Information access in high school libraries in the Limpopo Province, South Africa

Abstract

Researchers agree that information resources are imperative for curriculum support. Equitable access to information resources by teachers and learners is absolutely essential to enable them to execute their curriculum-related tasks. However, only a few schools have functional libraries in South Africa making accessibility to the information resources a major challenge to the majority of the teachers and learners. Where school libraries are inadequate, other information services become significant. The purpose of this study was to investigate information access by teachers and learners in high schools in the Limpopo province. The study was largely quantitative blended with triangulation of both quantitative and qualitative methods for data collection. Self-administered questionnaires were used to collect quantitative data from the principals and teacher-librarians whilst an interview schedule was used to collect qualitative data from the education officials. The findings established that access to information by teachers and learners is a daunting challenge in the majority of the schools. The study recommends that the National Guidelines for School Library and Information Services document (2012) be converted into a legislated school library policy to ensure functionality of the different school library models to improve information access for curriculum support.