Thesis (Ph. D.)--Auburn University, Rehabilitation and Special Education. / Abstract. Vita. Includes bibliographical references (p. 82-104).

Thesis (Th. M.)--Dallas Theological Seminary, 1989. / Bibliography: leaves [54]-56.

This study evaluates the purpose and role of the public library in national development in Botswana. Particular attention is focused on the public library as a community resource as well as its sensitivity in meeting the needs of community members and of organizations operating in the community. Chapter 1 introduces the nature of the problem, and brief historical and current developments of the public library in Botswana. Research objectives of the study are also outlined. Chapter 2 attempts to locate the public library in developing countries within development strategies such as the modernization and basic needs approach. Discussions further illustrate how policies emanating from these development strategies have influenced public library policies in these countries, and in Botswana. Attempts are made to show how the public library in Botswana is trying to adjust to shifts in emphasis of government development plans, especially the rural development emphasis. Chapter 3 outlines methods of research used to collect and process data obtained from the village Molepolole in Botswana. There is a brief discussion of the nature of this village as well as that of the community public library. Chapter 4 and 5 present findings of the household survey, and of community organizations and public librarians interviewed. An analysis and interpretation of findings of the household survey based on a sample of 203 readers drawn from the village is also presented. Community organizations interviewed include both government and non-government. Patterns of reading and views on the library of both readers in the survey and public library users, are explored. Chapter 6 presents a brief review of developments of the national campaign to eradicate illiteracy in Botswana, which was launched by the Department of Non-formal Education (DNFE) in 1970. The study shows what role the public library has been, and what it should be, in the provision of effective support for the promotion of literacy and reading. The last chapter gives a summary of findings, and suggests a model that could be adopted to develop an effective rural public library service in Botswana. The model is based on principles of the basic needs approach to development, which emphasizes appropriateness, focus on target groups, accessibility, affordability, integrativeness, participation and assertiveness. / Thesis (M.Soc.Sci.)-University of Natal, Durban, 1988.

This case study examines the pedagogy of early reading in a South African Basic Education Centre. Existing literature shows that illiteracy among adults in South Africa is a great concern. The acquisition of reading competence in adults is under - researched in South Africa and previous research has tended to focus on literacy/reading in relation to health issues or the acquisition of reading in children. This study attempts to contribute to understanding poor reading conditions in adult classes by providing a description of beliefs and practices of three Adult Basic Education and Training teachers of reading. The study captures the beliefs and practices of the teachers of reading in ABET Level 1- 4 with respect to the teaching of reading in Zulu and English. Data is examined using constructivism and dialogic space as theoretical frameworks. Data was gathered from teacher interviews and classroom observations. The findings of this paper include that these teachers lack pedagogical knowledge to inform their practice and are often influenced by their own experience of being taught to read. The dominant instructional practice was a focus on pronunciation while reading aloud as opposed to text comprehension. Recommendations are made regarding the support that could be offered to the teachers of reading in this centre. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

The subject of this two year Master's thesis in Library and Information Science is the information practices of illiterate immigrants in everyday life. The purpose is to examine how immigrants seek, identify, understand and value information sources and information, and how the practices have changed with their arrival in Sweden. It furthermore focuses on the barriers that illiterate immigrants meet in accessing and understanding information. It moreover investigates the strategies they use to overcome them. For this purpose twelve qualitative research interviews were carried out, with illiterate immigrants as well as with service providers. The theoretical concepts of the essay is information practices, which means that the information process is within a context, and information poverty, that people in different context do not have adequate and equal access to information and information sources. Using McKenzie's model of information practices, the essay concludes that illiterate immigrants are active in their information process, especially when they interact with information. The most commonly used information practice is to seek out and ask for help in their social network. They use service providers to explain written information. In addition to actively seeking out people to help them, they use a variety of information practices. They use Internet on their smartphones. Some of them use a translator app to translate letters and communicate with others. They use Facebook and watch TV. They also use other visual sources. Their information practices function as strategies to cope with barriers connected to illiteracy. They utilize their social network that possesses writing and reading skills to help them read and explain. Other strategies are to use numbers and to learn things by heart. Although the illiterate immigrants use a variety of practices and strategies, they still do not get adequate and equal access to information and therefore can be called information poor. Their social network is a resource, but it can also be a limitation. They risk lacking information about intangible things. But they do not, opposed to Chatman's theory, keep their needs concealed. One participant differed from the others in this aspect, since he expressed an unwillingness to ask. He was also troubled by his illiteracy. He perceived himself as being more limited because of it. The interpretation of this is that he lives in a more literate world than the other participants. Therefore is he able to realize what he lacks. It is important to give illiterate immigrants adequate and equal information. This essay thus suggests that institutions seek to adapt their information services to the practices and strategies that the group acquires and uses.