Topic deals with comics and the possibilities of using comics in the educational activities of libraries. The introductory part describes the related terminology and characteristics of the comics. Its historical development is also outlined. The following chapter focuses on reading comics and the potential that comics can bring to the library that works with them. Some practical examples and related recommendations are given. The practical part describes one specific comics course, supplemented by an interview with Klára Smolíková, who practises educational activities using comics for a long time. The following is an analysis of semi- structured interviews with individual participants of the comics courses, in order to map the relationship of respondents to reading books and comics, experiences with the use of libraries and attitudes to the course.

Topic deals with comics and the possibilities of using comics in the educational activities of libraries. The introductory part describes the related terminology and characteristics of the comics. Its historical development is also outlined. The following chapter focuses on reading comics and the potential that comics can bring to the library that works with them. Some practical examples and related recommendations are given. The practical part describes one specific comics course, supplemented by an interview with Klára Smolíková, who practises educational activities using comics for a long time. The following is an analysis of semi- structured interviews with individual participants of the comics courses, in order to map the relationship of respondents to reading books and comics, experiences with the use of libraries and attitudes to the course.

The aim of this study was to investigate the relationship between the literacy environment at home, at school and in the community and the development of voluntary reading and thus a reading habit. This research is relevant as there is an alarming drop out rate, poor matriculation results and low scores in reading performance tests in South African schools. Many factors and possible causes can contribute to this, but a major problem is the lack of a reading habit, low literacy levels and an environment that is not supportive of literacy. As a result, many children are still leaving school functionally illiterate. In order to develop a reading habit, learners must get maximum support and encouragement from their literacy environment, as children learn from what is going on around them. The major role players in the learner's literacy environment, are the home and family (microstructure), the school and teachers, and his community which includes libraries (macrostructure). A literature study on the foundations, contexts and practices of literacy, voluntary reading and environmental factors that affect reading provides the theoretical basis and a conceptual framework for this study. The research method used is a case study with the focus on a sample of learners from Grade 3 - 7 from schools in the Highveld Ridge and Gauteng East area. Due to budgetary and logistical constraints, rural areas are not included. The empirical survey investigates various aspects of the literacy environment. The survey method, with questionnaires for learners, teachers and headmasters, was used. Both quantitative and qualitative methods are used to generate data. The findings are that many learners experience difficulties which hinder the development of a reading habit, for example: schools and communities do not have libraries, or access to them is limited; appropriate reading materials are not available; or learners do not have access to them; multilingualism is a major problem in a country with eleven official languages, as many learners have to learn and teachers have to teach in a language other than their mother tongue; parents are not literate and cannot help their children; socio-economic conditions are not conductive to reading; there is a lack of support from governmental at various levels. Although findings in a case study cannot be generalised, certain conclusions and suggestions can guide teachers, parents and librarians to create a more supportive literacy environment to encourage voluntary reading. / Information Science / M.A. (Information Science)

The aim of this study was to investigate the relationship between the literacy environment at home, at school and in the community and the development of voluntary reading and thus a reading habit. This research is relevant as there is an alarming drop out rate, poor matriculation results and low scores in reading performance tests in South African schools. Many factors and possible causes can contribute to this, but a major problem is the lack of a reading habit, low literacy levels and an environment that is not supportive of literacy. As a result, many children are still leaving school functionally illiterate. In order to develop a reading habit, learners must get maximum support and encouragement from their literacy environment, as children learn from what is going on around them. The major role players in the learner's literacy environment, are the home and family (microstructure), the school and teachers, and his community which includes libraries (macrostructure). A literature study on the foundations, contexts and practices of literacy, voluntary reading and environmental factors that affect reading provides the theoretical basis and a conceptual framework for this study. The research method used is a case study with the focus on a sample of learners from Grade 3 - 7 from schools in the Highveld Ridge and Gauteng East area. Due to budgetary and logistical constraints, rural areas are not included. The empirical survey investigates various aspects of the literacy environment. The survey method, with questionnaires for learners, teachers and headmasters, was used. Both quantitative and qualitative methods are used to generate data. The findings are that many learners experience difficulties which hinder the development of a reading habit, for example: schools and communities do not have libraries, or access to them is limited; appropriate reading materials are not available; or learners do not have access to them; multilingualism is a major problem in a country with eleven official languages, as many learners have to learn and teachers have to teach in a language other than their mother tongue; parents are not literate and cannot help their children; socio-economic conditions are not conductive to reading; there is a lack of support from governmental at various levels. Although findings in a case study cannot be generalised, certain conclusions and suggestions can guide teachers, parents and librarians to create a more supportive literacy environment to encourage voluntary reading. / Information Science / M.A. (Information Science)