Community Libraries: The Concept and its Application—with Particular Reference to a South African Community Library System

Mostert, B.J.

doi:10.1006/iilr.1998.0085

Cited by 26 publications

(36 citation statements)

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“…However, she categorizes the major differences as being exemplified through: 1) the nature and content of materials; 2) intensive librarian-user interaction; 3) deeper linkages with community-based groups; 4) the political nature of the libraries buttressed in the principle that everyone has a right to equal access to information and national resources; and 5) participative management involving librarians, community leaders and community groups. Mostert (2002), on the other hand, suggests the characteristics that distinguish community libraries are: 1) inclusion of more community involvement in the management of the libraries; 2) allocation of funds to purchase specific materials needed by the community; and 3) the development of specific skills to enable the library staff to render a pro-active community library service. Stilwell (1999), citing Bunch (1984), suggests the common functions performed by community libraries are self-help, support for other information services or groups of information workers, simple directional information, referral, escort, practical help, advice, advocacy, community education, community action, outreach, and counselling.…”

Section: Community Library Modelmentioning

confidence: 99%

Library 2.0 versus other library service models: A critical analysis

Kwanya¹,

Stilwell

Underwood

2011

Journal of Librarianship and Information Science

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Literature on library service models is scarce and exists mainly in non-traditional formats such as blog entries and Web pages. Nonetheless, the subject evokes heated debate among librarians with many supporting the model they are using, sometimes without understanding that there are other options which perhaps could be better for their circumstances. Through critical documentary analysis, this study explores the library service models that exist as well as how they compare with each other. The findings have revealed that although there are many library service models, it is not possible to get a clear-cut model which is exclusive of all the others in practice. It is also evident that the models are continuously evolving along general socioeconomic and technological development patterns in society. Similarly, the study suggests that none of the models can suit all library service provision contexts. However, it is also apparent that some models may yield more benefits than others to specific library communities at a particular time. In deciding the model to apply, libraries should be careful to accommodate the prevailing characterization of their user communities and their contexts.

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Section: Community Library Modelmentioning

confidence: 99%

Library 2.0 versus other library service models: A critical analysis

Kwanya¹,

Stilwell

Underwood

2011

Journal of Librarianship and Information Science

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“…Programs must be developed to cultivate capabilities and knowledge to support women in realizing their personal aspirations and well being (Nussbaum 2003a/b;Robeyns 2006;Robinson-Pant 2004;Saito 2003;Sen 1999;Subrahmanian 2005;Unterhalter 2005). Literature demonstrates that the Western "passive" (Mostert 1998) model of the library is highly ineffectual in non-urban African contexts, and "its poverty as a paradigm for information service in Africa has been proven by the test of time" (Sturges 2001, 47). Libraries have been typically perceived as monolithic, intimidating colonial institutions that require high levels of literacy and education as a precondition of use and membership (Nawe 2001).…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

“…Libraries have been typically perceived as monolithic, intimidating colonial institutions that require high levels of literacy and education as a precondition of use and membership (Nawe 2001). Particularly in rural areas, with large populations that have received little, if any education, there is an urgent need for the establishment of a new library "paradigm" (Mostert 1998) that strives to meets specific needs of communities (Nawe 2001;Sturges 2004;Sturges & Gooch 2006).…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

“…Core elements of this paradigm would include: integration (e. g., textual, oral) of Indigenous knowledge and traditions (Nawe 2001;Sturges 2004), community-based determination of resources and programmes (Nawe 2001;Mostert 1998;Sturges 2004); pro-active community outreach (Nawe 2001); and local management where community members shape the mandate as well as the nature of the activities, and the focus of resources (Aitchison 2006;Dent & Yannotta 2005;Mostert 2001). In this way, community libraries offer opportunities for the active and meaningful learning engagement of their patrons.…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

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The Community Library as Site of Education and Empowerment for Women: Insights from Rural Uganda

Jones¹

2009

Libri

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Community libraries in developing countries can be important sites of knowledge exchange and acquisition for women with little or no formal education living in communities characterized by extreme poverty and gender inequities. As locally managed and operated institutions, specific needs identified by community members shape their mandates, activities, and types of resources. Community libraries also offer a "neutral" space where women can safely gather and independently or collectively pursue learning in areas of relevance and interest to them. This paper explores the impact of Kyato Community Library (KCL) on women's lives in a rural Ugandan context. It considers IntroductionThis paper examines the impact of a community library on the literacy development and engagement of a group of women living in rural Uganda. Although community libraries are not yet commonplace institutions in Uganda, this article shows that they can perform multiple functions as alternative sites of knowledge acquisition for women who have traditionally had limited opportunities for schooling. Community libraries can constitute safe and empowering educational environments where women's learning and personal development is supported and encouraged, and where women feel a sense of belonging and ownership. At their best, community libraries constitute a portal towards gender equity in communities, offering a physical place and educational environment in which women can interact, learn, and work towards future goals. However, Shelley Kathleen Jones was a PhD student in the Department of Canada. E-mail: shelleykjones@gmail.com the questions: i) What valuable educational opportunities does KCL provide for girls and women who have been prevented from attaining adequate formal schooling?; and ii) What additional services, opportunities and qualities could KCL provide to engage girls and women in these educational opportunities? The paper argues that with careful attention paid to women's literacy needs and desires, local context, appropriate resource acquisition and community-minded personnel, community libraries can promote and support women's literacy and personal development, enabling them to cultivate capabilities needed to engage more fully on equal terms in their societies.there is still much to learn about how community libraries can maximally serve marginalized girls and women in an educational capacity.Based on research at Kyato Community Library (KCL) [1] in Kyato Village in south-western Uganda, this paper argues that with careful attention paid to location and personnel, as well as responsiveness to community contexts and happenings, community libraries can play an important role in the development and support of women's literacy in developing country contexts. It explores both the current limitations as well as the enormous, transformative educational potential of community libraries for girls and women. This is followed by some recommendations for how community library programming can be designed in such a way as to maximize its po...

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“…It was clear to the committed that libraries are not value free or ideologically neutral. In the struggle against apartheid, community resource centres were part of the struggle (Stillwell, 1994(Stillwell, , 1997Mostert ,1998, 1999, Mostert & Vermeulen, 1998, Leach, Stillwell and Verbeek, 1994.…”

Section: Introductionmentioning

confidence: 99%