Information access in high school libraries in the Limpopo Province, South Africa

Mojapelo, Samuel Maredi; Dube, Luyanda

doi:10.7553/80-2-1401

Cited by 12 publications

(5 citation statements)

References 10 publications

(10 reference statements)

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“…Poor learner performance is attributed, among other contextual realities, to inadequacy in the provision of educational resources in all schools. However, as observed by Mojapelo (2014), in poor and developing countries, the provision of well-resourced and functional school libraries is at the periphery of the education system. Funding remains the main obstacle to the provision of effective school libraries in countries such as South Africa and Kenya (Mutungi et al 2014).…”

Section: Community Libraries As Agencies For Socio-economic Developmentmentioning

confidence: 99%

“…With insufficient and skewed community libraries, the majority of the teachers and learners lack access to LIS. In a broader quantitative study, Mojapelo (2014) states that 74% of urban and rural respondents indicated that their schools are located far away from the community libraries. This means that the majority of the learners and teachers cannot access resources in community libraries even in post-apartheid South Africa.…”

Section: Lis Situation In Limpopo Provincementioning

confidence: 99%

“…Community libraries also fight illiteracy because they offer reading and writing programmes, and competitions such as Battle of the Books, Skirmish and spelling bee to encourage learners to acquire reading and writing skills. They also provide story telling sessions to children (Mojapelo 2014). Study guides and textbooks are available in the community libraries for teachers and learners.…”

Section: How Are Community Libraries Responding To the Challenges Of mentioning

confidence: 99%

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Challenges faced by libraries in a democratic South Africa

Mojapelo

2017

Information Development

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Community libraries are crucial for people to have access to information to satisfy their multiple needs. As custodians of information and knowledge in diverse spheres, they play a role in the socioeconomic development of nations. This article attempts to investigate challenges faced by libraries in three different settings in post-apartheid South Africa. The study adopted a qualitative research design. The users, librarians and a wellplaced official of the relevant department were interviewed. Convenience sampling was used to select users and librarians while purposive sampling was used to select an official. Face-to-face interviews and observation and a checklist were used to collect data. Senior officials of the Department of Sport, Arts and Culture need to study challenges revealed by the findings and to take action to remedy the situation.

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Section: Community Libraries As Agencies For Socio-economic Developmentmentioning

confidence: 99%

Section: Lis Situation In Limpopo Provincementioning

confidence: 99%

Section: How Are Community Libraries Responding To the Challenges Of mentioning

confidence: 99%

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Challenges faced by libraries in a democratic South Africa

Mojapelo

2017

Information Development

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“…While information can be accessed through different platforms, institutional libraries can play significant role in supporting research and publication. According to Mojapelo and Dube [17], libraries help to support the school curriculum by providing both learners and teachers with access to a wide variety of information resources and exposing learners to diverse ideas, experiences and opinions through which they can be able to write and/or publish. They further argue that equitable access to information resources is absolutely essential to enable learners to execute their curriculum-related tasks and activities.…”

Section: Access To Informationmentioning

confidence: 99%

Institutional Factors Associated with Faculty Participation in Research and Publication: A Case of Universities in Arusha City, Tanzania

Ngussa¹

2018

EDUCATION

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This study sought to establish factors associated with faculty participation in research and publication. It employed survey design with 97 faculty respondents from four universities. The questionnaire was validated through expert judgment and Cronbach's Alpha of between 0.74 and 0.91 was established through pilot testing before the start of data collection. The study established that faculty members attend and present papers in research seminars, workshops and conferences. Gender and academic ranking, determined participation rates as males, lecturers and senior lecturers significantly participated more often than their female, Tutorial Assistant and Assistant Lecturer counterparts. The role of senior researchers is limited to encouraging juniors to publish without necessarily coaching them how to do it. Institutional support is non-existent due to lack of awareness of research policies and nonavailability of material, moral and financial support. Finally, Institutional support positively influences mentorship and information centre quality. It is therefore recommended that institutional leaderships need to encourage faculty members to engage into book writing projects and editorial activities rather than confining themselves into journal article, book chapters and attendance in research conferences, seminars and workshops. Female educators, Tutorial Assistants and Assistant Lecturers should be empowered to increase rate of participation. Finally, institutional leaderships should create awareness of research policies to faculty members and extend material, moral and financial support to research and publication projects.

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“…The literature review indicated that even the most recently approved and published document, the National Guidelines for School Library and Information Services (SA DBE 2012), is merely a guideline; therefore, it will make little impact due to its lack of authority, mandate and credibility to spearhead the establishment and sustainability of school libraries because it is not a legislated school library policy (DAC and NCLIS 2014;Hart 2013). In South Africa, only 7.2 per cent of public schools have a well-stocked functional school library and efficient LIS (DAC and NCLIS 2014;Mojapelo and Dube 2014a;NEIMS 2011). This is attributed to, among other things, the nonexistence of a legislated school library policy.…”

Section: Overview Of Related Literaturementioning

confidence: 99%

A Legislated School Library Policy: Can Functional School Libraries Be Envisioned Without One?

Mojapelo¹

2015

Mousaion

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Although school libraries are important resource centres that support curriculum delivery and important pedagogical matters, it is disturbing that, in South Africa, only a minority (7.2%) of schools have well-stocked functional school libraries. A legislated school library policy is crucial for a country to roll out effective school library and information services (LIS). This is particularly true in South African schools, which are characterised by enormous disparities in the provision of resources because of the legacy of apartheid. Grounded in the literature review, the fact that the national Department of Basic Education (DBE) does not have a legislated and approved school library policy is a stumbling block to developing and sustaining an active and dynamic school library service for all public schools in South Africa. The purpose of this article is to help relevant stakeholders understand the importance of a legislated school library policy in championing the establishment and development of an active, vibrant and dynamic functional school library service to support the progressive, constructivist and resource based curriculum in the country. The study recommends that the National Guidelines for School Library and Information Services (SA DBE 2012) be amended to a legislated school library policy to resuscitate indeterminate and non-functional libraries in the majority of schools.Â

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Information access in high school libraries in the Limpopo Province, South Africa

Cited by 12 publications

References 10 publications

Challenges faced by libraries in a democratic South Africa

Challenges faced by libraries in a democratic South Africa

Institutional Factors Associated with Faculty Participation in Research and Publication: A Case of Universities in Arusha City, Tanzania

A Legislated School Library Policy: Can Functional School Libraries Be Envisioned Without One?

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