The challenges in making library services accessible to incarcerated male juveniles in five correctional schools

Abstract

This qualitative study extends our earlier research on what we have learned about the information needs of Malaysian male juvenile offenders. This study explores the extent to which the prison library is used as the environment for information seeking of male juvenile delinquents. Data were collected using participants' observation with 27 juveniles (13 to 21 years old) living in five correctional schools in Malaysia. Our observation at all research sites has led us to conclude that the prison library does not play much role in addressing the participants' information needs. The findings in this research are useful for the purpose of designing and delivering the best possible library services to this group. findings add to the limited literature on juvenile offenders' information needs and how the prison libraries meet the needs of this people.

Barriers to Access the Information by Male Juvenile Delinquents in Malaysia

“…With regards to information access failure, Curry ( 2003) discovered a general lack of success among many of her participants using libraries, and Burt (1977) and Le Donne (1977) realized that their participants appeared to lack the necessary skills to use the library resources effectively. Rafedzi and Abrizah (2016), information needs of juvenile delinquents are more likely related to their : i-Academic needs and interests. ii-…”

“…Today, juvenile delinquents are no longer focused on small criminal offenses such as stealing or fighting. They were involved in crimes such as murder, gangstarisme, kidnapping, robbery, rape and drug cases (Rafedzi & Abrizah, 2016). According to Jabatan Perangkaan Malaysia (Department of Statistic Malaysia, 2016), the number of juvenile delinquents decreased by 10.3 percent from 5,096 cases in 2014 to 4,569 cases in 2015.…”

World of Colours for Boys behind the Walls: Malaysian prison library perspectives

“…The support and encouragement were given by prison staff, and among them (juvenile delinquents); to some extent, it has pushed them to continue their studies even though some have left school since they were 9 years old! (Rafedzi & Abrizah, 2016). Male juvenile delinquents who return to continue their studies will usually use the prison library to complete their assignments or tasks or seek information to discuss during school sessions.…”

Mahkûmların Bilgi Gereksinimleri ve Bilgi Davranışları: Kuramsal Bir Değerlendirme

“…Nitekim okuryazarlık eğitimi de dahil eğitim (Visher ve Lattimore, 2007, s. 31;Bajić, 2015, s. 525;Omolola, 2015, s. 72;Tarzaan ve diğerleri, 2015, s.196;Emasealu ve Popoola, 2016, s. 10;Scott, 2016, s. 34-38;Sambo, Usman ve Rabiu, 2017, s. 1-2;Emasealu, 2018, s. 40-42;Ijiekhuamhen ve Aiyebelehin, 2018, s. 108;Sambo ve Ojei, 2018, s. 9;Chandani, 2019b, s. 153;Usman, Istifanus ve Audu, 2019, s. 70-72;Rafedzi, Abrizah ve Yu, 2016;Rafedzi, Zainal, Yu ve Kamal, 2018;Canning ve Buchanan, 2019, s. 421-422) ve mesleki eğitim çok fazla talep edilen bilgiler arasındadır (Tarzaan ve diğerleri, 2015, s. 196;Scott, 2016, s.34-38;Emasealu, 2018, s. 40-42;Chandani, 2019b, s. 153 (Bajić, 2015, s. 525;Tarzaan ve diğerleri, 2015, s. 196;Eze, 2016, s. 247;Chandani, 2019b, s. 152;Usman ve diğerleri, 2019, s. 70-72), aile, arkadaş ve yakınlarla ilgili bilgiler (Bajić, 2015, s. 525; Sambo ve diğerleri, 2017, s. 1-2; Sambo ve Ojei, 2018, s. 9), çeşitli pratik bilgi ve beceriler (Omolola, 2015, s. 72;Emasealu ve Popoola, 2016, s. 10;Eze, 2016, s. 246;Emasealu, 2018, s. 40-42;Ijiekhuamhen ve Aiyebelehin, 2018, s. 108; Ojei, 2018, s. 9; Usman ve diğerleri, 2019, s. 70-72), güncel haber ve olaylar (Visher ve Lattimore, 2007, s. 31;Bajić, 2015, s. 525;Drabinski ve Rabina, 2015, s. 47;Eze, 2016, s. 246;Emasealu, 2018, s. 40-42;Ijiekhuamhen ve Aiyebelehin, 2018, s. 108;Chandani, 2019b, s. 153) yoğun olarak gereksinim duyulan diğer konulardır.…”

“…Nitekim okuryazarlık eğitimi de dahil eğitim (Visher ve Lattimore, 2007, s. 31;Bajić, 2015, s. 525;Omolola, 2015, s. 72;Tarzaan ve diğerleri, 2015, s.196;Emasealu ve Popoola, 2016, s. 10;Scott, 2016, s. 34-38;Sambo, Usman ve Rabiu, 2017, s. 1-2;Emasealu, 2018, s. 40-42;Ijiekhuamhen ve Aiyebelehin, 2018, s. 108;Sambo ve Ojei, 2018, s. 9;Chandani, 2019b, s. 153;Usman, Istifanus ve Audu, 2019, s. 70-72;Rafedzi, Abrizah ve Yu, 2016;Rafedzi, Zainal, Yu ve Kamal, 2018;Canning ve Buchanan, 2019, s. 421-422) ve mesleki eğitim çok fazla talep edilen bilgiler arasındadır (Tarzaan ve diğerleri, 2015, s. 196;Scott, 2016, s.34-38;Emasealu, 2018, s. 40-42;Chandani, 2019b, s. 153).…”