PNG (Goroka, Easter Highlands Province) to use the TKRN toolkit with the communities they work with across PNG. We have also extended the project to Vanuatu: working with the women fieldworkers group of the Vanuatu Cultural Centre (VKS), the Vanuatu Land Defence Desk, the Heritage Section of the VKS, the Tanna Ecologies Youth & Gardens Project and with youth groups and their communities in partnership with Wan Smolbag Theatre in Port Vila, Efate. To facilitate an indigenous knowledge exchange between PNG and Vanuatu, we participated with 3 Reite villagers in the Tupunis Slow Food Festival held on Tanna island, Vanuatu in August 2016.
In 2018 we began a legacy phase aiming to leave Reite villagers with the capability to continue to use the toolkit and grow their online library of books without external help, and to provide them with the means to train other interested communities in how to use the toolkit and create the books.
The Toolkit is free and adaptable under a Creative Commons license – having been co-designed by an indigenous community living a traditional subsistence based lifestyle we believe that it can be simply and easily adapted by and for other communities across the world who also live traditional lifestyles and are concerned to document, preserve and co-practice their knowledge for future generations.
Posts :
- 2009 UK: visit to the UK by two Reite villagers
- 2012 UK: Preparation for PNG trip
- 2012 PNG: Saem Majnep Symposium & Reite village pilot study
- 2015 PNG: Reite co-design collaboration
- 2016 Vanuatu: Vanuatu Cultural Centre
- 2016 PNG: Further iterative design (RCF, Tokain & Reite)
- 2016 Vanuatu: Wan Smolbag & Tupunis Festival Cultural Exchange
- 2018 PNG: Legacy Workshop & Training with BRG/KCAF
Outputs & Resources
Toolkit
We have created a simple toolkit that can be adopted and adapted by others. We have co-designed a series of notebooks that Reite and Sarangama villagers, and Reite Community School are using. This design is an ongoing and iterative process – we have created additional custom notebooks for RCF, VKS, Wan Smolbag Theatre and for the Tanna Ecologies Youth & Gardens project.
Reite Online Library
We have created a TKRN website (using free web services and software) for the village of Reite and its neighbours, where the booklets they produce can be saved, viewed, and accessed. This website is intended to provide a model for other users to develop their own sites to archive their own TKRN notebooks – a similar site has now been created for Tokain Village.
Outcomes
Engagement
Key outcomes have been the high level of engagement of people from the villages of Reite, Sarangama and their neighbours.
- About 150 people took part in a series of initial public meetings in 2015 explaining the project and what we hoped to achieve.
- Around 12 people assisted in co-designing new and alternative booklet templates, and in testing these templates through utilising them.
- Collaboration between the generations in making booklets was extensive in the village. Those with limited literacy tended to seek out younger people to write for them. Many, both literate and illiterate engaged in careful and beautiful illustration.
- 63 Notebooks were completed by 42 people during a two week period.
In 2016 we continued to engage with diverse groups in both PNG and Vanuatu:
- Introduced 16 ni-Vanuatu women fieldworkers of the VKS in using the notebooks, plus several other VKS staff in the heritage section and members of the Vanuatu Land Defence Desk;
- Trained around 50 people in Tokain village to use notebooks and toolkit
- Workshop with around 200 schoolchildren teachers and elders at Tokain School
- C0-designed or updated at least 17 new notebook templates in Tok Pisin & Bislama
- About 100 people from Reite and local villages attended a public meeting to discuss outcomes from the project and plans for the future
- Participated in the pan-Melanesia Tupunis Slow Food Festival on Tanna island with 3 Reite villagers
- Ran toolkit workshops with Tanna youth group
- Ran toolkit workshop with youth group & staff at Wan Smolbag Theatre, Vanuatu
Involvement of Local School
In addition, the headmaster and senior teachers of Reite’s Community School asked for a demonstration of the process at the school.
- Practical demonstrations of booklet making were undertaken with all 8 year groups. In response to requests from the school, James gave a series of talks to the whole upper school on the importance of ecology, traditional knowledge and how it relates to environmental science, a key component of the PNG national curriculum. The use of TK Reite Notebooks in this way demonstrated a model for how the toolkit could bridge traditional knowledge and formal education, and additionally, how the toolkit created a new opportunity for inter-generational co-performance of knowledge, again bridging the concerns of educators and the concerns of village people.
- An additional 290 booklets were printed and made with the assistance and resourcing of the school.
- 55 notebooks were completed in less than a week as a result of the students creating their own notebooks with elders and family.
- The school developed appropriate assessment criteria for each achievement level that related to the use of the notebooks. The notebooks were seen to be valuable because the activity had application in at least four educational priority areas: environmental science, social science, language and communication, and art.
- In 2016 we introduced the toolkit to staff and students at Tokain village school as part of our visit as well as co-designing a special climate change notebook with RCF for use with primary school students
The Papua New Guinea Department for Education supports a focus on TK under the National Curriculum areas of science, and culture and community. The National Curriculum Statement states that:
The knowledge and intellectual resources of Papua New Guinea, developed here over thousands of years, are in danger of being lost as young people lose contact with their traditions and heritage. Science education has a role in encouraging students to learn about this rich source of knowledge.
National Curriculum Statement for PNG, Dept of Education (p. 28 2003).
External Interest
Papua New Guinea villagers typically have extensive and elaborate mobility, or multiple connections to people outside their own place. Word spread very quickly about the toolkit process and a number of requests for the toolkit to be made available in other places emerged. An outcome of the use of the booklets in both the village and the school contexts was an increased awareness, external to Reite, of the possibility of, and desirability for, documenting and valuing traditional knowledge. In year 2 we were able to extend the project both to another community in Madang Province (Tokain) and to support a core group of Reite villagers who have been introducing other local Rai Coast villages to the toolkit. In addition, the project’s scope extended to neighbouring Melanesian country, Vanuatu, where we have collaborated with the Vanuatu Cultural Centre and its fieldworker and heritage programmes, as well as Wan Smolbag Theatre, the Vanuatu Land Defence Desk and Tafea Cultural Centre on Tanna. We are currently developing collaborations with the Research + Conservation Foundation of PNG in Eastern Highlands Provice, Maror indigenous organisation in Madang, and the Indigenous Research Centre in Bougainville to help them both adopt and adapt the toolkit for their own community documentation projects.
Relevance to Local Culture & Community
The booklets are not necessarily coherent or intelligible to audiences outside the local context. Noting this is important. It makes clear a distinction between TK Reite Notebooks and traditional ethnographic techniques which seek to explain traditional knowledge practices to outsiders. The beauty of much of the documentation already completed by Reite people suggests that they are already finding modes of expression for TK that are tailored to their intentions around it. (These include, for example, relationship building, the demonstration, or performance, of knowing and ownership rather than an encyclopaedic approach to making a catalogue.)
Technical Development
We hope in the future to effect a major technical upgrade of bookleteer.com to make it more accessible to people living in non-industrialised settings without immediate access to the internet, computers and printers. We have so far done some simple feasibility studies into porting a version of the platform to run on an Android-based smartphone, for use in off-grid contexts where internet access is patchy or unavailable. This will be designed to synchronise with the main bookleteer server as and when internet access becomes available (e.g. by taking the phone to a local town), and will also incorporate as simple method for scanning and sharing handwritten notebooks using the phone’s camera.
Legacy Phase
In 2018 we returned to Madang to lead a ‘handover’ workshop for Reite people and local partners including Yat Paol of Tokain community, and Banak Gamui of the Karawari Cave Arts Fund. The workshop was generously hosted by local NGO, Bismarck Ramu Group, which “informs, trains, advises and helps empower people so they can make informed decisions, confidently speak out, organise and take action to protect and maintain control over their land, resources and livelihoods.”
A further trip in 2020 is anticipated to result in an event in Reite itself to bring people from around the region to the village and to learn about their culture and practices in situ, and the role which the TKRN project and books have played.
Credits
Villagers of Reite & Sarangama, Madang Province, Papua New Guinea, Pinbin Sisau, Giles Lane, James Leach & Porer Nombo
Supported by The Christensen Fund
Pilot Phase : 2012
Main programme : Begun 2015 | Completed 2016
Legacy Phase : Begun 2018
Bookleteering on the Rai Coast of Papua New Guinea
March 22, 2015 by Giles Lane · 12 Comments
Making books, printing photos and solar charging our kit
Today is the last day of our fieldwork in Papua New Guinea. I’ve been here for the past 3 weeks or so with anthropologist James Leach piloting the first stage of a new kind of toolkit designed to help remote indigenous communities document and record – in their own hand and forms of expression – the kinds of traditional cultural, environmental, ecological and social knowledge (“TEK”) that are in danger of gradually fading away as development, resource extraction, industrialisation and the money economy erode their ability to live sustainably in the bush/jungle.
I flew to Perth in late February to spend a week with James preparing for our trip : gathering the gear we’d need to be able to co-design booklets using bookleteer offline in the bush, print them out and scan them back in, as well as documenting all these processes. James is currently on an ARC Future Fellowship at the University of Western Australia, as well as Professor and Director of Research for the French Pacific Research Institute, CREDO in Marseille. He has been working with the people of Reite village on Papua New Guinea’s Rai Coast (Madang Province) since 1993 and his 2003 book, Creative Land (Berghahn Books), is a major anthropological study of their culture and society. James and I have been collaborating on ideas of self-documentation of traditional knowledge and “indigenous science” ever since I introduced him to the Diffusion eBook format and bookleteer back in 2008. When two Reite people, Porer Nombo and Pinbin Sisau, came to the UK in 2009 to take part in a project at the British Museum’s Ethnographic Dept telling stories and giving information about hundreds of objects from PNG in the collection, we first used the notebooks together to create a parallel series of documents about this encounter and what was revealed.
In 2012 I was invited to share my thoughts on how bookleteer and the books format could be used by indigenous people themselves at the Saem Majnep Memorial Symposium on TEK at the University of Goroka in PNG. We followed this up with a trip to Reite village where we spent a week testing out our ideas with people from the village, and developing a simple co-design process for creating notebooks with prompts to help people (whose literacy varies dramatically) record and share things of value to them. The focus was to understand how far this idea could really deliver something of use and value to people who live a largely traditional way of life in the bush, and why they might want to do this. It became clear early on that the enormous enthusiasm was driven by concerns about how all the knowledge that has allowed their society to thrive in the bush for countless generations could easily vanish in the face of money, cash cropping and the speed of communications and change that factors like mobile phones are bringing – leading some young people to turn away from traditional life for the dubious advantages of a precarious life in the shanty towns on the edge of PNG’s growing cities. The notebooks offer a new kind of way to preserve and transmit such knowledge for future generations, especially as they combine the physical and the digital, meaning the loss of a physical copy of a book doesn’t matter when it has been digitised and stored online. The success of this first experiment enabled us to write a proposal for funding a 2 year pilot to the Christensen Fund (a US-based foundation) which awarded us funding in 2014.
After a brief stopover in Canberra to consult and share ideas with Colin Filer and Robin Hide of Australian National University (both PNG experts of longstanding), we headed straight to Madang to meet with James’ friend Pinbin Sisau (at whose home we would be staying in Reite village) and gather all the necessary stores to sustain us in the field for several weeks. After a day in Madang we took a dinghy, skippered by the ever-reliable Alfus, across Astrolabe Bay and South-East 60km or so along the Rai Coast to the black sand beach where we landed and were met by some villagers who’d help portage all our cargo the 10km inland we’d have to walk, up into the foothills of the Finisterre Mountains where Reite village is located (at about 300m above sea level).
James had visited Reite again recently, in October 2014, to discuss the upcoming field work and to gather more feedback on our original experiment so we could plan how, in practice, we could co-design notebook templates with the villagers and what we could prepare in advance to help this. A few small tweaks to prompts used in our 2012 co-designed notebook were made, as well as creating a simple printed version (I had handwritten all the notebooks we used before) on bookleteer and a new book for collective writing. To have the capability to design, generate and print out bookleteer books in the field, I commissioned Joe Flintham (Fathom Point Ltd) – who is bookleteer’s chief consultant programmer – to adapt a version of bookleteer to run offline (i.e. with no need for internet connectivity) on my Apple MacBook Air laptop. Joe created an Ubuntu Virtual Machine image of bookleteer (minus various online services) that runs on Oracle’s Virtual Box application. Combining this with a portable inkjet printer (a Canon Pixma iP110 with battery), a portable scanner (an EPSON DS-30) and the Polaroid PoGo & LG Pocket Photo PD239 Zink printers would give us a fully-fledged ‘bush publishing” capability. For paper we brought with us a supply of Aquascribe waterproof paper (a Tyvek-type product) and pre-printed and shipped some 170 copies of different book templates. The waterproof paper is a highly useful technology to use in the damp and humid environment, where ordinary pulp-based paper becomes fibrous very swiftly and disintegrates in a short time. Books printed and made on this paper (as we used before) have a much longer lifespan – possibly decades.
Our “bush publishing” set up
Reite is made up of several hamlets, being the name applied not just to one village but an administrative district from the colonial period. As such the people who took part in our project come not just from Reite itself, but from Sarangama, Yasing, Marpungae and Serieng. For the next two weeks of our fieldwork we were constantly engaged in discussions with local people about the books, what they might include in them and how they could help reinforce the importance of the knowledge of the land, plants, animals and environment that people here have developed over generations. Once again, James’ long-term collaborator and informant, Porer Nombo, was the hub around which much of the necessary energy to bring people together and discuss the ideas was focused. In addition to the 3 templates we had prepared before coming, we co-designed with Porer, Pinbin and several others with a keen interest (such as Peter Nombo and Katak Pulu) another 4 different styles of notebook for a range of different themes and types of ‘stori’ that people wanted to record. Overall, 63 books were completed by around 42 people during the fortnight we stayed in the village. The major difference in this project was that, rather than taking the books away to scan and return, the portable scanner meant that we could scan everyone’s book in the village itself. Thus we could store a digital copy (and print out another if needed) and leave the original in its author’s hands in the village. This was an important step, partly to underscore that the books were by and for people in the village, not for us, and also to counter ideas that we might be taking knowledge away from the village to profit from selling it. For us, the digitisation of the books is a critical component for transmission to the future as it means that the unique books, which are hand written and drawn in by their authors, can be retrieved and printed again if lost or damaged. We explained this to everyone in several meetings – both smaller ones within the house we stayed in, and a larger public meeting about halfway through the project.
Porer Nombo demonstrating making a traditional stone axe to James Leach
As in our previous experiment, we designed the front cover of each book to include a photograph of the author (which we took using digital cameras and our smartphones and printed out on the sticky-backed photo paper of the PoGo & LG Zink printers). As well as describing the general themes of the prompts inside each book, the cover also includes the simple statement that the author has been told about and understands the project, as well as statements (which they can cross out if they don’t agree to) that the book can be scanned onto computer, and shared online. As it turned out, the excitement that people’s work would appear on the internet was palpable and a significant impetus behind participation. Having something they had made, with their picture on it, on the internet had real value – suggesting that the knowledge they have could both be seen by others around the world and known about across PNG too.
A gathering of people to discuss the books
Public meeting to discuss the project
What became one of the most important aspects of the fieldwork was the way that the local primary school (St Monica’s Reite) adopted the books wholesale and wove them directly into the curriculum around social science and environmental studies. We met up with Mr Jonathan Zorro, the school headmaster, in the first days of our trip (I had met him on my previous trip and James again last October) and he confirmed that he was very keen for the school to become involved. It turned out that the school has a desktop PC with a laser printer and scanner, so it became clear that not only could the school print out copies of the books on standard A4 paper, but they could scan them in and store them locally on the school computer. We agreed to spend a day at the school to introduce the project to all the students and then to do some practical book-making demonstrations and workshops with each class. James also agreed to give each of the Upper school classes (years 5-8) a short lecture on the importance of traditional knowledge and how it relates to environmental studies and preserving the community’s way of life. Mr Zorro organised for 290 books to be printed at the school, with one of the key emphases being that the students should use both the Tok Pisin versions and the English versions to improve their language and descriptive skills. Mr Zorro kindly shared with us the assessment criteria which he also developed for the students’ work : assessing their English language skills, their artwork (drawing), narrative ability, use of social science and environmental studies knowledge. Within a week of our first presentation at the school many of the students had submitted books of their own and we ended up digitising 55 of the best ones.
Scanning in a handwritten & illustrated book
We had planned for a visit by to Reite by Catherine Sparks (who is based in Vanuatu) and Yat Paol (based in PNG) from the Christensen Fund’s Melanesian programme, but Cyclone Pam intervened and our own visit to the village was cut short by a few days (due to some health and security issues) so we have ended up completing our fieldwork from a base in Madang. There we presented the work completed to Yat Paol and were also able to arrange a meeting for him with the school headmaster plus Porer Nombo and Pinbin Sisau who have been our steadfast colleagues in this project. Now we have scanned the 118 books we have been indexing their contents and details of the authors to prepare a specially designed website to act as an online repository of library for Reite, and beginning to analyse and work with Porer and Pinbin on some indigenous classifications for the kinds of knowledge and experience that they contain. As our time here draws to a close we find that we have a wealth of stories to develop new parts of the toolkit from, and a clear sense of direction for the project’s second stage.
