M.Inf.

M.Inf.

MPM / Oliver Tambo Institute of Governance and Policy Studies / See the attached abstract below

Includes bibliography. / Resource centres have been in existence for some 15 years in the most educationally advanced provinces in South Africa and for some six years where most recently established. Little has been written about them and consequently the role they play in secondary schools is not well-known. The present study set out to determine the attitudes of pupils and teachers to the resource centre, and the patterns of use. It was hypothesized that the resource centre would be an integral part of the implementation of the school curriculum; that it would be an indispensable element of individualised learning and that resource-based teaching would be in evidence rather than resource-based learning.

Abstract available in pdf file.

The study explored the changing role of libraries/media centres at ex-Model C (now Section 21) high schools in the Nelson Mandela Metropole (NMM), focussing on a case study of the Framesby High School (FHS) media centre in Port Elizabeth. Model C schools originated in the 1990s, just before the transition to democratic rule in 1994, when White, or House of Assembly schools were given a choice of three school governing models, namely, fully-private Model A schools, Model B state schools and semi-private Model C schools. Model C schools would receive state subsidies of about 50%, with the balance raised through school fees. A major research purpose was to present a comprehensive description of the current ex- Model C school library context and how these influenced the service orientation and intended core functions of school librarians, such as teaching information literacy, providing academic support and promoting general literacy and reading. The FHS media centre service was further described with an aim of providing functional library/media centre management guidelines, applicable to high school libraries/media centres in similar ex-Model C school situations, or any libraries that could find such guidelines useful. This qualitative FHS media centre case study was based on the FHS media centre manager’s personal observation as participative action researcher and further supported by literature, an interview and questionnaire feedback from FHS educators and respondents from selected NMM ex-Model C high school libraries. By comparing historical and existing national and provincial school library issues, conclusions were reached regarding macro- and micro-school library contexts, for example, the effect of having no national policy, the support roles of school management and governing bodies, the influence of digital media and the position of school librarians. School librarian concerns, including their roles, qualifications, service conditions and professional status, especially within Section 21 schools, were considered with the high school library and librarian’s contribution towards curriculum outcomes and life-long learning. With specific reference to ex-Model C schools, the absence of a library policy also resulted in diverse levels of school management and school governing body recognition of the school library/media centre. This impacted on the school librarian’s role in curriculum support and information literacy teaching as well as the availability of funds, infrastructure and resources. It is recommended that government should address the supply of library facilities, services and posts for school librarians and assistants. Lack of governmental action is maintaining the growing divide between ex-Model C schools and disadvantaged schools, while the lack of school library services also has a negative influence on literacy and pass rates, especially in poorer regions, like the Eastern Cape. In the light of the vast difference between the results of ex-Model C schools and other schools in the Eastern Cape, these schools and their library services could provide a benchmark towards improving educational contexts in the province.

Thesis submitted in fulfilment of the requirements for the degree Doctor of Education In the Faculty of Education and Social Sciences at the Cape Peninsula University of Technology, 2011 / Becoming information literate has been an educational concern that has been spurred by the change in information technology in the last twenty years. The school has been seen as the main player in allowing the learner to achieve this state of information literacy. Nonetheless, within the teacher-training offered at pre-service level (PRESET) in South Africa, information literacy has become to be seen as something needed by the student teachers for their own studies. This study looks at how the student teachers can be brought to an understanding of the relevance and importance of information literacy and the Information Skills Process, not only as a means of attaining the educational goals and aims as expressed in prescribed curricula, but also as a teaching methodology. A look at the literature on information literacy and its applicability in schools places particular emphasis on the process as described in key models. The rationale for choosing the Big6 model of Eisenberg and Berkowitz as the vehicle for the research is explained, and the Revised National Curriculum Statement (RNCS) as well as the Curriculum and Assessment Policy Statement (CAPS) of the South African national department of education (initially the Department of Education, but later changed to the Department of Basic Education) analysed in terms of information literacy. This analysis, together with interviews of lecturers involved in the training, was followed by an action research process with six students. The results of the analysis of the documents, together with an analysis of the answers by the lecturers in the interviews of the lecturers, and an analysis of the students’ reflections on the process, enabled conclusions and recommendations to be made. In particular, they confirmed the important place that information literacy, the information literacy skills and the Information Skills Process should play in both school-based education, and the training of student teachers.

M.Ed. (Curriculum Studies) / Please refer to full text to view abstract

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)

1 online resource (xii, 184 leaves : ill.) / A high level of literacy is essential if a child is to be employable and determines the role a person will play in the globalised information age. In South Africa the literacy levels, including reading levels, of school children is extremely low. The study forms part of a longitudinal reading and literacy intervention project undertaken over a five year period in two disadvantaged primary schools in an urban township. The project focused on capacity building and resource building of the school community including the teachers, learners, school librarians and parents. This dissertation describes an action research study that focused specifically on setting up school libraries in each of these schools and the professional development of the teachers in order to contribute to the teaching and learning practices in the schools. It offers critical reflections on the process and findings and contributes to research on school libraries in South Africa. / Information Science / M.A. (Information Science)