The purpose of the study was to identify the types of library services available in rural areas of Thohoyandou in order to recommend appropriate library services to disadvantaged children in rural areas of the Limpopo Province. Data were collected by means of structured questionnaires in a survey. The problems experienced in rendering library services to children, the factors influencing rural children's information use, and the role that school libraries play in meeting the needs of rural children were investigated. The findings show that rural children's information needs are primarily related to homework assignments. Teachers and learners approach people for information rather than making use of library resources for this purpose. This is due to the fact that most rural schools do not have libraries. Materials are stored in classrooms and storerooms. The existing book stock seems to be outdated, disorganised and inaccessible. Library service rendering is neglected. Most teacher-librarians are not professionally trained to render user services and to teach children information skills. Teachers, teacher-librarians, policy makers and administrators in rural schools seem to be indifferent to providing these services to children. / Information Science / M.A. (Information Science)

The purpose of the study was to identify the types of library services available in rural areas of Thohoyandou in order to recommend appropriate library services to disadvantaged children in rural areas of the Limpopo Province. Data were collected by means of structured questionnaires in a survey. The problems experienced in rendering library services to children, the factors influencing rural children's information use, and the role that school libraries play in meeting the needs of rural children were investigated. The findings show that rural children's information needs are primarily related to homework assignments. Teachers and learners approach people for information rather than making use of library resources for this purpose. This is due to the fact that most rural schools do not have libraries. Materials are stored in classrooms and storerooms. The existing book stock seems to be outdated, disorganised and inaccessible. Library service rendering is neglected. Most teacher-librarians are not professionally trained to render user services and to teach children information skills. Teachers, teacher-librarians, policy makers and administrators in rural schools seem to be indifferent to providing these services to children. / Information Science / M.A. (Information Science)