An evaluation of the Russell High School's library collection in meeting the curricula needs of learners.
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Date
2001
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Abstract
The purpose of the dissertation was to evaluate the Russell High School library collection in meeting the curricula needs of learners. A study population consisting of 150 learners, 13 teachers, the librarian and Principal was
surveyed by means of questionnaire and interview. Three types of questionnaires were used, one each for the learners, the teachers and the librarian. The Principal's interview was based on a checklist. Results were discussed in terms of frequencies and cross-tabulations of responses were made. Results are graphically displayed in the form of tables, pie charts and bar charts. The present situation of the library and its problems are discussed with regard to resources, the availability and suitability of the present collection, types of materials used, and satisfaction with the library by users as well as encouragement from teachers and the librarian to learners in the use of the library. The discussion was situated within the current requirements of Outcomes-Based Education as guided by Curriculum 2005 and 21. The study findings indicated that learners and teachers were satisfied with the library stock although a need for books, especially new titles, was identified. Learners and teachers felt that more books and better infrastructure for example, computers, television sets, and more space were needed. It was also revealed, however, that the budget was severely limited. These findings are discussed within the framework provided by a review of international, African and local school libraries. Recommendations for possible future services are made in the light of this discussion.
Description
Thesis (M.I.S.)-University of Natal, Pietermaritzburg, 2001.
Keywords
Collection development (Libraries)--South Africa--Evaluation., School libraries--South Africa--Collection development--Evaluation., Libraries and education--South Africa., School libraries--KwaZulu-Natal--Evaluation.