El partido de fútbol

by Sarivette Ortiz

El partido de fútbol con los estudiantes de la escuela Miguel Ángel Asturias y LWB es en evento que todos esperan: los alumnos con mucha ilusión y LWB con miedo. Antes del gran día hubo oportunidad de practicar un poco en el patio del colegio, los estudiantes ya observaban a quien querían en sus equipos. Llegó el tan esperado-temido día. Estudiantes, profesores y bibliotecarios estaban listos para dar la batalla. A diferencia de otras batallas pronto encontramos que no había un equipo rival, no había un equipo a quien vencer, eran dos equipos dispuestos a darlo todo por compartir y pasar 45 minutos de un partido donde reinaron las risas y los aplausos solo por intentarlo.

Los mismos estudiantes seleccionaban sus compañeros de equipo, incluidos bibliotecarios con poca o ninguna habilidad. A pocos minutos de comenzar el partido un estudiante estrelló todo su talento con el balón en la cara de un bibliotecario: un minuto de silencio seguido por risas y abrazos. Los estudiantes mostraban todo su talento, los bibliotecarios mostraban toda la buena intención de aprender sobre el juego. Los jugadores en defensa se confundían con los delanteros e incluso con los porteros. Pronto te das cuenta que al jugar con el equipo de Miguel Ángel Asturias no hay un equipo rival, todo lo contrario, eran 22 personas en la cancha buscando marcar un gol con un grupo de amigos. Cada portero era un amigo lo que hacía difícil saber dónde realmente debías empujar el balón para marcar.

Los profesores encargados se aseguraban que todos los interesados pudieran jugar. Niños, niñas y bibliotecarios, todos tenían la misma oportunidad de minutos en la cancha porque en este partido de fútbol no se mira la diferencia de edad o de sexo, solo importa compartir.

Luego un estudiante pateó su talento con el balón hasta el hombro de otro bibliotecario: más risas y abrazos. Concluimos que el fútbol es como la vida, un golpe de balón puede detenerte momentáneamente pero no puede quitarte el deseo de seguir jugando. Así regresamos a casa, todos cansados pero con la satisfacción de haber hecho un gran partido, donde no marcamos goles pero si ganamos un grupo de nuevos amigos.

Library Day: Magical Realism with Grade 7-8

By Lisa Elchuk and Anne Rojas

We created a magical realism genre-based program with a social/emotional literacy focus. 

The program was delivered to students in Grades 7-10, over three sessions. The delivery of the programming for the students was first created in English, then translated to Spanish.

We read aloud the first chapter of A Monster Calls, by Patrick Ness, together with the students and engaged with them by asking for volunteer readers. The students were hesitant to read at first; students in the older grades ended up being more likely to offer to read with us. As the reading progressed, students grew more confident and we had more reading volunteers.
They were all actively engaged in the story, turning pages synchronously with us. There were gasps from some students, in each of the grades, at the end of the chapter. 

After answering a few social and emotional learning reflective questions, the students and LWB volunteers worked together to untangle a human knot. The idea behind this was to model positive, collaborative relationships between the students and adults.  A few students were embarrassed and hesitant at first but all rose to the occasion; each group ended up very proud of their problem-solving prowess, even though some human knot untangling failed!

The final activity was a prompt for the students to describe a person place or activity where they feel safe and happy.  Answers ranged from playing soccer with friends, being with friends and loved ones or listening to music in their rooms. We asked the students to write their answers on leaves which we then affixed to the paper tree LWB volunteers had used in prior programs for the Asturias students.

We created a booklist for the Asturias Library, with other magical realism titles including A Monster Calls, The Graveyard Book in graphic novel format, Miss Peregrine’s Home for Peculiar Children and Carry On. We reviewed the Asturias catalog prior to creating the booklist to utilize their offerings and then added additional titles to supplement their collection.
Overall the program was incredibly successful and we feel gave the students a different perspective on traditional library programming.

Library Day 2 – Masks & Mayan Folklore

by Melissa Mejia and Camlin Vinayagamoorthy

Library Day 2 was a great success! We led the program for Grades 4-6 which entailed a dramatized oral storytelling performance based on David Wisniewski’s The Rain Player, a Mayan folktale about the power of unity within a community. The story explores the relationship between humans, nature, and wildlife all depending on one another to end the heavy drought that has threatened their existence. In our adapted version we also added the role of the library in providing the humans access to information on how and where to find the wisdom of the animals in the rainforest. In the library he discovers that he needs the strength of the Jaguar, the silent speed of the Quetzal, and the resourcefulness of the Cenote to defeat the wickedness of the Rain God. It was a silent dramatization with a behind the scenes narrator so that students only experienced the visual performance of the volunteers who were each wearing a unique mask that differentiated their characters to the audience. There were also sound effects and music which the students enjoyed. 

Following the performance students were invited to create their own mask inspired by Mayan folklore, however some decided to personalize their mask in a unique way such as adding pharaoh inspired beards, blushed cheeks, and emoji inspired expressions. If time permitted certain groups were also given the opportunity to participate in a hands on scavenger hunt that would reinforce their knowledge of the library collections.


Our goal with this program was to connect literacy as a vital part of the community through Mayan folklore that depicts a positive relationship between humans, wildlife, and the library. Students learned about the preservation of the Mayan culture through the storytelling performance and the mask workshop while also learning about the preservation of the library materials through a scavenger hunt that teaches them how to properly navigate the library. What we learned throughout the performances was that students were thrilled to see a different form of storytelling unfold right before their eyes.  The efforts from the students in creating their own personalized masks showed us that ultimately they each had their own story, and by creating and wearing that unique mask they gained the confidence in sharing their own story.

Library Day: A Nature-Inspired Book Fiesta!

by Wendy Paulas and Sofi De La Mora

It’s finally here… Library Day! After countless hours of virtual planning, our resident Colorado girls, Wendy and Sofi, led a nature-inspired book fiesta program for the K-3rd grade students at Miguel Angel Asturias. 

The program started off with a puppet/live action play adapted from the book, The Great Kapok Tree by Lynne Cherry. With help from other LWB volunteers, the play conveyed the importance of preserving trees for animals and people.  Guatemala is currently facing a severe deforestation crisis.  The story was a fun way to engage students in real environmental issues that concern them through the love of reading.  It was rewarding to hear kids laugh and observe them struggling to keep themselves seated during the play (they were so engaged that they stood up at times). They giggled when Jorge, the lumberjack, took four swings at the tree without being able to cut it down.  They burst into even more laughter, when he gasped for air profusely as he snored his way through scenes.  The added sound effects, the artwork construction and the jungle animal masks, gave students a truly immersive storytelling experience.

Following the play, Sofi used the tree artwork to share with the children that reading under trees is one of her favourite things to do.  She described that this was a pleasure that she earned.  She started small by first reading and caring for books in the library.  Then when she was prepared enough, she took them home and read books in clean spaces away from any potential spills or damage.  It was soon after that she was able to trust herself in reading her favourite books underneath a tree.

Following the library etiquette piece, Wendy led the students in an interactive song and dance to the popular song, La Iguana y El Peresozo. The students got on their feet, jumped and sang their way through the song.  The lyrics to the song were blown up, to encourage students and teachers to read, sing and move to the uppity beat.

The last activity of the program was a literacy cube game.  Students were divided into small groups.  Each group received eight six-sided cubes containing words from The Great Kapok Tree. The children then used the cubes to create nature-themed sentences inspired from the story.  The teachers were so impressed.  It was the first time they experienced an activity that was playful and literacy-based at the same time.   The best part of it all is that words on the cubes could be erased and rewritten for new book activities.  All cubes and markers are staying with the library to encourage book literacy activities.  We also created a recommended book list to support future reading.

Volunteers had the best time working with the children, teachers, and Señora Dorita, the school librarian at Miguel Angel Asturias, to instil a love of reading, build literacy skills and develop a respect for nature.  It was a rewarding experience for us all. 

Collection Team Update: 200 (and counting) books for Asturias

By Lindsay Hall and Dana Young

After a wonderful welcome from the children and staff, the collection team got to work on unpacking the 200 books that the LWB team brought with us in our luggage. We had a chance to poke through the library and get familiar with Asturias Academy’s collection. The library is located on the top floor of the school, giving it a quiet refuge. Visitors take off their shoes to help make sure the carpet stays clean. Even with the limitations of the collection it’s clear that the space is well-maintained and well-loved.

We purchased titles from Piedra Santa Publishing in Guatemala City with donations from Librarians Without Borders, community groups, and individual contributions earlier in the week. Those books would arrive later. In the meantime, we had plenty to do organizing the books that we brought with us. There were books that any school librarian would recognize: Ciudades de Papel (Cities of Paper), Harold y el Lápiz Color Morado (Harold and the Purple Crayon), and El Capitán Calzonzillos (Captain Underpants). Asturias Academy Librarian Señora Dorita reviewed the donations and commented “que lindos todos estos libros, ahora tendré que dormir en la biblioteca para tener tiempo de leerlos todos.” Some of the titles, like Diary of a Wimpy Kid (or Diario de Greg) and The Giving Tree seem to be as popular with young readers here as they are back home.

We spent most of the day working out our process. It took some time to understand the system Sra. Dorita set up for her students. It’s important to make sure that each book is housed in the appropriate section in order to best serve the students and help maintain an organized library. We did some careful organizing and reviewing to make sure we were on the right track. We got a start on the cataloging and processing of the donated titles. It should be a productive week.

Purchasing books for Asturias at Piedra Santa

by Lindsay Hall and Marika Hunter

On our first day we visited publishing company Piedra Santa in Guatemala City. At first glance it appeared to be a small storefront, but as we began our tour it became clear there’s much more than meets the eye. It contains a storefront, a printing area, an administrative department, and a warehouse. In each space and person we met on the tour there was an evident devotion to promoting Guatemalan culture and literature, as is reflected in their motto, “Educando generaciones siempre.”

The collection development team’s primary goal was to choose non-fiction books for Miguel Angel Asturias Academy’s growing library. The tour guide had helpfully pre-selected newer titles for the entire group to browse. The collection development team sifted through the shelves to find the most appropriate books to purchase and add to the academy’s collection. The benefits of Piedra Santa’s approach to publication were evident as we made our selections. As school librarian Joy observed, “these books offer a specific look at each of the regions of Guatemala.”

We were able to make a diverse selection of books from encyclopedias about space to biography about Shakespeare. Our goal in providing an array of topics is to spark student interest and nudge them down the path of lifelong learning.

There was one challenge some of the team encountered while choosing books: the language barrier. But you can’t stop a group of librarians from hauling away books. We were able to assess the books’ appropriateness based on the quality of the binding, the clarity of non-text features, and shelf appeal (of course). With support from other members of the team we were able to choose new, exciting materials.
It was exciting to be able to tour Piedra Santa and get a different perspective on the relationship between publishing and libraries. However, this was just the first step in the process of getting books in the hands of students. More to come in the days ahead.

Our 2017 Guatemala Service Trip Team


Anne Rojas
Liaison Librarians to the College of Education at Walden University in Minneapolis, Minnesota

– how you heard about the Guatemala Service Trip: I don’t remember how I heard about LWB!   I’m subscribed to a lot of professional listservs so I probably heard through email.   I originally found out about the Guatemala service trip in 2016 but couldn’t go because of a schedule conflict, so I’ve been working on it for over a year!

– librarianship philosophy:  My philosophy as a librarian  … I consider myself first and foremost to be an educator.  I feel very strongly about the power of literature and the free-flow of information.  Now, living in the Information Age, I find myself focusing on the importance of critical thinking about information in general, and smart information seeking behavior in particular.

 

John Archer.
Retired from my daily work as a school librarian about 10 years ago, having  pursued the joys of working in elementary, middle and high school public and private schools.  

– how you heard about the Guatemala Service Trip: I’ve been following LWB for a few years, intrigued by the thought of again working overseas in a school library.  

– librarianship philosophy: School libraries are wonderful centres of community, both within  schools as well as within greater public communities and I appreciate the LWB opportunity to contribute to this campaign of information and reading literacy.

 

Marika Hunter
Student at McGill in the Master of Information Studies program.

– how you heard about the Guatemala Service Trip: I heard about the LWB Guatemala trip through the McGill Student Chapter of LWB, of which I am a member.

– librarianship philosophy: My librarianship philosophy is something along the lines of I think access to information and literacy are the cornerstone of basically all human development and progress. I think libraries have a responsibility to be political by always promoting equality, diversity, non-discrimination and social mobility/justice/welfare.

 

Sofia De La Mora
MLIS Candidate -University of Arizona

– how you heard about the Guatemala Service Trip: I heard about the trip through the University. It was an email about the volunteer opportunity, I was so excited the moment I read what it was about and decided to apply. I couldn’t have been happier the moment I received my acceptance letter!

– librarianship philosophy: libraries is that one thing humanity got right. The are the heart and nucleus of a society.  They have been an indispensable source for knowledge and community involvement and will not stop that at anytime soon. I became a librarian because I believe that education is the way to make a better world for current and future generations. I am committed to serving the community by providing intellectual and resources. My duty is to help spread information literacy throughout the world and to help those who have less thrive in a world of social and economical inequities.

 

Debbie Chavez
Guatemala Program Lead

I’ve been interested in serving in Guatemala since the 90’s, when I become aware of the country’s civil war after reading I, Rigoberta Menchú. I’ve worked for many years as a public librarian and am now making the transition to school libraries. This volunteer work is very fulfilling because many of my talents and skills blend into one powerful experience where I’m encouraging a love of reading in children and teens and working with the teachers who nurture these children every day. And it’s all done in the breathtaking setting of Guatemala, with its beautiful people, colorful buses, homemade corn tortillas, and juicy ripe mangoes.

 

Dana Young
Instruction / Technology Librarian, Gavilan College Library

– how you heard about the Guatemala Service Trip: I had heard of the work LWB was doing. I have been following the organization for a while but never thought I’d be accepted as a volunteer.

– librarianship philosophy: I consider myself an evangel for the power of libraries to change lives. I am a second generation librarian. I believe access to information can help users achieve their goals.

 

Lisa Elchuk
Upper School (Gr. 9-12) Librarian, MSUS Library, Crescent School, Toronto, Canada

– how you heard about the Guatemala Service Trip: I have followed the Librarians Without Borders Facebook group for a while and noticed the announcement inviting applications for this year’s trip to Guatemala. At the same time, I attended a session at the Ontario Library Association’s Super Conference, this past February, where Joy and Jorge spoke about the LWB trip to Guatemala. I usually lead an International Outreach program to a school in South Africa, where we frame our trip around a literacy and arts program for Grade 2 learners. Our School recently put a moratorium on international travel, so we were not able to go. When I looked at the Guatemala trip and what it entailed, I was thrilled to see that it was very similar to the learning service opportunities we provide our students, in our International Outreach programming. The timing of the invitation to apply seemed serendipitous, so I did, was accepted and here I am!

– librarianship philosophy: I am a fierce proponent of access to information and the student right to read anything. I believe that encouraging students to make their own choices in what they want to read, fosters a continued relationship with reading, moving well into adulthood. I also believe in the student’s right to question and engage with information, and my goal in our Library space is to provide my students with a safe and welcoming environment to do these things. My interest in reading as a social and emotional tool has been growing over the years I have worked at Crescent School and I always look forward to enhancing what our current offerings are in our Library – from playdoh to LEGO to yoga to finger knitting and colouring – in addition to our growing Wellness print and online collection, specifically geared toward young adult issues, concerns and interests.

 

Camlin Vinayagamoorthy
Senior Library Assistant at Toronto Public Library Flemingdon Park Branch

– how you heard about the Guatemala Service Trip: 7 years ago while I was doing research on global librarianship opportunities, I came across the LWB website and ended up joining as a member. I’ve been wanted to go on the Guatemala service trip since then and I finally mustered up the courage to apply this year!

– librarianship philosophy: “Give a man a fish, feed him for a day. Teach a man to fish, feed him for life”, but what good is knowing how to fish without a rod? I believe librarianship is not merely limited to providing access to intellectual freedom but to also empower and educate communities with what to do with those resources. A large part of public librarianship is social responsibility and actively outreaching and forming local partnerships to bridge access to those resources. In doing so, we can develop a better understanding of the community’s needs and how we can provide the necessary services and resources to help foster a generation of independent, empowered and engaged users.

 

Melissa Mejia
Library Associate for Kern County Library (California, USA)/ San Jose State University MLIS student

How you heard about the Guatemala Service Trip: I first heard about LWB when I officially decided to pursue my MLIS and I did a quick online search for international librarianship opportunities. When I saw the website for LWB I knew then that one day I would apply and contribute to the cause for supporting literacy and breaking down barriers to information.

– librarianship philosophy: I grew up in a very small rural town in California where the public library served as my window to the rest of the world. I learned then what I advocate for now, that libraries offer valuable access which ultimately leads to opportunity. My philosophy on librarianship rests on the principle of promoting and protecting this access across the world. When libraries are well funded and well supported they can evolve into vibrant community spaces that empowers its users to take part in building connections between their needs and the resources available to meet those needs. In this way, we build strong communities

 

Sarivette Ortiz
Librarian, Ana G Mendez University System

– how you heard about the Guatemala Service Trip: I saw the LWB link on Facebook, there I read about the project and the opportunity to volunteer. I was impressed about the way other librarians told their experiences in Guatemala.

– librarianship philosophy: I believe in freedom of information, everyone should have the right to access information and to receive education to develop critical thinking

 

Joy Kim
Library Media Specialist & Metadata Intern, Mills High School & Stanford University

– how you heard about the Guatemala Service Trip: I heard about LWB through SJSU email announcements(current student online). I have traveled to 22+ countries and have also studied and taught abroad. My favorite country is probably Japan because people are so considerate and kind there.

– librarianship philosophy: My librarianship philosophy is still growing, but as a former educator I lean towards constructivist frameworks that focus on creating learning environments based on the learners’ experience and background.

 

Wendy Paulas
Reference Librarian, Denver Public Library

– how you heard about the Guatemala Service Trip: I heard about the Guatemala service trip via the Librarians Without Borders Facebook page.

– librarianship philosophy: My library philosophy is to create life-long library customers by implementing library services designed for customers of all ages seeking popular materials and friendly service.

 

Rachel Riter
Graduate Intern at ASU Hayden Library/ San Jose State University MLIS student

– how you heard about the Guatemala Service Trip: I first heard about LWB when I was researching international librarianship opportunities. I signed up for the newsletters and when they sent out a call asking for volunteers I applied right away!

– librarianship philosophy: I believe libraries should be a place where curiosity can be explored, discover partners in exploration ,and where information literacy and social justice is one cohesive pedagogy.

 

Jorge Rivera
Branch Head, Toronto Public Library

– how you heard about the Guatemala Service Trip: I participated as a volunteer in 2014.  I led programming for young and middle-aged children.  It was a  rewarding experience for me.  It gave me a chance to practice my skills in a new service environment and help those in need at the same time.  I’m back again this year to practice what I’ve learned and to support a good cause.

– librarianship philosophy:I love the profession.  I believe that libraries build stronger communities.  We collect resources that respond to needs and trends and develop policies to ensure they are shared responsibly.  Libraries support self-learning and capacity building.  We develop environments that allow people to be in-charge of their own personal growth.  I believe the world is a better place when we all have the opportunity to explore our intellectual curiosities.

 

Lindsay Hall
Library media specialist at D.C. Public Schools.

– librarianship philosophy: I look forward to engaging in the exchange of information as a member of Librarians without Borders’ 2017 volunteer group. I believe libraries have the potential to enrich communities and to empower patrons. It will be exciting to see the ways students and teachers interact with their library. Life is better with books and adventure, and this trip promises both.

Why I’m Going to Guatemala

by Jorge Rivera

I’m honoured to be co-leading the LWB service trip in Guatemala this year.  Both my parents are from Guatemala and so are our ancestors.  My parents, although meeting in Canada, both came with the intentions of raising a family.  They taught me the importance of hard work, making good use of my time and not forgetting about our family back home.   I feel it in my pulse to give back and share all the skills that I’m so fortunate to have.  I’m enthralled by this unique opportunity to connect my love of reading and thirst for learning with something that runs so deeply in my heart.  I hope you all consider applying to be part of this unforgettable experience.

 

 “A chance to share your skills to support a long-term transformative cause.”

What inspired me to lead the LWB project in Guatemala this year?

Many reasons!  It was difficult trimming it down, but below are my top 3 reasons.

Sharing our Skills.

The LWB project in Asturias is a real opportunity to share our skills professionally.  Many of us work or go to school in resource rich environments and with organizations that have a long standing emphasis on learning, professional development and innovation.   Our professional working environments have fuelled growth in our abilities and skills.  Supporting library and teaching staff at MA Asturias Academy, is a chance to build capacity and share ideas and skills with library and teaching staff who operate in environments that are not as fortunate as our own.

I Love Libraries.

I believe libraries have mastered the art of sharing.  We pool and organize resources and make them accessible to the communities we serve.  Then we develop sound policies and systems to ensure these resources are distributed fairly and equitably.  This brings communities together and supports learning and literacy.

The Experience.

Volunteering for LWB is a learning experience.  It’s about immersing yourself in a new culture, learning about library building activities that support critical education, absorbing the beauty of the Guatemalan culture, and learning from peers.  There’s something very special about working with a committed group of librarians that believe in social justice and understand the long-term benefits of building good libraries.  This trip will not only change the community we serve, it will also change you.

To apply: Submit a completed volunteer application to servicetrip2017@lwb-online.org by February 13.

Interview: David, Saber Sin Límites Community Library

By Erica Younglove

Two librarians from Limitless Horizons Ixil in Chajul, Guatemala visited Asturius this week. David and his coworker Marina came to the Teacher Training at Asturias on Monday and helped us prep for Library Day on Tuesday. David took the time to talk to me about his library and position. Here’s what he said:

Q: David, tell me about the library.
A: It works almost the same as here at Asturias but with different activities with the kids. The library originally was part of the school and just for older students. It is now a public library. It serves the whole community – children, teachers, teens, adults.

Q: How long has the library been open?
A: It has been operating as a public library for six years.

Q: How does the library support itself?
A: The community is very poor and doesn’t have a lot of resources. We rely on donations and foreign aid. For example, we provide craft supplies for kids who can’t afford them. Most of those supplies are donated.

Q: What programs does the library provide?
A: Librarians help students with homework, provide one on one tutoring, hold storytimes every Wednesday, and host a reading club. A lot of children speak the indigenous language Ixil not Spanish. So we are helping them learn Spanish and Spanish reading skills. We are helping them form the habit of reading.

Q: How many books do you have?
A: We have 4500 titles but with copies we have 8000 books that circulate.

Q: How many people do you serve?
A: 18,000.

Q: How many people use the library?
A: We have 80-100 kids come into the library everyday. Children like to do their homework at the library because most of them have dirt floors at home. They want to keep their work nice so they do it at the library.

Q: What are your hours?
A: We work 8-5 Monday through Friday. The library is open from 8-11am and 2-4:30pm each day.

Q: Do you have computers?
A: We have two computers but they don’t have Internet. They are only for looking up books in the library.

Q: How does lending work?
A: We mainly lend to students we work with regularly. Patrons that don’t come in frequently we don’t lend to.

Q: Do you have library cards?
A: Yes we do.

Q: Do you have materials in the local language?
A: Yes.

Q: What does your job entail?
A: We help kids, plan activities, and organize materials.

Q: How big is your staff?
A: We just have the two librarians and two volunteers.

 

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Marina, LWB team member Cat Silvers, David.

Q: How long have you been in your position?
A: This is my third year.

Q: What qualified you for the job?
A: I have a teaching certificate and previously worked as a teacher.

Q: What training do you do?
A: This training and others from LWB and the group Child-Aid. And I go to school. Currently I’m studying agriculture at the university. Once I get my degree I hope to help the community improve their farming practice and take advantage of our fertile soil. Right now they only grow corn and beans. I plan to encourage them to plant other things to help improve their diet.

Q: When will you get your degree?
A: I have two or three more years. It is a five year program.

Q: What do you like best about your job?
A: I have a passion for helping kids especially when doing so improves the community. If you start with the young ones they are the ones that will grow up and make the change in the community. I am very thankful for my job. I appreciate LWB coming to help me improve our library and community.

This interview was conducted with the translation assistance of Georgi Bordner.

Field Notes: Visiting Piedra Santa

by Erica Younglove

Saturday – our first full day in Guatemala – we got to visit and tour Piedra Santa, a publishing house and bookstore, in their new facility. Piedra Santa has been in their new building for about eight months. They employ 100 employees, 35 who work in their offices. They are able to publish a book from start to finish, with a facility that includes machines that cut paper, bind and glue books, and print in multiple colors of ink, and a bookstore.

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Piedra Santa’s new space also includes office space, garage, and a two-floor warehouse.  They sell and publish local Guatemalan authors, and are working  on getting the rights to translate foreign materials into Spanish. This includes math workbooks requested by local teachers, as well as printing custom orders for local businesses.

Our LWB team also purchased books to take with us to donate to Asturias, and were very happy to support a local Guatemalan publisher.

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