The purpose of this paper is to provide an overview of the historical development of the rural library services in Africa, and highlight modern rural village libraries in…
The purpose of this paper is to provide an overview of the historical development of the rural library services in Africa, and highlight modern rural village libraries in Ghana and Burkina Faso within this context.
The information in the article comes from a number of different impact studies, including one research study of the rural village libraries in Ghana and one research study of the rural village libraries in Burkina Faso. In particular, the studies examined the impact and role of the libraries on the communities they serve, and enquiries included library use by students, reading habits, leisure reading, attitudes of community members towards the library, and the library's role in academic support. The methodology included focus groups, interviews, questionnaires, examination of library circulation information, and many hours of observation. A review of the professional literature is also provided to contextualize the historical review and the findings from the studies.
Findings indicate the rural village libraries in Ghana and Burkina Faso are successful village/community libraries that are of great benefit to their users. The models for development of these libraries might be used in other similar rural villages to serve both schools and the community.
Future research might include the review and evaluation of other rural libraries in Asia, the Caribbean, and South America, and an analysis of their impact and sustainability.
The information presented in this paper offers some basic considerations in terms of the implementation of rural library services, which have great potential to bridge information gaps in rural areas. Provision of such services is becoming increasingly important as more and more of the world's population desires to become literate. At the same time, efforts to provide access to information must integrate cultural practices, local languages and traditions, and operate from a place of respect and understanding by involving those who will be served in outreach efforts.
The paper builds on previous studies of rural village libraries in Uganda, and provides more support for the village/community library concept as being a potentially powerful solution for provision of reading materials in rural areas. Literacy continues to be a major factor in terms of economic and personal development in underdeveloped nations, and all libraries, but perhaps these small village libraries even more so, have the potential to play an important role in the eradication of illiteracy, development of a reading culture, and provision of services for the “newly literate”.
This chapter gives a general overview of the book, indicates the rich diversity of information literacy (IL) and information behaviour (IB) work carried out and is…
This chapter gives a general overview of the book, indicates the rich diversity of information literacy (IL) and information behaviour (IB) work carried out and is organised into four broad areas moving from the strategic to the highly contextualised. The four areas are specifically: strategic view; delivering information literacy education; the link between university and work; beyond higher education. The approach for each chapter is summarised. This chapter also examines the inter-related nature of the concepts of information literacy and information behaviour. It shows how these ideas are contextualised, theorised and researched. The authors argue that far from being conflicting approaches to the same problem of information capability, they are, in fact, complementary. Though these are epistemologically different both have much to offer in terms of explanation and also as tools for fostering information capability. The history of information literacy and information behaviour is overviewed and their inter-relation explored. It is argued that information literacy can be viewed as the practitioners’ model for delivering information capability whilst information behaviour, being more research focussed, explains it. A diagram is presented at the end of the chapter which helps to highlight and summarise the distinctions and similarities between IB and IL research.
Dewey argues throughout Democracy and Education that schooling plays a powerful role in forming how we are disposed towards democracy. Disposition underlies and determines…
Dewey argues throughout Democracy and Education that schooling plays a powerful role in forming how we are disposed towards democracy. Disposition underlies and determines both thinking and activity. A disposition which operates habitually tends to maintain the moral, social and intellectual status quo. A humane democracy demands a disposition which both challenges existing conditions and is concerned to change them for social well-being. A student’s experience at school would ideally need to be one which supports the motivation and skills to foster such a democracy. Dewey claims that we dispose ourselves to think in particular ways. If our mental processes are habitual then teaching and pastoral care may be done in a way that might impose rigidity of thought on students. If the intelligent concern for social well-being is missing from our thinking, the educational experience we offer provides neither model nor means for the development of a humane democracy. Using vignettes from our own experience as educators, together with our interpretation of Dewey’s thinking in Democracy and Education and How We Think, we consider how our own mental processes as educators and dispositions which underlie them might impact for good or for ill on students’ day-to-day experience. We argue that the main responsibility for conditions of experience falls on policymakers, school leadership, management and teachers, who, we conclude with Dewey, should aim to be aware of their disposition and its manifestation in thinking and activity in order to create conditions which make schooling a truly democratic experience.
The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.
The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.
The findings provide information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.
The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.
In a recent edition of the nation's favourite soap, Coronation Street, a small incident occurred which illustrated in a nutshell the problems facing the deviser of an industrial design in seeking to protect that design from being copied. Angie, a student of fashion design at the local polytechnic put on a successful show of her designs. Emboldened by the favourable reception she set out a couple of days later for an appointment with a local dress manufacturer to try and sell her designs. She returned a few hours later in tears and with hopes dashed. She had arrived at the firm only to discover that her designs were already being made up into dresses. The designs had been copied at the show and already sold to or copied by them. The incident was not without its silver lining in that in getting drunk to forget the whole sad affair this lead to a romantic interlude with fellow lodger, Curley Watts! It is the purpose of this article to examine the main strands of protection for industrial designs and to look at a proposed new European Community Design Law which has recently been published by the prestigious Max Planck Institute for Foreign and International Patent, Copyright and Competition Law (Munich, 1991). This proposal is being put to the EC Commission as the basis for an EC Regulation.