Joint Use Libraries: Implementing a Pilot

Community/School Library Project in a Remote

Rural Area in South Africa

Sophia le Roux and Francois Hendrikz

Abstract
The research of a postgraduate study into joint use libraries interna-
tionally led to the development of a proposed model for a commu-
nity-school library relevant for South African conditions. This model
was proposed to the Provincial Library and Information Service of
Mpumalanga. Based on the requirements to successfully implement
the model, the rural community of Maphotla was selected as a pilot
site. The proposal coincided with the building of a new library. The
framework of the research was used as a guide to draft a project plan
that was used during implementation. During implementation of the
plan, minor changes were required for practical reasons. Although
the implementation of the model is in its beginning stages, it already
has proved to be successful in relation to factors such as school
participation, learners participation in library activities during and
after school, and the participation of various other role players. It
is envisaged to implement the model in other areas where there is
a dearth of public and school libraries to improve access to libraries
and information.

Introduction
There are substantial backlogs in the development of public and school
library services in South Africa, especially in the remote rural areas. One
way of achieving improved provision of public and school library services
appears to be through joint use services. This article describes a study that
investigated the variants of the school-community library model worldwide
with the aim of defining a South African prototype, which would satisfy the

LIBRARY TRENDS, Vol. 54, No. 4, Spring 2006 (“Dual-Use Libraries,” edited by Sarah
McNicol), pp. 620–639
© 2006 The Board of Trustees, University of Illinois
le roux & hendrikz/a south african pilot project 621

needs of a rural, tribal community (Le Roux, 2001). The article further
describes how the prototype proposed in this study is currently being pi-
loted in a remote rural area in Mpumalanga by forging partnerships with
various stakeholders.
In the context of this article, a community-school library refers to an
integrated public and school library service, operating from a single build-
ing according to an agreement between the school and another tax-sup-
ported agency or agencies, for example, the provincial or local government
authority. It aims to serve learners, educators, and the community (general
public) within the particular municipal boundary by means of the facility
(Le Roux, 2001, p. 19). Remote rural communities are tribal communities
living in dense, planned settlements with populations of over 5,000 people,
and they are common in the former homeland areas. These settlements
are referred to as “betterment” settlements in local government planning
in South Africa (South Africa Ministry for Provincial Affairs and Constitu-
tional Development, 1998, p. 13).

Scope of the South African Study

Although several variants of the school-community library model that
could be considered for South Africa do exist in other countries, a need
was felt to develop models geared to the information needs of the diverse
communities in South Africa. As the people living in the remote rural areas
in South Africa are particularly disadvantaged as far as access to informa-
tion to improve their lives is concerned (Le Roux, 2001, p. 254), the study
investigated a possible variant of the school-community model that would
suit the communities living in these areas. The study examined the variants
of the school-community library in their particular geographical, social, and
educational contexts in the United States, Canada, the United Kingdom,
Scandinavia, and Australia (South Australia) to determine whether com-
parable conditions existed that would justify the implementation of this
model in the rural, tribal areas of South Africa. The study examined the
reasons for the historical development of the school-community library
model in the selected countries, as well as the practical application of this
model through a critical review of the literature, an analysis of published
case studies, and a study of official documentation.
Prerequisites for the successful implementation and operation of the
school-community library, as identified in the study of the selected coun-
tries, provided a framework for evaluating the possible application of the
school-community library model to the rural, tribal communities in South
Africa. The suitability of the different variants of the school-community
library model for these communities was then considered. After examining
all these factors, the school-community library model, housed in a public
library building, was proposed in the study. The characteristics and the
perceived advantages of this variant of the model were indicated as well as
622 library trends/spring 2006

the conditions needed for the successful implementation of this variant of

the model. Finally, a set of guidelines was presented for the establishment
and operation of this library model in a South African rural community
in the tribal areas (Le Roux, 2001, pp. 275–291, 343–366); the guidelines
could be used for piloting this model by provincial and local authorities in
South Africa and also by government authorities in other African countries
with comparable conditions.

Relevance of Overseas Experience to South African

Rural Areas
The factors found to be crucial to the successful establishment of the
combined school-community library in the selected countries were deter-
mined and examined in the South African context. These factors are set
out below.
Political Commitment by the Government to the Idea of School and
Public Library Cooperation
After a review of the relevant legislation governing school and public
libraries, it became clear that nothing in South African legislation prohibits
government bodies from initiating plans and actions involving coopera-
tion between school libraries or between school and community libraries.
Chapter 3 of the new South African Constitution requires all spheres of
government, as well as government departments, to conduct their activities
in a cooperative way (Constitution of the Republic of South Africa, 1996).
It appeared that South African legislation actually provides an enabling
framework for cooperative ventures between various partners (Le Roux,
2001, p. 216).
Commitment of Funding Authorities
A commitment by all the cooperating partners to funding the combined
school-community library has proved to be crucial. This would present
a problem in the South African context, as the funding of school librar-
ies and community libraries, under the new constitutional dispensation,
presents serious problems for provincial as well as for local authorities.
The restructuring of local government particularly poses serious financial
implications for community libraries in the light of new funding priorities
for municipalities. In addition, the establishment of new library models,
although cost-effective in the long term, would initially create additional
expense (Le Roux, 2001, p. 228).
Provision of Adequate, Suitable, and Compatible Staff
In South Africa, the provision of adequate, suitable, and compatible
staff would also create problems. In most schools during the past ten years,
teacher-librarians have been retrenched or reassigned to other duties. The
government’s commitment to reduce personnel spending would impact
le roux & hendrikz/a south african pilot project 623

negatively on the staffing of the combined library model, on the range of

services offered, and on the opening hours of the facility. Furthermore,
the South African School Library Survey 1999 (South Africa Department of
Education and Human Sciences Research Council, 2000, p. 26–27) did
find that, with the exception of Gauteng, in all the provinces fewer than 20
percent of personnel responsible for the school library were in possession
of the appropriate qualification (Le Roux, 2001, p. 231). The appointment
of sufficient and appropriately qualified staff in public libraries is also a
continuous challenge.
Request from Local Community and Ongoing Community Support
Several factors work against the potential use of public libraries in rural
areas. The adult population in the rural, tribal areas is mainly illiterate or
semiliterate, and there is an absence of a reading culture (Raseroka, 1997,
p. 2), as well as the dominance of an oral tradition (Fairer-Wessels & Machet,
1993, p. 101). Therefore, it is important that, wherever a combined library
service is considered, the community must have indicated that there is a need
for such a service and that it will indeed be used (Bristow, 1992, p. 79).
Central Support Mechanisms
Central support—such as a cataloging, classification, and processing
services; mechanisms for collection development and interlibrary loans; a
professional development component; and an advice service—was found to
be of the utmost importance (Little, 1996, p. 36). Following the complete
restructuring of Library and Information Services (LIS) in South Africa
in 1994, the majority of the new provincial LIS as well as the provincial
Education Library and Information Services (ELIS) still do not have the
necessary resources and staff to provide central support to community
libraries and school libraries (Le Roux, 2001, p. 232).
Involvement of All Parties in Planning for a Library Model
All the groups likely to be affected by, or involved in, the implementa-
tion of the library have to be represented on the planning body. In the
South African context, the leadership in the particular community has to
be identified and care has to be taken that all community structures are
represented on the planning body so that the library will grow out of the
needs of the community and not be imposed from outside (Fairer-Wessels
& Machet, 1993, p. 107).
Careful Planning of the Combined Library
The representatives of the community should elect a planning commit-
tee during the initial planning stages. Areas that need to be given special
consideration by the planning committee are the physical facility, including
its location, size, and design; the staff; the decision-making authority; financ-
ing; collection development; administration; and marketing the proposed
combined services (Le Roux, 2001, p. 235).
624 library trends/spring 2006

A Service Based on the Needs of the Community

When planning a combined library for a South African rural, tribal
community, it is necessary to take note of development theories and de-
velopment research. A “basic needs” approach is called for, which would
make the combined library relevant to the life and work of the people in
the community and would contribute to improving the quality of their life
(Stander, 1993, p. 6). Only then would the community accept it as their
major source of information (Ngulube, 2000, p. 2).
Locally Representative, Enthusiastic, and Skilled Library Board of Management
The appointment of a locally representative, enthusiastic, and skilled
Library Board of Management has been found to be of critical importance
to the success of the combined library. This body should represent all parties
involved in accordance with the specifications of the joint use agreement. In
the rural, tribal communities, this would call for much initial and ongoing
capacity building of the library’s governing body members by the relevant
provincial education department (PED) and provincial LIS.
Clear and Flexible Guidelines and Procedures
Clear guidelines for the establishment and operation of the combined
library model were felt to be essential in clarifying the needs, roles, and
responsibilities of all parties and in outlining the outcomes of the coopera-
tive venture (Le Roux, 2001, p. 241).

Proposed Public Library-Based Community-School

Library Model
In terms of the crucial factors mentioned above, it was found that the
successful implementation of the community-school library model, as found
in the selected overseas countries, would not be accomplished easily in
South Africa. This would especially be the case in the remote rural, disad-
vantaged areas of South Africa.
For example, it was apparent from the literature that combining com-
munity and school library services in the selected countries was only con-
sidered and implemented in cases where there was either a lack of school
library services or of community library services, as well as an absence of
qualified library personnel. This was mostly the case in small, remote rural
communities. In almost all the cases, the combined school-community
library was housed in the school. A precondition for this arrangement,
however, was a functional and well-resourced school library, making it the
obvious place to establish a joint use facility.
According to the findings of the School Register of Needs Survey, conducted
during 1996 (South Africa Department of Education, 1997, p. 8, fig. 16),
primary school libraries in the rural provinces of South Africa are almost
nonexistent, with percentages as low as 2 percent. The percentage of sec-
ondary schools with school library facilities was also found to be very low
le roux & hendrikz/a south african pilot project 625

in these provinces. This shortage of on-site school library facilities has been
confirmed in the South African School Library Survey 1999 (South Africa
Department of Education and Human Sciences Research Council, 2000, p.
11). In addition, the School Register of Needs Survey showed that there was a
national shortage of 57,499 classrooms in 1996 (South Africa Department
of Education, 1997, p. 9). Therefore, the building of classrooms, rather than
libraries, is a priority for the government. Moreover, specialized facilities,
such as a library for a secondary school, comprise almost 50 percent of the
building cost of the school, while general teaching space usually represents
less than 30 percent of the total cost. Maximum shared use should be made,
therefore, of these expensive, specialized facilities and space by schools and
the communities (Smit & Hennessy, 1995, 45–46).
The use of existing school libraries for a combined school-community
library, therefore, appeared not to be a viable proposition for the remote
rural areas. The study instead proposes a variant of the school-community
library model, one where the combined library is located in a public library
facility and is surrounded by a cluster of schools, hence the term “com-
munity-school library model.” This is a group of schools in close proximity,
grouped so that they may share some of the capital-intensive facilities. It is
obvious that the proposed model of the community-school library, where
different schools and the community use the library facilities, could only
be implemented in rural areas where there are already clusters of schools.
The Schools Register of Needs Survey has indicated, however, that clusters of
schools in South Africa are located in either the metropolitan areas or in
the former homelands and self-governing states (South Africa Department
of Education, 1997, p. 9). Where clusters of schools are found in remote
rural areas in South Africa, the establishment of a combined community-
school library in an accessible, public library building, if available, would
appear to be a more cost-effective and practical solution for serving the
community and the cluster of schools in these areas.

Characteristics of Proposed Library Model

Community Traits and Involvement
The target community for the public library-based school-community
library is a community living in a rural area, which, in all likelihood, falls
under the authority of a traditional leader. This community comprises a
relatively small and homogeneous group of people sharing the same culture
and language, who live and work together in close, interdependent prox-
imity, and who share close personal relationships, common value systems,
and a strong awareness of their distinct group identity.
The adult section of such a community is characterized by a high level of
illiteracy, a dominant oral tradition, limited resources, and a need for infor-
mation for mere survival. The community shows signs of direct involvement
626 library trends/spring 2006

in school matters and social and cultural activities. Bristow refers to this type
of community involvement and commitment as “a sense of communality”
(1992, p. 79), considering it the greatest resource of rural disadvantaged
areas. The acceptance of the idea of a combined library in the community
implies a commitment by the community to maintain the operating services
of the facility by means of funds and voluntary personnel.

Location, Size, and Design of Facility

The location of the combined facility has to be within a 750-meter
radius of participating schools, that is, the schools have to be within ten
minutes’ walking distance from the library. The facility can be either a
new purpose-built library or an existing structure found to be suitable
by the provincial LIS for housing a combined library facility (Hendrikz,
2000, p. 8). The nature of the accommodation and of the facilities will be
determined by the aims, goals, and objectives of the information service.
It is imperative for the facility to have one or two separate activity rooms
with external doors for teaching information literacy to the learners of the
participating schools during the day, and for adult community activities
during the evenings.

Staffing
The library has to be staffed by a qualified public librarian with at least
paraprofessional qualifications. The librarian has to be active in interpreting
the information needs of the users, who may not be functionally literate,
and in providing relevant material. The librarian has to have credibility and
standing within the community and has to be a fully committed member
of the community.
In addition, the part-time services of teacher-librarians or teachers from
the participating schools need to be time-tabled to teach information lit-
eracy to each of the schools’ classes and to create and sustain a positive
reading climate in the schools. They also need, in cooperation with the librar-
ian, to plan for the purchase of curriculum-oriented information resources.
Voluntary library workers need to assist with the performing of routine library
tasks and the delivery of the various services and outreach programs to the
community. The voluntary library workers should assist the librarian with
marketing the library and its services to the community and thus will play a
proactive role in ensuring its use by the community. Retrenched or retired
teachers could be used for conducting literacy and Adult Basic Education
and Training (ABET) classes (Le Roux, 2001, pp. 261–262).

Library Stock
The information resources should include all available media to meet
the needs of non- and newly literate users and cover topics of relevance
to the community. This information has to be in a simple and accessible
written style, and it has to be available in the indigenous language of the
le roux & hendrikz/a south african pilot project 627

community. Special attention has to be given to the reading needs of the

school learners in the community in order to create the habit of using
libraries for information, education, and recreation.
Services and Outreach Programs
The community itself should determine the level of services of the
combined library. It needs to be a people-oriented information service,
combining the oral tradition and the print medium, so that everybody in the
community can be reached. An interactive community information service
should be provided according to the needs of the community, forming an
integral part of the community development process.
One of the pivotal services offered by the combined library should
take the form of block loans, circulated regularly to the classrooms of the
participating schools, as a resource for both educators and learners. The
presence of books in the classroom would ensure that books and book-re-
lated learning are integrated into the learners’ classroom experience from
an early age, promoting an awareness and appreciation of the importance
of books and libraries.
The combined library should form part of the existing provincial LIS
with all its advantages. The combined library would also forge links with
other community-based and nongovernmental organizations to enhance
its services to its users. These would include literacy organizations, educa-
tional organizations, and initiatives such as telecenters and multipurpose
community centers (MPCCs) (Le Roux, 2001, pp. 263–266).

Conditions Needed for the Successful Implementation

of the Model
Government Funding and Support
The public library-based community-school library model presuppos-
es the involvement and financial commitment of the local community.
However, the financial backing and other support of the provincial and
local governments are crucially important to the success of the model.
Location and Size of Facility
The facility should be located within a minimum walking distance of
the school: about one kilometer from primary schools and two kilometers
from secondary schools. A cluster can consist of five to twelve schools (Smit
& Hennessy, 1995, p. 2). The size of the facility may vary significantly from
community to community, according to different community dynamics
and circumstances.
Pre-Service and In-Service Training
Librarians working in rural, tribal communities should be trained to
fulfill “shifting” roles when serving both schools and information-deprived
communities (Tötemeyer, as quoted in Radebe, 1997, p. 69). Workshops
628 library trends/spring 2006

for principals and educators on the role of the school library, its value
in the new outcomes-based education (OBE) curriculum, and its central
position in learning are essential. The failure of principals to recognize
the importance of these factors has been identified as being a major hin-
drance to the promotion of school libraries (Radebe, 1997, p. 225). The
PEDs need to provide educator development programs on the utilization
of educational technology and the Internet as a tool to enhance teaching
and learning (Le Roux, 2001, pp. 269–271).

Access to and Utilization of Information Communication Technology

The various information communication technology (ICT) initiatives
in South Africa have great potential to enhance the public library-based
school-community library model in the rural, tribal areas and would add
a new dimension to this library model. By utilizing the ICT infrastructure
available in South Africa, the combined library has the potential to enable
members of remote rural communities “to exploit information to enhance
their well-being” (Economic Commission for Africa, 1999, p. 19).

Background of Mpumalanga
The Mpumalanga Provincial Library and Information Service initiated
the building of a new library during 2003 in Maphotla, a rural, tribal area in
Mpumalanga. The location of this community library and the characteristics
of the Maphotla community appeared to be most suitable for developing
this variant of the combined school-community library. Therefore, it was
decided to pilot this particular school-community library model in this
community in partnership with other stakeholders.
Mpumalanga is one of the nine provinces of South Africa. Prior to the
first democratic elections of 1994, South Africa consisted of four prov-
inces. Following the election, five new provinces were established, of which
Mpumalanga was one. It is mainly a rural province. Mpumalanga inherited
a public library infrastructure that was fairly well developed in and around
the main towns of the province, but the same cannot be said of the rural
areas. Two former homelands were also incorporated into the province.
Library services and infrastructure in these areas were either very limited
or nonexistent.
Public libraries and school libraries in Mpumalanga are currently the
responsibility of two separate government departments, the Department
of Culture, Sport, and Recreation and the Department of Education. The
lack of public library infrastructure and services in Mpumalanga is one
of the biggest challenges facing library authorities. The same scenario is
true for school libraries. The lack of various resources has made it difficult
for library authorities to establish any appropriate library infrastructure
and services. Most schools are without any school libraries and teacher-
librarians have been laid off or reassigned. The public library authorities
le roux & hendrikz/a south african pilot project 629

have recently determined that there is a need for ninety-eight public librar-
ies in the rural areas. It is almost certain that building new libraries alone
will never address such a backlog. This assumption is based on the fact that
it took almost four years to secure funding to build two new public libraries
during the 2002–2003 financial year. The lack of appropriate funding is
the single most important factor influencing the establishment of proper
library facilities and services. This is also true for school libraries where the
focus is on the building of classrooms. Catering to the needs of learners
is the priority of the education authorities. Therefore, it is clear that it is
in the interest of both school and community library authorities to share
resources in order to bring library services to the whole community.
The community-school library model provides an ideal opportunity
for library authorities to explore the possibilities of such an endeavor. If
the need for both public library services and school library services can
be addressed through the innovative use of one facility, both parties could
save valuable resources. These savings may in turn be utilized to improve
the quality of the library services.

The Maphotla Community

There are various reasons for the decision of the Provincial Library Ser-
vice to select the Maphotla community area to build a new library building.
Firstly, there has been much community enthusiasm for, and involvement in,
establishing a library in the community. Secondly, there are well-established
community-based organizations and committed and active community lead-
ers all supporting the library.
The demographic profile of this community played a major role in
deciding where to locate the library. The only official figures available for
the Maphotla community during the planning stages of the building were
those of the 1996 census. The total population of Maphotla is 8,558, of
which 3,967 are male and 4,591 female. The Maphotla population is very
young. Almost half, 49 percent, of the total population is made up of young
people up to the age of nineteen. This already gives one indication of the
vast potential for libraries in terms of reading and educational needs. In
light of the youth of the population and the fact that 54 percent of the total
population is female, it has been assumed that there are many mothers in
the community. This therefore represents another huge potential market
for the library in terms of childcare programs, mother and child reading
programs, and book awareness programs. People who are unemployed and
those with no income in the community make up a substantial 49 percent.
This implies that these people may be hoping to use the library to improve
their knowledge, skills, and qualifications in order to obtain a job or to
become entrepreneurs contributing to the economy of Maphotla.
The most challenging figure considered during the planning stages
was that 73 percent of people have little or no education. This figure indi-
630 library trends/spring 2006

cates that illiteracy is rife, implying an almost nonexistent reading culture.

Although the community had started a library on its own initiative, it was
safe to assume that there was a limited library culture. It was clear from
the beginning that strategies were needed to familiarize the community
with the library and to attract and explain the use, role, and function of
the library to all community members. The use of library resources by the
community and the schools was also carefully considered.
These figures are just a brief overview of the Maphotla community.
These and other factors were taken into consideration during the plan-
ning phase of the school-community library service. It was also important
to keep the dynamics of this community in mind when planning library
services. To ensure the relevance of the library in terms of the information
and education needs of community members, it was acknowledged that
conditions are constantly changing, requiring frequent monitoring and
community engagement.

Project Plan
The success of any project depends on the amount of planning that goes
into it. This undertaking was no different, and a broad project plan was de-
veloped. The project plan is important to clarify what one wants to achieve
and to focus one’s efforts. The project plan was envisaged as a discussion
document to attract the interest of various other role-players. One of the
main role-players was the provincial Education Library and Information
Services (ELIS), which immediately supported the plan.
The aim of the project was to establish a functional community-school
library model as a benchmark to be replicated by other communities lack-
ing sufficient and appropriate library facilities and services in South Africa.
Five objectives were identified:
• Building a complete new library facility and furnishing it by April
2003
• Making the community aware of the library and involving community
members where applicable
• Signing agreements with relevant authorities for the management and
maintenance of the library facility and its contents
• Preparing the library to render a fully functional library service to the
community at large
• Developing and rendering comprehensive school and community li-
brary services and facilities in support of personal and/or community
development initiatives
The project plan listed various broad strategies to achieve each of these
objectives, and it also proposed types of services the library could offer and
a project schedule for implementation.
le roux & hendrikz/a south african pilot project 631

Bringing Theory and Practice Together

Following the findings of the research as described above, including
the project plan, the Provincial Library Service of Mpumalanga took the
responsibility to ensure the successful implementation of the project. After
various delays, the new Maphotla library building of 500 square meters was
officially opened during April 2004. The following sections indicate some
of the practical lessons learned.

Community Awareness of Library Project

Making the community aware of the project to secure its support, accep-
tance, and involvement was very important in giving the library a relevant
role in the community. The existence of a library in Maphotla was not new
since the community started one on its own initiative a few years earlier.
Therefore, the community was already aware of a library in its midst. What
was different was the fact that a new library building, with new services
based on the community-school library model, was being planned. Thus,
the community had to be informed. This was done most effectively during a
community information meeting held during January 2003. At this meeting,
the project proposal was introduced to the community. The important role
and function of the library as well as reading was re-emphasized by various
speakers. Over 200 people from the Maphotla community attended the
meeting, including various community leaders, the mayor and councillors
of the local municipality, as well as the provincial member of the executive
council responsible for the Department of Culture, Sport, and Recreation,
that is, the highest political authority in the province. One of the success
factors for such projects is the political support available. In this case, the
project was fortunate in being well supported by the provincial and local
political leaders from the beginning.
The general community meeting was followed during June 2003 with
a specific meeting between the provincial LIS, six principals of the sur-
roundings schools, and other officials from the Department of Education.
During this meeting, the community-school model concept was explained
in more detail, along with the various responsibilities of the stakeholders
involved. The principals fully understood the goals and objectives of the
new library and the role that their various schools would play. Other issues
such as staffing, training, library collections, and classroom libraries were
discussed as well. It was determined, for instance, that classroom libraries
were not a viable option. One of the reasons for this was the fact that class
groups were rotating and each class group did not have its own classroom.
It was proposed to consider making available a school collection that could
be housed in a book box, a metal box able to contain up to 600 books; it is
fully lockable and also movable since the box is set on wheels. It was agreed
at the meeting that each school would identify the necessary staff to act as
coordinators between their school and the library.
632 library trends/spring 2006

With the necessary support and awareness established, the local librarian
continued to establish a representative library committee. This committee
mainly consisted of the nominated coordinators from the six surrounding
schools, including the staff of the Maphotla library. They communicated
with other relevant stakeholders when necessary or when they required
guidance from the Provincial Library and Information Service (PLIS),
the ELIS, and other bodies. The purpose of this committee was not to
manage the library but to guide and assist both schools and the library in
matters such as
• collection development (identifying information sources needed; bal-
ancing print, visual, and audio formats; language);
• administration (hours of opening, circulation procedures, policies);
• promoting and marketing the library and its services;
• utilization of facilities by community groups, school groups, and indi-
viduals;
• consultation with government authorities and any other groups on is-
sues relating to the library;
• this resulted in a practical arrangement between the library and the
schools on how they planned to make the community-school library
concept work.
The Community-School Library Model in Practice
The committee agreed to bring school children to the library during
official school hours. A date and time schedule was devised for this purpose.
This schedule is displayed on the notice board of the library for all to see.
At first it was decided to focus on the grade 4, 5, and 6 learners, aged 9 to
11. This was mainly done in order to iron out logistical and other practical
arrangements. The committee determined that the library would be used
for school purposes from 8:00 until 11:00 in the morning, after which it
would be open to the public. The public was welcome to use the library
during “school hours” with the understanding that certain activities would
be taking place in the library that may be distracting.
Each school was allotted one and a half hours to use the library during
“school hours.” This includes the walking time of the groups to the library.
It was agreed that each class would be accompanied by its teacher for moni-
toring purposes. All teachers were oriented beforehand. At the beginning
of the project it was decided to focus on general library orientation only. All
of the above arrangements were cleared with the Department of Education,
the local provincial authority, and the parents of the community.
After class visits, the teacher nominated five pupils from the class to go
back to the library after school closure to do certain assignments. This was
done to determine whether the children did learn how to use the library
and where to find information. The librarian assisted them in this. In fact,
le roux & hendrikz/a south african pilot project 633

the librarian had to turn away children in the afternoon after their class
visits due to overcrowding.
Service-Level Agreements
Service-level agreements are necessary to clarify the role and function
of the relevant authorities for the management and maintenance of the
library facility and its contents. There are various structures involved in
making the project successful. Agreements have been signed between the
municipality and the Provincial Library and Information Service of the
Department of Sport, Recreation, Arts, and Culture (DSRAC PLIS). This
agreement covers the basic administration of the library, including manage-
ment, funding, staffing, training, marketing, and library resource ownership
and accountability. An agreement is still to be drafted between the PLIS
and ELIS, the two main service providers of the library. This agreement
will cover aspects such as

• collection management (selection, acquisitions, processing of material,

cataloging, ownership of resources);
• budget planning;
• accommodation of shared resources;
• minimum norms of shared services;
• information technology management;
• distribution of material to library and schools;
• human resources (sharing and skills transfer);
• training programs (user education, information accessing skills, literacy
skills, reading programs);
• marketing planning and events.

A third type of agreement that may be considered as the project de-

velops is between the municipality on behalf of Maphotla Public Library
and any stakeholders interested in providing cooperative services through
the library, that is, community-based organizations and nongovernmental
organizations. Areas likely to be covered are type of service to be rendered,
assignment of responsibility, budget, use of facilities (access, hours), and
minimum requirements and nature of services.
It is important that these agreements be drafted and signed to admin-
ister and manage relationships and to ensure that each stakeholder under-
stands its roles and responsibilities. This minimizes misunderstanding and
ensures that services are provided as agreed.
The library is extensively pursuing partnerships and relationships with
external organizations. One example of such cooperation that was in place
long before the new library became a reality is with a nongovernmental
organization (NGO) called Biblionef. This is an international NGO with an
office in South Africa. The main purpose of Biblionef is the distribution of
634 library trends/spring 2006

new children’s books, in the community language, to disadvantaged com-

munities. Biblionef donated various nonfiction and reference books and has
already indicated that it would be extending its services to include the pro-
vision of educational toys and a reference collection for educators, as well
as support in reading programs. The librarian also successfully applied for
a grant from the Nelson Mandela Children’s Fund to purchase additional
resources for the library. This type of support and linkages are vital for the
continued success of the library, which is very isolated and far removed from
well-established service providers. Other external support will be sought
depending on the needs of the community and the library.

Adding Value to the Community-School

Library Service
Starting a brand new library requires a great deal of preparation. Add-
ing to the mix the establishment of a community-school library model,
something that has never been done before, gave the planners even more
responsibility. Some of the strategies implemented to prepare the library
service are described below.

• It was necessary to select and provide library material to the library in

accordance with the diverse needs of the community at large.
• Since this library is serving two distinctive markets—the public at large
and the school community—special attention has been given to the
selection of material for learners and educators in support of the educa-
tion function. The experts in the Department of Education performed
this task, as the material has to be in line with the National Curricu-
lum.
• Teacher-librarians of the participating schools need to be trained to uti-
lize the learning support material and in teaching information literacy.
To strengthen this strategy, the PLIS arranged an Information Literacy
Workshop for teachers at the library during March 2005 presented by
Professor M. Nassimbeni and Dr. K. de Jager of the University of Cape
Town. The aim of the workshop was to introduce teachers to the concept
of information literacy in the classroom, showing how it can enhance their
teaching and learning. It also addressed the issue of how the library in
partnership with the schools can assist learners with school tasks and as-
signments in order to encourage resource-based and lifelong learning.
• Computer equipment had to be installed and training provided to the
library staff. The Provincial Library Service was fortunate to secure a
grant from the Carnegie Corporation of New York to computerize all
public libraries in the province and provide access to the Internet and
the electronic catalog of the province. This three-year project, called
Building Electronic Bridges, also includes the training of library workers
to utilize the equipment, including processing of interlibrary loans.
le roux & hendrikz/a south african pilot project 635

Service Mix
Developing comprehensive school and community library services and
facilities in support of personal and/or community development initiatives
is what the library model is all about. Various “service mixes” are possible.
Services in place for the typical public/community library part of the model
cover the traditional services, such as
• lending of library material;
• interlibrary loans;
• study and reading facilities;
• photocopying, faxing, and use of audio-visual equipment;
• exhibitions; and
• reference service.
Services in place for the educational arm of the model cover
• visits by school classes to the public library;
• rotation of bulk loans from the library to the schools;
• visits by public librar y workers to class libraries in participating
schools;
• coordination of planning of project work between the librarian and the
educators of the schools; and
• the development of course materials and the presentation of the work-
shops for principals, school governing bodies, and educators of partici-
pating schools.
A third service mix is also planned and provided, which includes vari-
ous other initiatives that will benefit the community through the use of
the library and its facilities. These services are usually rendered by outside
organizations and include
• ABET classes;
• literacy classes;
• information literacy classes;
• workshops and video presentations on relevant and applicable topics,
for example, HIV/AIDS by the Department of Health;
• the provision of life-skill assistance, for example, writing letters, filling
in forms, utilization of telecommunication facilities;
• other community-specific services, for example, local art or craft exhibi-
tions and classes and career guidance; and
• book talks, storytelling sessions, and reading programs.
With regard to the latter, the library is involved with the Centre of the
Book, which is part of the National Library of South Africa, in a project
called “First Words in Print.” Book packs consisting of four books per pack
have been distributed to 2,500 children between the ages of one and five
636 library trends/spring 2006

years. The books are written and illustrated by South Africans and are
provided in the language spoken in the Maphotla community.

Monitoring and Evaluation

The project could be evaluated on two levels. One measurement is to
compare how closely the implementation of the project followed the find-
ings of the original research into joint use libraries. Another measure is
evaluating specific activities and strategies used during the implementation
of the project.
Evaluating the implementation success of the model against the initial
research findings and guidelines found in the literature, the following
conclusions can be made:
• The project received the political commitment on the highest level from
the beginning.
• Due to the above commitment, the approval of the required funding
for the project was a matter of routine.
• The availability of adequate and suitable staff is one area that needs
serious attention. The library has been operating with volunteers since
its opening. The main obstacle experienced in this regard is the lack of
funding from the local authority responsible for appointing staff. One
post has been advertised that will partially address the situation.
• The local community has been involved in the establishment of a library
since the late 1990s. Therefore, they supported the establishment of the
new library in their community and saw it as fruits of their labor.
• The Department of Culture, Sport, and Recreation is in a position to
render a central library support service to the library in terms of book
provisioning, marketing material, and general administrative support.
Support from the Department of Education still needs attention in
terms of educational material. This will be addressed through a formal
service-level agreement.
• Many stakeholders have been involved from the beginning and are still
involved in planning and making the community-school library concept
a success.
• Based on the above involvement, the services rendered by the library are
in line with the needs of the community. This aspect will receive continu-
ous attention to ensure the relevancy of the library in the community.
• Research proposed the establishment of a library board to assist with
the management of the library. In this environment this was found to
be too formal and structured. A more informal library committee has
been established and is achieving the same results.
• Clear guidelines and procedures for the establishment of the model
assisted those responsible for implementing the model from the begin-
ning of the project. Small adaptations were made where applicable.
le roux & hendrikz/a south african pilot project 637

• Training is seen as a continuous activity and has been addressed through

informal and formal interventions.
• The library building has been developed with the community-school
library model as the guiding principle. It is optimally located within
walking distance from the six schools serving the Maphotla community.
Where distance from the schools has posed a problem, it was addressed
through allowing more walking time to reach the library.
• The availability and use of ICT is in its infancy for most of the librar-
ies in Mpumalanga. Establishing online access for a rural library like
Maphotla is still a major problem due to insufficient telephone and
other networks. Cost is another challenge. The library has access to a
computer and a number of CD-ROM encyclopedias.
Based on the above synopsis, it is clear that there is general alignment
between the research findings and practical implementation, with minor
adaptations where required.
The second method of evaluating specific activities and strategies used
during the implementation of the project also resulted in positive feedback
about the progress of the project. A formal evaluation meeting was held
after implementing the first classroom orientation visits to the library. Some
of the items discussed included a proposal to consider extending the dura-
tion of the classrooms visits. It was also mentioned that scholars became
more aware of what the library has to offer; that they became motivated
and self-disciplined readers; that books were not abused, etc. As a result
of the program, a huge number of scholars came to the library in the
afternoons. On occasion, some of the older scholars read to the younger
ones in the library.
Although a schedule was compiled, it was noticed that certain educa-
tors and classes did not come to the library as arranged, which created
problems. The need for better communication and arrangements between
the library and affected schools was reaffirmed. Scholars and teachers sug-
gested a focused approach with topic lessons for the older grades in the
library; access to drama books; promotion of writing with a young authors
competition; and promotion of reading in general.
It is clear from this first evaluation that the project had made an impact
and that schools are enthusiastic. It will require continued support from the
PLIS and the Department of Education to establish and sustain the model
as part of the daily activities of the schools and the library.

Conclusion
All five objectives of the original project plan have been achieved. A
new and modern library was handed over to the community; the com-
munity was made aware of, informed about, and involved in library plans
and functions where appropriate; agreements have been signed, to ensure
638 library trends/spring 2006

sustainability of the library and the project, between principal stakeholders

who were informed of the project and plans for the library through various
communication initiatives; the library started to render its services to the
public as planned; and the community-school library concept has been
actively developed. It is accepted that some of the objectives still need more
attention. Agreements with other stakeholders should still be pursued to
ensure full commitment and participation of all. Time to implement such
a model should not be underestimated. The remoteness, lack of basic com-
munication infrastructure, and number of stakeholders adds to the delay
in implementing the model as planned. Although the community-school
library model is starting to work in the Maphotla library, it is a developing
model that will be flexible and adaptable in its approach to ensure the
successful establishment as a model library in every sense.

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Sophia le Roux holds a M Bibl and a Higher Education Diploma and has more than
20 years’ experience as a school library practitioner, in the teaching of School Li-
brarianship and as a manager of school library services. Since 1996 she has operated
as an independent information consultant under the name of SOPHOS Information
Services.
François Hendrikz obtained his Master degree in Library and Information Science
at the University of Pretoria. He started his professional career in 1985 and since
then has worked in various Government libraries. He currently heads the Provincial
Library & Information Service of Mpumalanga. He has participated in various library-
related task teams eg ICT, library co-operation. He has a keen interest in strategic
planning and management initiatives as well as library marketing. He has presented
papers at international and national conferences, e.g. the International Association of
Technological University Libraries, the International Association for School Libraries
and the Library & Information Association of South Africa. He has also published
and co-authored articles in various international and national professional journals
and publications, i.e. Alexandria, The Book Chain in Anglophone Africa, etc.