Mobile library model

Schools may adopt a mobile library model where specially designed buses, vans and caravans with shelves and library materials will be used to visit remote schools regularly to lend materials to learners and teachers in the clusters around circuit, regional and district offices of the provincial departments of education (Du Toit 2008; KPMG report 2006). Schools are visited according to a regular schedule and teachers and learners are able to borrow resources from a mobile collection. Teachers can also loan or borrow resources on behalf of their learners at school (bulk loaning). As the model is operated from a fullyfledged centralised library or depot of resources, such as regional or district education library, block loans by subject teachers are also possible to enhance teaching and learning in their respective learning areas (South Africa. Department of Basic Education 2012).“Mobile libraries are another way of bringing libraries services to communities where there are no permanent structures yet” (KPMG report 2006:41). Mahwasane (2008:2) argues that:

“Poor infrastructure has a negative effect on library and information service provision to the rural areas, since even mobile library service cannot be introduced as a result of poor roads and unstable bridges”.

Even if roads are untarred and bridges are unstable, this model has a potentiality to offer a good LIS for schools in historically disadvantaged rural and remote communities. In addition, the Library and Information Services Transformation Charter (2009:44) states that “cooperation between schools and provincial departments of education is extremely important as this model has financial implications” This model was implemented in Brazil (Mbokazi & Naiker 2002; Library and Information Services Transformation Charter 2009) and for the model to be successfully implemented, the following requirements need to be met:

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a. A professionally qualified teacher-librarian is essential to manage and run the mobile library service.

b. Administrative support staff are needed to assist the teacher-librarian to pack and unpack resources in the vehicles.

c. A qualified driver-cum-teacher-librarian is necessary to operate the vehicles.

d. An adequate budget is essential to maintain and license vehicles. Fuel must also be budgeted for. e. Although it is optional, Internet connectivity is essential to link or connect online information and

circulation services to the regional or district library management system. Wireless modems such as I-Burst may be used to create a link with laptops and scanners.

f. Memorandum of Understanding (MOU) needs to be signed concerning the roles and responsibilities of the schools and providers of the mobile library service.

g. An annual schedule or timetable of school visits must be made available so that schools know when vehicles are visiting them. It is recommended that each school should be visited at least three times per term or quarter.

h. Regular monitoring and reporting are essential to check and assess the progress and challenges faced by the mobile library service (South Africa. Department of Basic Education 2010:8).

3.4.4.1 Advantages of the mobile library model

Mobile libraries provide excellent opportunities for schools in remote areas of rural provinces such as Limpopo where there are no fixed library structures for teachers and learners to access and use library- based resources (KPMG report 2006). In former disadvantaged remote rural communities of South Africa, despite the problems of untarred roads and unstable bridges, mobile libraries (libraries on the wheels) can be used to provide resources to users because there are few or no public or community libraries and multi-purpose centres (Mojapelo 2008; Naidoo 1997). Furthermore, there is no telecommunications infrastructure to enable users in historically rural communities to access online catalogues and to retrieve information from the Internet.

Mobile libraries are advantageous because one bus can provide its services to a number of schools even if they are widely spread geographically (KPMG report 2006). Books and other materials are selected and arranged in a vehicle, preferably a bus, by professional librarians who will guide and assist teachers and learners in accessing and using information resources. Selection of the library-based

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resources is based on the educational needs of the schools visited. Mobile library service “can move on to service other schools as schools migrate towards developing their own school library and information service” (South Africa. Department of Basic Education 2010:9). This is a good model because it can be used to augment and supplement the few relevant resources contained in school libraries.

3.4.4.2 Disadvantages of the mobile library model

Adequate and improved roads with stable bridges are needed to successfully implement this model. This makes it difficult to implement it in historically disadvantaged remote rural communities, as these areas are characterised by untarred roads with unreliable and unstable bridges. As the model is run and managed by the provincial departments of education, a lack of cooperation between schools and education officials at circuit, region, district and head office levels can adversely affect the implementation of the model. As maintenance of vehicles, fuels and salaries of drivers are essential, sufficient budget is also needed to implement and run the model effectively (South Africa. Department of Basic Education 2010). Professional librarians are needed to shelve relevant materials in buses and to ensure that library resources are at the level of the users. The National Guidelines for School Library and Information Services (2012:12) asserts that “distance and terrain present their own challenges especially as the service is limited by the number of mobile buses available.” More mobile libraries will be needed if the province has many remote rural schools needing the implementation of this model. Buses can be targeted by thieves, especially if they also carry e-learning resources such as computers for Internet connectivity. This raises security concerns. According to the National Guidelines for School Library and Information Services (2012:18),

“All schools should have a security plan and the library and information services must be included in the security plan. This includes securing of materials, resources such as ICT equipment and ensuring the safety of teachers and learners in using the library”.

Furthermore, security guards will be needed to safeguard the vehicles and resources. Therefore, more funds are needed to pay security companies. If buses for the mobile library service are donated from other countries, they need to be adapted and serviced locally, and they need to obtain clearance certificates (South Africa. Department of Basic Education 2012). This has considerable financial implications. As resources are limited, relevant and suitable resources can be selected by another

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school first. In addition, a MOU must be signed by the schools and the regional or district library running the mobile library service as schools need to be held accountable for items borrowed, damaged and lost (South Africa. Department of Basic Education 2012).