Annalisa Whitfield

RESEARCH PAPER ON CARIBBEAN LITERATURE TABLE OF CONTENTS INTRODUCTION……………………………………………………………………………………3  Problem Statement………………………………………………………………………….3  Statement of Problem……………………………………………………………………….3  Research Questions………………………………………………………………………….4  Purpose of Research…………………………………………………………………………4   Educational Value…………………………………………………………………………..4  Definition of terms…………………………………………………………………………..4  LITERATURE REVIEW……………………………………………………………………………6  METHOD OF DATA COLLECTION……………………………………………………………...8  PRESENTATION OF DATA………………………………………………………………………..9 ANALYSIS OF DATA………………………………………………………………………………14 DISCUSSION OF FINDINGS………………………………………………………………………16 CONCLUSIONS……………………………………………………………………………………..18 LIMITATIONS……………………………………………………………………………………….19 RECOMMENDATIONS…………………………………………………………………………….20 BIBLIOGRAPHY……………………………………………………………………………………21 APPENDIX…………………………………………………………………………………………...22                                                                  INTRODUCTION  Problem Statement  To investigate the influence of Caribbean literature on students of the University of the West Indies, St. Augustine Campus and Open Campus Pre-University Centre Statement of Problem     "Our artists and writers should not be forced, like soldiers to die on foreign soil, or to return wounded and crawl famously into a hole."-Derek Walcott. Caribbean literature refers to the body of literary material produced by citizens of the Caribbean whether they are written in English, Spanish, French, or a Creole language based on the former three. Since the emergence of Caribbean Literature writers who operate within this sphere have faced the challenge of finding an avenue for the publishing of their work and garnering an audience. Due to the Caribbean's small size, its developing status, and social issues regarding identity in the Caribbean, the challenges are immense where it concerns the Caribbean writer. More often than not, writers would have to turn to foreign publishing houses and a very specific audience within the Caribbean that would value their contributions; usually the highly educated, nationalistic as opposed to the everyman. Given the technological advancements of this age however, as well as the significantly higher rates of education and literacy, the situation may be different. This age of digital technology brings with it a new set of challenges, especially as it concerns the younger populace.     Recreational reading refers to voluntary reading done as a spare time activity for enjoyment. The activity of recreational reading is known not to be the most popular pastime of young people, or people in general, not only in Trinidadian society but worldwide. This has prompted numerous initiatives by educational bodies, such as NALIS (National Library and Information System), to encourage youths in this direction. The prevalence of other forms of recreation like music, television, social media, and sports coupled with the impact of foreign media on young people growing up in this age of globalization, gives rise to the question of what influence Caribbean writers and their collective literature are able to have on the youth of today, specifically those developing at the higher levels of academia. What do the burgeoning professionals, scholars and leaders of the new generation know and value about Caribbean literature?      The problems facing the reach a Caribbean author may be able to have on the populace, the younger ones especially, now seem twofold. Authors of our region now have to be concerned not only with the popularity of Caribbean literature amongst their own citizens and the world at large but also the viability of reading as a popular activity outside of the school systems. The prevalence of Caribbean literature within school systems across the nation and the simultaneous lack of it elsewhere are to be questioned. This in itself may present yet another challenge for authors as Caribbean literature may be seen to the younger generation as only valid as it relates to academia and not in any other social aspect of their lives. If this should be the case, this diminishes the already tentative avenues of connection available to authors of the past and present in grasping the attention of their Caribbean audience.    Research Questions  -What influence are Caribbean authors able to have on the younger populace of their region?  -What challenges do Caribbean authors face in garnering a workable audience for their art?  -Does digital technology present a new avenue for Caribbean authors or a new challenge?  -What is the scope of the reach of Caribbean literature presently on those studying at the tertiary level?  Purpose of Research   This study serves to provide insight into the influence of Caribbean writers on youths at the tertiary level of education and the ways in which their cultural consciousness, social identity, education, national views and behaviors may affect their attitudes towards Caribbean literature. The other main objective is to identify the obstacles which Caribbean writers may face in influencing the local youth with their collective literature. The researcher chose to focus on this topic because of a deep appreciation for the literary arts, Caribbean culture and the type of literary works the combination of the two has spawned. It is the belief of the researcher that Caribbean literature serves not only as a source of enjoyment but as a tool of social uplifting, cultural awareness, appreciation, and education. It was the realization that Caribbean literature, and literature as a whole, is underappreciated within the national sphere that spawned the enterprise of researching this phenomenon.   Educational Value  This study may assist in further initiatives to promote Caribbean literature and recreational reading as a viable and worth wild venture in the eyes of young scholars, future writers and most importantly reluctant members of the younger community.  The benefits of the literary arts in education, creative expression, cultural retention and mental health are well known, and the importance of representation within any given field by members of a society is as well, as such it is important to highlight the issues affecting the growth of Caribbean literature within this society so that they can be adequately tackled.    Definition of terms  Influence: the capacity to have an effect on someone/something’s character, development, or behavior   Caribbean Literature: literary works of the Caribbean area written in Spanish, English or French.  Literature: written works, especially those considered of superior or lasting artistic merit.  Youth: the time of life when one is young; especially: the period between childhood and maturity.  Recreational reading: independent, self-selected reading of a continuous text for a wide range of personal and social purposes. It can take place in and out of school, at any time.          LITERATURE REVIEW     According to an article entitled "New partnership formed to support Caribbean literary scene" published by the Trinidad and Tobago Guardian (2012), the Caribbean is the place of origin and inspiration of some of the world’s most talented authors and their collective literature is one of the region’s most treasured cultural products. Despite the aforementioned statements, Caribbean writers continue to migrate to North America and Europe in order to obtain the financial support, promotion, and recognition which is severely lacking in their own region. This article states “Literary publishing within the region remains in an embryonic state”. This article, in its promotion of the Bocas Lit Fest and its objectives, highlights the lack of opportunity and promotion of Caribbean writers and Caribbean literature which is often a key concern for literary bodies within Trinidad and Tobago and the Caribbean region. In her address at the launch of the annual Bocas Lit Fest, Judy Raymond said, on behalf of the Newspaper, that their involvement with the prize wasn’t just a matter of sponsorship but that it included encouraging readers to become interested in and promote local books.       The issue of lack of support and exposure for Caribbean writers and Caribbean literature is a two-part issue, especially as it regards the younger generation of leaders and consumers. The first is the viability of reading as a leisure activity in this day and age. Kelly Gallagher in his book "Readicide: How School Are Killing Reading and What You Can Do About It" (2009), posits that reading is dying in schools due to a number of factors including poverty, second-language issues, and the ever-expanding choices of electronic entertainment, and most notably, the tactics of the education system itself. According to a study conducted by Patricia M. Greenfield entitled "Perspective Technology and Informal Education: What is Taught, What is Learned" (2009), the effects of the informal learning environment of the increasingly popular modes of digital entertainment in the forms of television, video games, and the Internet,  produce learners with a number of new cognitive skills and strengths as well as new weaknesses in higher-order cognitive processes that previously would be developed through reading, a now much less popular form of entertainment. The study marks the unique challenge this presents to educators and influences of today to both adapt to this change and capitalize on the strengths it develops on young people as well as emphasizes the need to create effective solutions to fill the educational gap that previously used to be filled by reading.      Padraig Belton and Matthew Wall noted in their article "Did Technology Kill the Book or Give It New Life" (2015) that printed media, contrary to popular belief, is surviving alongside its new age counterpart, the e-book, and that technology is even assisting publishers and retailers in reaching new audiences. However Laura Summers says in the same article that even e-books compete with more attractive recreational forms online including games, news, and social media. Kelly Gallagher highlights school practices as a major reason for the decline in leisurely reading above all else as this is the most ignored source of what he describes as the “systematic killing of the love of reading” to be found in exacerbating practices in schools. This view is shared by Ruth Cox Clark in a journal entitled "Readicide" (2011) who says that educators and parents hinder an essential stage in literary appreciation by not presenting reading as a tool for enjoyment and imaginative exploration but rather as something more task-oriented in its focus on school objectives. Debbie Jacob in a Newsday article called "Book Movies Encourage Reading"(2017) is of the view that the prevalence of books being turned into movies, another popular source of digital recreation, encourages students to read as they become interested in the source material for these movies. This however filters into the second issue regarding cultural appreciation as Caribbean movies are virtually non-existent in cinemas of the Caribbean, along with the limited presence of other Caribbean based entertainment in the digital world and realm of popular global culture. So when youths do decide to read it still would not be Caribbean literature.       Roxanne E. Burton's study "Globalization and Cultural Identity in Caribbean Society: The Jamaican Case"(2007) in dealing with both the positive and negative cultural implications of globalization makes note that cultural products that are markedly European or foreign in nature garner more cultural value within the Caribbean spheres and foreign European standards are deemed “the developed way to approach life” due to its indoctrination into Caribbean societies during the age of European colonization in the region. Dr. Kwame Nantambu in his article "Globalization: Definition and Impact" (2008) highlights that the lifestyle habits of Caribbean citizens are becoming increasingly Americanized pioneered considerably by the prevalence of American media on which accounts for over seventy-five per cent of programs in the Caribbean as well as American music impacting. He notes also that Caribbean citizens readily identify with American clothes and fashion. Lystra Small-Clouden conducted a behavioral study entitled "Globalization, Assimilation, Culture Erasure: A review of Trinidad and Tobago"(2015) to examine the effects of globalization and resulting assimilation in Trinidad and Tobago. The results of which determined that the devaluing of local culture to assimilate into a global culture was indeed present within the workplaces examined for the study. She also asserted in her conclusion that this assimilation contributed to the death of unique and distinguishable aspects of local culture and the effects of globalization and assimilation caused an “unconscious reprogramming of collective behaviors, which resulted in culture erasure.” Franklin W. Knight in a paper called "United States Cultural Influences on the English-speaking Caribbean during the Twentieth Century"(1983) makes note of the fact that in the Caribbean’s quest for rapid growth and development the distinction between modernization and Americanization is not usually made and explores the Americanization of the Anglophone Caribbean in further detail. The domineering effects of foreign culture, namely American culture, in the Caribbean have impacted the appreciation and retention of local cultures negatively in Trinidad and Tobago and the Caribbean at large.                      METHOD OF DATA COLLECTION     For collection of data to facilitate this research both primary and secondary sources were used. The primary source of data collection was in the form of a questionnaire. The Questionnaire was issued to thirty (30) students belonging to the University of the West Indies and Open Campus Pre-University Centre by the researcher and were all completed and returned on the day in which they were issued. Issuing of these surveys took place on January the 8th -11th of 2018. The questionnaire contained twenty-eight (28) questions in total of which five (5) were open ended and twenty-three (23) were closed ended questions. This method of data collection was chosen for its convenience for both researcher and subjects of the study regarding time as well as the attractive anonymous nature of the questionnaires to participants. Simple Random Sampling was used to acquire participants on the named campuses.     Secondary sources of information in the form of articles, journals, newspaper publishing, reviews, studies and books were ascertained via the Internet for the purposes of gaining knowledge on the subject chosen as well as providing supporting evidence in analyzing the data collected. All sources used were checked for credibility and cited educators from recognized tertiary-level institutions, persons and studies from nationally and internationally recognized organizations and accredited national newspapers.  PRESENTATION OF DATA Figure 1. Pie-chart representing the gender of participants Figure 2. Bar-graph representing the ages of participants Figure 3 Donut-graph representing the prevalence of leisure reading of the participants Figure 4. Bar-graph representing the reasons given by participants who don’t leisure read Figure 5. Bar-graph displaying the reasons given by participants for reading Figure 6. Pie-chart representing the nationality of authors participants were most familiar with Figure 7. Pie-chart representing the nationality of the authors of the favorite books of participants Figure 8. Bar-graph displaying the language preferences of participants Figure 9. Donut-graph representing the amount of participants who read Caribbean literature Figure 10. Bar-graph displaying the reasons given by participants who don’t leisure read Caribbean literature ANALYSIS OF DATA The survey reflected data of mostly female participants. Figure 1 shows the gender of the students of the University of the West Indies that participated in the questionnaire. Females made up the majority by a small margin at 53% while males made up for 47% of overall participants. This is important as it shows no gender bias in the study. The majority of participants in the study fall within the category of young adult. Figure 2 displays the ages of the students who participated in the questionnaire. The majority of students range between the ages of 18-20 making up 64% of total participants. The second highest age group is that of the under 18 division which constituted 23% of participants. The age group of 21-25 provided 10% of students. The over 25 age group made up the minority with 3%. Leisure reading is observed to be a regular occurrence within the targeted group. Figure 3 indicates that reading is a regular leisure activity for most students at the University of the West Indies with 53% affirming this fact. However, it is to be noted that this is only by a slim margin as a significant 47% of students at this tertiary level institution indicated to the contrary. The prevalence of competing recreational forms is displayed in the data. Figure 4 displays the reasons given by the 47% who indicated that this was not a regular spare time activity for them. The majority, consisting of 57%, cited the preference to do other things suggesting the dominance of other recreational forms over reading. 29% indicated that they simply did not have time suggesting that other enterprises such as schoolwork, jobs or household chores may prove too time-consuming to allow for leisure reading in some students’ lives. A minority of 14% indicated that they just did not enjoy reading as a leisure activity. The viability of reading not as a recreational pursuit but mainly an academic one is reflected in the data. Figure 5 shows that most students read for school instead of for enjoyment. A majority of 60% said that they usually read for school while 40% indicated that they mostly read for enjoyment with 0% offering other reasons for reading. The effect of globalization on the literary pastimes of students is noted in the survey. Figure 6 points to the prevalence of the impact of American writers on students of the University of the West Indies and Open Campus Pre-University Centre with the majority of 40% indicating that these were the writers they were most familiar with. This can be attributed to the Americanization of Caribbean states. 33% indicated their familiarity with international writers above others this also speaks to foreign influence on this group. Those familiar with mostly Caribbean writers attributed to 20% of all, students while only 7% reported being familiar with mostly British writers. The books most valued amongst students are noted to predominantly be authored by foreigners. Figure 7 shows that the favorite books of the majority of students were written by American writers accounting for 46% of participants. Those who cited their favorite book as one written by a British author accounted for 17% of all students. 17% also made up the amount of students unable to answer the question, most likely those who did not read regularly. A favorite book written by an international author was cited by 13% of participants. Only 7% indicated that their favorite book was written by a Caribbean author making up the smallest percentage of all. Local languages are observed to exist marginally in the reading patterns of participants. Figure 8 shows that most students preferred to read in Standard English with 73% of the group indicating that this was the language they most preferred to read in. The minority 27% indicated that a mixture of Standard English and Local Creole was most preferable when it came to reading while 0% indicated that they preferred to read in Local Creole. This last percentage can be attributed to the rareness of books written in Local Creole or may indicate that most students are unaccustomed to this reading. Another reason for this may be the value placed on Standard English over Local Creole. Caribbean Literature is shown to have a very small audience in survey results. Figure 9 indicates that most students do not read Caribbean Literature in their spare time with 83% indicating this. The remaining minority of 17% do read Caribbean Literature in their spare time. These numbers may be attributed to the prevalence of books written by foreign writers as opposed to local ones therefore. It may also indicate the lack of value placed on books written by local authors in local tongue. Varied reasons are cited in the survey data for the absence of Caribbean Literature in the reading activities of students. Figure 10 refers to the reasons given by the 83% who don’t read Caribbean Literature in their spare time. The majority cited a lack of interests making up 44% of the group’s total. A significant 32% cited a lack of access to many of those books as there reason for not reading Caribbean Literature in their leisure. 24% indicated other reasons. DISCUSSION OF FINDINGS The aim of the researcher was to discover whether Caribbean writers and their collective Literature faced the generally expected problems of influencing young readers at the tertiary level of education. The results ascertained through the use of questionnaires filled out by thirty students belonging to the University of the West Indies, St.Augustine Campus and Open Campus Pre-University Centre determined that even at the tertiary level Caribbean literature faced the expected challenges. Patricia M. Greenfield in “Perspective Technology and Informal Education: What is Taught, What is Learned" (2009) highlighted the dominance of newer digital forms of recreation over older ones such as reading. The data collected in this study supports this conclusion as 57% of those who did not engage in leisure reading regularly, who made up 47% of the total numbers, cited a preference to engage in other activities as the reason for not doing so. . Kelly Gallagher in his book "Readicide: How School Are Killing Reading and What You Can Do About It" (2009) posited that one of the major and most ignored reasons why young people prefer not to leisure read was because the school system has encouraged them indirectly to see reading not as a source of enjoyment but as a task. This supports the results ascertained in this research as 60% of participants indicated that they mostly read for school as opposed to for enjoyment. The majority of students, if only by a small percentage, did indicate that they did leisure read accounting for 53% of the students who participated in the questionnaire. This however seems to lend no support to Caribbean writers as 83% percent of all the students, including those that leisure read regularly, indicated that they did not read Caribbean literature in their spare time. Of the 83% of students, 44% indicated their reason being a lack of interest. Dr. Kwame Nantambu in his article "Globalization: Definition and Impact" (2008) points out in his article that Caribbean citizens are exposed to American culture often to a point where it domineers over the existing indigenous cultures of the island. This statement may reveal why the majority of students lack an interest in books written by authors of their region as they may no longer identify closely with the cultural themes and language choices in these books. This theory is further supported by the 73% who indicated that they preferred to read in Standard English over Local Creole or a mixture of the two languages. Franklin W. Knight in a paper called "United States Cultural Influences on the English-speaking Caribbean during the Twentieth Century"(1983) explores the effect of American culture on the Caribbean and posits that the Anglophone Caribbean is very much Americanized. The result of popularity of authors taken from this study supports this firmly as the majority of students, specifically 40%, indicated their familiarity with American writers above all others, including Caribbean writers. When asked to name their favorite book 46% of the participants named books written by an American author while only 7% in contrasts listed a book with a Caribbean author. Students of the University of the West Indies, St. Augustine campus provided largely divided data on the popularity of leisure reading. Whether the slim margin by which the number of students who leisure read outnumbered those who did not is cause to celebrate or lament is arguable. This, however, seems to bear no relevance as it speaks to the influence of Caribbean writers as the students’ data shows that even when they read it was not Caribbean Literature. When the activity of leisure reading is taken up as a past time by the students their preference tends largely to favor American or international writers over Caribbean writers. To what extent this unpopularity of Caribbean literature is due to prevalence of foreign books within libraries or a lack of appreciation for their own indigenous culture is also rather divided although tending towards a lack of interest more so than a lack of access. CONCLUSIONS From this study the researcher concludes that the influence of Caribbean writers and Literature on the youth of today, specifically at the tertiary level, is severely limited. The challenges in the way of Caribbean writers gaining this target audience is two-fold in that they must battle with the reality of reading becoming less and less viable as a source of enjoyment to younger audiences and the lack of appreciation for local works in general. The nature of the unpopularity of Caribbean Literature is both an issue of technological advancement and cultural erasure. It was anticipated at the start of this research piece that results would differ from expected norms at the tertiary level where more emphasis is placed on reading than elsewhere. This however was not the case in terms of the reading of Caribbean literature but did provide more positive results regarding the prevalence of leisure reading as it was not a minority-group activity. LIMITATIONS Specific challenges faced the researcher in conducting this study-: Limitations encountered in this study included the small number of participants involved as compared to the much larger group the students belong to. How accurately this number of students reflects upon the much larger general collective of the University and Pre- University Centre in which they were chosen from can be called into question. Another limitation encountered would be the credibility of the results as participant honestly, which cannot be measured or tested for truth, was heavily relied upon for the collection of data. RECOMMENDATIONS Given the largely divided reasons provided by the students of the University of the West Indies, St.Augustine campus for not reading Caribbean literature, citing both lack of interest and lack of access as major blockades, a number of recommendations need be made to target these two major problems and the manifold reasons which cause them both. Having completed the study, the researcher proposed the following recommendations-: The first recommendation would be to provide students and younger people in general, with greater access to books written by Caribbean writers outside of the realm of textbooks. There seems to be no shortage of textbooks written by Caribbean authors but a large shortage in reading material which may be used for recreational purposes. This contributes to the idea that reading Caribbean literature must only be for task oriented or school related purposes and not as pieces of literary art viable for enjoyment activities. The second recommendation the researcher makes it to promote other forms of culturally significant art in the media and in schools. The lack of interest, appreciation and value of local cultures forms a large part of the reason why many students’ attitudes towards Caribbean Literature are negative or dismissive. A very large percentage of the students who participated indicated that the lack of interests in reading was not a problem but rather the lack of interest in Caribbean Literature. A third recommendation to be made would be greater promotion and incentives to increase the number of Caribbean writers. Literary organizations in Trinidad and Tobago already aim to accomplish this by writing competitions, publishing support and advertisements over new forms of media but it cannot be ignored that our most prolific effort to do this, courtesy of the NGC Bocas Lit Fest, is still relatively new, only starting in 2011, and unmatched in its efforts by other groups. Annual writing competitions within schools at all levels may increase the interest by young people in reading and writer so as not to rely solely upon organizations. BIBLIOGRAPHY Augustine, Marlene. (2017, Dec 15). “Newsday Sponsors Bocas Lit Fest Prize” Trinidad & Tobago Newsday Newspaper. Belton, Padraig and Wall, Matthew. (2015, Aug 14). “Did Technology Kill the Book or Give It New Life?”. Retrieved from www.bbc.com/news/business-. Bocas Lit Fest. (2012, Sept 27). “Announcing the Caribbean Literature Action Group”. Retrieved from www.bocaslitfest.com/2012/02/27/announcing-the-caribbean-literature-action-group/. Burton, Roxanne. E. (2007). “Globalization and Cultural Identity in Caribbean Society: The Jamaican Case”. Department of History and Philosophy University of the West Indies Cave Hill Barbados. Clark, Ruth. C. (2011) “Readicide” Retrieved from www.scribd.com/document/-/readicide-pdf. Farrell, Permilla. “Reading-Challenged Fourth-Formers’ Perspectives on Schooling”. University of the West Indies. Gallagher, Kelly. (2009) “Readicide: How Schools Are Killing Reading and What You Can Do About It”.Stenhouse Publishers. Greenfield, Patricia.M. (2009). “Perspective Technology and Informal Education: What is Taught, What is Learned”. Department of Psychology University of California, Los Angeles. Jacob, Debbie. (2017, Oct 23). “Book Movies Encourage Reading.” Trinidad & Tobago Newsday Newspaper. Knight, Franklin.W. (1983). “United States Cultural Influences on the English-Speaking Caribbean during the Twentieth Century.Univ.Interamericana. Mullis et al. (2012) “Leisure Reading A Joint Position Statement of the International Association, The Canadian Children’s Book Centre, and Council of Teachers of English” Retrieved from literacyworldwide.org/docs/default-source/where-we-stand/leisure-reading-position-statement.pdf. Nantambu, Dr. Kwame. (2008). “Globalization: Definition and Impact”. Retrieved from www.trinicenter.com/kwame/2008/1505.htm. Small-Clouden, Lystra. (2015). “Globalization, Assimilation, Culture Erasure: A Review of Trinidad and Tobago”. Capella University. Trinidad & Tobago Guardian Newspaper. (2012). “New Partnership Formed to Support Caribbean Literary Scene”. Trinidad & Tobago Newsday Newspaper. (2017). “Newsday Sponsors Bocas Lit Fest Prize.” Trinidad & Tobago Express. (2011, May 1). “Writers Give Kudos to Bocas Lit Fest”. APPENDIX Survey 1. How old are you? Under 18 18-20 21-25 Over 25 2. What is your gender? Male Female Other 3. Is reading one of your regular spare time activities? Yes No If no, why? I don’t have time I don’t enjoy it I prefer to do other things I don’t have access to a variety of books 4. Why do you usually read? For school For enjoyment Other 5. How many books have you completed this year? (not school related) 0-3 books 4-6 books 7-10 books 6. What is your favorite genre of literature? 7. Where do you usually read? At school At home At the library Other 8. Which authors are you more familiar with? American writers British writers Caribbean writers International writers 9. What is the name of your favorite book (include author if you remember)? 10. What category does your main subject of study fall into? Humanities Science and Technology Other 11. Which language do you prefer to read in? Standard English Local Creole A mixture of the two 12. Do you think recreational reading will help you in your field of study? Yes No 13. Do you read Caribbean literature in your spare time?(non school related) Yes No If no, why? It doesn’t interest me I don’t have access to many of those books Other 14. Have you studied literature as a subject past the form three level? Yes No 15. Do you think literature is a necessary subject? Yes No 16. What is your favorite novel written by a Trinbagonian author? 17. What is your favorite novel written by a Caribbean author? 18. Who encourages you to read? Teachers Parents Friends No one 19. Do you have a home library? Yes No 20. Do you own any books (non-school related) Yes No 21. Do members of your immediate family read regularly? Yes No 22. Do members of your friend circle read in their spare time? Yes No 23. What extracurricular activities do you partake in?(name one or two) 24. Do you know where your local library is located? Yes No 25. Would you prefer to study abroad? Yes No 26. Would you prefer to live abroad? Yes No If no, why?