Open AccessAre trained teacher-librarians making a difference for school libraries in South Africa?
Author(s) -
Sandy Zinn
Publication year - 2021
Publication title -
iasl conference proceedings
Language(s) - English
Resource type - Journals
ISSN - 2562-8372
DOI - 10.29173/iasl7881
Subject(s) - reading (process) , the internet , rank (graph theory) , school library , library science , trace (psycholinguistics) , mathematics education , order (exchange) , medical education , psychology , political science , computer science , world wide web , medicine , business , mathematics , finance , linguistics , philosophy , combinatorics , law
The purpose of this research was to trace former UWC students who trained as teacher-librarians between 1976 and 2000 in order to ascertain how influential they have been in their school’s library and reading programmes. The study revealed that although most respondents had progressed in rank at schools, their role in the library programme was minimal. Most schools had either no library or defunct library programmes. Respondents were much more active in formal reading programmes. Computers with Internet access were evident at most schools but teachers were using computers mostly for managing marks and setting exams.