One classroom, one library model

This model entails collections or boxes of books, a reading bag, a shelf or a cupboard (with or without wheels), and a set of items or basic resources being placed in classrooms for use by learners during contact sessions with teachers. The focus of this model is to encourage learners and teachers to use and

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interact with library-based resources in the classrooms, specifically for curriculum-related activities (Gauteng. Department of Basic Education 2009; Hart & Zinn 2007; Library and Information Services Transformation Charter 2009; Magara & Nyumba 2004; Mangena 2003; Mbokazi & Naiker 2002; South Africa. Department of Basic Education 2012).

This model is also known as classroom collection, book box library, a classroom library or a teachers’ loan box (Kruger 1998; KwaZulu-Natal. Department of Education 2003; Naidoo 1997; Machet &Tiemensma 2009). The model is effective when books or a set of items are at the level of the learners. Teachers may loan a box of books and other materials from a community or public library for a term to use and enhance teaching and learning in their learning areas. Each classroom may also have access to a collection of books and other materials in the lockable mobile trolleys, containers or boxes (South Africa. Department of Basic Education 2011). Some schools do not have mobile trolleys, containers or boxes, but they do have a classroom collection of books or other materials on the shelves. The books and other materials are used for teaching and learning purposes. A teacher is supposed to attend training on how to manage resources effectively. Even if materials are not housed in a centralised school library, they need to be regarded as part of school’s library collection. They need to be accessioned (recorded), catalogued, classified and processed to be shelf-ready. They need to be managed centrally like a collection in a traditional central school library (South Africa. Department of Basic Education 2012).

A well-known NGO called the Read Educational Trust, piloted this model successfully in many underprivileged rural black schools across South Africa. Book boxes were placed in piloted schools and the NGO arranged sponsorship for maintenance of those classroom collections (Le Roux 2002; South Africa. Department of Basic Education 2012). Storyboard and poster materials were designed by the NGO to be used, together with classroom collections. The book boxes consisted of reference materials and sets of books for information and leisure (pleasure) reading. Periodicals, charts, posters, DVDs, CD-ROMs and video-cassettes may also be included in the book boxes. The boxes or resources are positioned in such a way that they are easily accessible to the learners during classroom activities or when they have completed the work ahead of their peers (Kruger 1998; KwaZulu-Natal. Department of Education 2003; Library and Information Services Transformation Charter 2009; Mbokazi & Naiker

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2002; Naidoo 1997; South Africa. Department of Education 1997; South Africa. Department of Basic Education 2012).

3.4.2.1 Advantages of the one classroom, one library model

The attraction of this model is that it brings teachers, learners and resources in constant close proximity in the classroom setting. On-site assistance is possible as teachers are familiar with what their learners are accessing, browsing and using. This model in particular gives learners an opportunity to interact with and use library-based resources to meet their curricular-related issues in the classroom setting (South Africa. Department of Basic Education 2012). Learners and teachers are sure of getting the latest books and other materials as selection and placing of materials in boxes is done by professional personnel, either from regional or district library services, community or public libraries or from NGOs. The model is generally regarded as inexpensive because professionally qualified teacher- librarians in schools are not needed. An ordinary teacher can be appointed by the school to serve as a coordinator. This teacher is supposed to attend workshops to learn how to use book boxes effectively in the classroom situation to meet the needs of the curriculum. If resources are placed in moveable and lockable mobile trolleys, it means that they (resources) can be moved from one classroom to another and they are safe (South Africa. Department of Basic Education 2012).

3.4.2.2 Disadvantages of the one classroom, one library model

Despite attractions of this model to bring teachers, learners and learning resources in close proximity in a classroom situation, there are ugly perceptions about it. Because the model was piloted in underprivileged rural Black schools, it is regarded by critics as a cheap method of providing Black learners in historically disadvantaged remote rural communities or areas with library-based resources. The successful implementation of this model in schools depends on the support from circuit, region, district and head office which schools generally do not receive (South Africa. Department of Education 1997). As resources are classroom-based, they are not accessible and available to the rest of the teachers and learners in the school environment. When classrooms are locked during breaks and after school, teachers and learners have no access to resources any longer (South Africa. Department of Basic Education 2012).If resources for classroom collection are borrowed from a regional or district education library or from a community or public library, they need to be returned after a specified period or exchanged regularly. This has financial implications as transport is needed to borrow, return

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or exchange resources. Stock control becomes a challenge “if a carefully maintained circulation system is not used” (South Africa. Department of Education 20120:10). By virtue of its nature, this model is suitable for learners in Foundation and Intermediate Phases (Hart 2000; South Africa. Department of Education 1997).