'n Krities-evaluerende studie van inligtingsvoorsiening in 'n veranderende Suid-Afrikaanse skoolomgewing: 'n skoolbiblioteekperspektief

[摘要] English: This study, based on the critical theory approach, examines the provisioning of reading and information resources to learners through the availability of school library services since the advent of South Africa's democratic dispensation in 1994. Of particular concern is government's planning on national and provincial level for the provisioning of school library services and the documents that were compiled in this regard. The provisioning of school library services, planning for it and reflecting on it, however, cannot take place without recognising international trends and developments. Therefore the study started by examining the worldwide information and communication revolution and its effect on the community and the economy, as well as its effect on access to reading and information resources and education. The underlying question is what relevance school libraries still have in a world driven by information and communication technology. It seems that people in the education and the library and information sphere are still convinced that a well functioning library could contribute to education that prepares learners for life. School libraries are especially important for the support of resource-based learning. Research reports also indicate improved academic results where teaching and learning are supported by good school library practice. As part of the background study an examination was done of the provisioning of school library services in two developed countries, namely the United States of America and Australia, and two developing countries, namely Botswana and Namibia. The latter two are especially important because South Africa is also largely a developing country. Both use different kinds of classroom collections to give learners access to reading and information resources. The USA and especially Australia, in spite of their status as developed countries, also use combined school and public libraries (often referred to as school community libraries) where it offers a practical solution. It is especially in rural, sparsely populated areas, where it can be found. The focus then moves to the South African school library situation that is examined within a changing and developing dispensation. The central framework within which education provisioning takes place, is also examined. In this regard the Constitution, policy and legislation, inter alia, were discussed. It is clear that, from South Africa's developing context, the provisioning of access to school library services could make a contribution as many learners, because of their socio-economic circumstances, do not have easy access to reading and information resources. Furthermore it is, because of the methodology of South Africa's outcomes-based curriculum, highly desirable that teachers and learners should have access to various information resources. However statistics indicate very little progress in the availability of school libraries since 1994. Constitutionally and in terms of legislation the state is obliged to provide education of an acceptable quality to all the school learners of the country. Notwithstanding school library services did not figure strongly in the government's broad education framework, its education policy, legislation, funding and curriculum in the decade after 1994. However lately, especially since 2006, the references of the minister of education to the necessity of school libraries are increasing. It is especially in terms of reading support and the improvement of reading skills that school libraries are mentioned. In the light of the huge need of school libraries this study further examined the planning for school library provisioning that was done after the 1994 election by the provincial governments and the national government. It examined the available documentation with regard to aspects such as school library accommodation, staff, library collections, provisioning and governing structures, policy, funding, legislation, co-operation and optimal utilisation of resources. Eventually a number of recommendations were made that could improve the school library situation and learners' access to reading and information resources. The most important of these is, in accordance with the constitutional principle of cooperative governance, the acceptance of an integrated approach to the provisioning of school library services that includes support from public libraries and the provincial library services.

[发布机构] University of the Free State