The impact of school libraries in academic achievement

2012 International Jounal of Information Processing and Commun ication Vol. 1 No.1 The impact of school libraries on learning and academic achievement: A Namibian case study By Nengomasha, C. T., Uutoni, W. E. and Yule, W. (Department oflnfom1ation and Communications Studies, University of Namibia. Abstract Suclies have shown a strong link between school libraries and academic pe1jormance. However for a school libray to effectively have an impact on academic achievement, it must fulfill a number of requirements such as, a conducive physical irastructure, which is well furnished,· be well equipped in terms of computers (with internet facilities) and photocopiers; a strong collection with relevant and up to date materials: and qualfied skilled staff to run the library. The school must also effectively integrate the libray activities into the school curriculum with a strong programme to enhance information literacy skills amongst learners. This paper is based on a study entitled: "The impact of school libraries on learning and academic achievement: a case study of Caprivi, Omusati, Omaheke, Karas and Khomas regions in Namibia" which was conducted by the University of Namibia's Department of Information and Communication Studies from July 2009 to Februay 2010. The study employed a qualitative and quantitative research design using a triangulation of data collection methods including surveys, interviews, focus group discussions, and observation. f rence to The study's main research question was, ''Do well run school libraries make a dife academic performance in Namibia?" Although the study showed the existence of libraries in all the schools; more than 80% of these were not adequately resourced in terms of reading materials, equipment, stffing and hence the impact on academic petformance was negligible. school libraries, academic perfonnance, educational performance, reading culture, Namibia Key words: Introduction and Alaska, Pennsylvania, Maryland, Texas, florida, North Carolina, and Ohio, have Background Literature determined the relationship between school library programmes and academic Many studies have been conducted on the impact of school libraries on academic achievement in schools in the West, but achievement. few studies have been conducted in the Sub-Saharan Africa region, and none in Namibia. The studies conducted in the These studies (Linking Libraries, have shown that it is not just about any library, but a strong library program. When the library West have proven a strong relationship between school libraries and academic specialist achievement. In the United States of America, studies conducted in Colorado, is actively n. d.) having media media involved in instructional programme of the school, collaborating with teachers, and teaching 120 Intenational jounal of information Processing and Communication Vol. 1 No.1 infonnation literacy skills, academic (2003) generally, found better performing Sturges and Neill better developed school library exists, it is frequently inadequately staffed, library with its impact lack previous libraries, several Students with I ibrary quality access to programs In high score a of for school finance, staff, number to in Uganda, (2009) of Magara and found that there were challenges overcome, (buildings) that schools such as and funds lack of for higher test scores continuous skills development for teacher libraries or collections, and the need for librarians who are appointed to the role have library collections reflective without any specialized training. of the needs of the curriculum; and • policy shortages continually stocking and restocking school specialists higher on standardized tests; with government score media Schools teaching-leaning refers to surveys, which have study facilities with highly trained and certiied • a needed Students with access to libraries library of Batambuze higher on standardized tests; • the equipment and library materials. overwhelming conclusions and these are: • sparse shown overwhelming problems, including: study, each confirmed the findings of the are on 2004) Neill, demographics of the There appallingly process". Ojiambo (as cited in Sturges & collection development, and funding. studies. an collection, and is thus marginal in terms of programmes, i.e., higher levels of staffino :' Regardless of the describes school "Even where some semblance of a school in Michigan in the United States of America have (2004) libraries in Africa as being neglected and that schools !012 leaners who are expected to read them. achievement is higher. Rodney, Lance and Hamilton-Pennell I The quality of the library program Dent is reflected in the role that the (2006) explored connections between the presence of a library at t>vo schools in library media specialist plays in the instructional program of the school. rural Uganda and certain student academic A number of studies have been canied out reading habits, study habits, and library indicators such as scholastic performance, use pattens and library usc patterns. Five on school libraries in the southen African region. Anderson and Mathews specific questions guided the research: Do (2010) students with a school library read more? investigated the role of school libraries in Malawi in the promotion of Do students make good usc of the library? culture, Do students recognise the importance of literacy and reading culture. ln Botswana, having the library? Do students use the (2002), Chipunza (2001) (2000), can·ied out studies on Bafo f ur-Awuah and Metzger school libraries, which highlighted library a of refer to disappointments related to school library (1998) and school library has an impact, materials tor non-school-related activities, and academic performance. democratic elections of1994. Zimbabwean Doust a including students' reading habits, use of development in South Africa since the first by class­ there arc several areas where the presence divided administrative responsibilities for studies than without? The study's indings indicate that quali lied staff, low funding levels and (2002) other with the library at their school, and those school libraries. These include; lack of (2007) for differences between the grades of students number of factors hindering the growth of libraries. Hart and Zinn materials related work? Are there any noticeable Nilsson The Botswana study reported on a lack of highlighted the problem of donated reading resources, a lack of appreciation books, which arc often unsuitable for the 121 LOl. International journal of Information Processing and Communication VoL 1 No.1 for the role of school libraries, a lack of library buildings, and lack of time for teaching staff to devote to library work. Regular transfer of personnel in charge of libraries without regard for their role in the library and a lack of trained personnel in many schools were also factors negatively impacting on the effectiveness of school libraries in Botswana (Chipunza, 200 I). However, the study further reported that libraries built in recent years and those in the previously advantaged schools were found to be big enough for the purpose they serve. As regards staffing, the study reported that many library personnel, mostly teachers who were given library functions in addition to their other teaching responsibilities, did not have librarianship training. Some libraries were managed by general workers such as cleaners, who had limited education and who were unable to speak English. Many school authorities pointed out that the Ministry stafing norms restricted them from recruiting teacher librarians or allocating library tasks more effectively (Namibia Library and Information Council, 2007). Studies conducted in Namibia showed the problems reported by the Botswana studies (Baffour-Awuah, 2002; Chipunza, 2001; Metzger, 2000); the Uganda study (Magara & Batambuze, 2009); Zimbabwe studies (Doust, 1998; Nilsson, 2002) and Sturges & Neill (2004) to be true of Namibia. A study conducted by the Ministry of Education (Smith, et al., 2008) in Namibia points to similar problems, eonfinning an earlier study by the Namibia Library and Tnfonnation Council (2007), which revealed that most libraries were small coners more suited to being storeroom and could not contribute meaningfully to a learning programme. A large proportion of about 50% Grade l 0 students are not qualifying for Grade II . . . " (Pass rates still. . . , 2011). Figure I presents some statistics from Ministry of Management Education Education, System (EMIS), 2009) Information Figure 1: Points scored in the JSC examination Figure I (a): Caprivi and Erongo DCaprivi : :r - 10% 0% ll l oErongo i - 1 Figure l(b): Hardap and Karas oHarap oKaras I - lr l: 0% .. 0 122 n ' : 2 � " N ' " ? 0 N , " .. M 0 ' ' N ., .. ., .. ' 0 lnternational journal of Information Processing and Communication Vol. 1 No.1 Figure l(c): Omaheke, Omusati and Oshana •Omhe(r OOm>tl Figure l(d): Kavango and Khomas DOshana DKVanoo 30% 40�· 30% 20% - 10% 10% 0% � 0 , :: ? .. "' = 2 0 < ) "' ' M > > N � ' N , , ' , ) OKhoas --- 20% oo� 2012 l ll - > ' 0 rl 0 ' ' Points were calculated for each candidate as the sum of scores of his or her ive best factors related to leamers' school and home environment. According to subjects and English: A=7 points, B=6, C=5, 0=4, E=3, F=2 and G=l point. The highest score a candidate could achieve Lockheed and Komenan (as cited in Bojuwoye, 1992), the effects of the school environment in most cases tend to impact the academic perforn1ance more than the was thus 42. Ungraded and incomplete subjects were counted as 0 points. The home environment. School environment entry requirements for Grade 1 1 in 2009 factors include poorly trained teachers, were 23 points and F or higher grading in English. In 2009, 50.3% of the junior language of instruction, teacher/leamer ratios, poor physical infrastructure and school certiicate (JSC) candidates scored the required 23 points, an increase of 1.5% compared to 2008. There was a decrease inadequate resources such as textbooks (Bojuwoye, 1992). The Namibian Education System audit, "harnessing the metaphor of 'elephant in the kraal' of 1.0% in the number of candidates for 2009 compared to 2008 (Ministry of Education, EMJS, 2009). There are several factors that have been said to attribute to poor academic performance in schools. These include personal characteristics of leamers and identified indiscipline and the absence of a healthy work ethic among teachers as to principal concerns which contribute to lower levels ([Namibia's Conference], 123 of nominal National 2011). leaning . . . " Education ll International journal of Information Processing and Co mmun icat ion Vol. 1 No. 1 201 Z Figures 2 and 3 below indicate the learner/teacher ratios in Namibia's schools. Figure 2: Learner/teacher ratios in schools staffed by the State (2009) 40 l 30 20 it � l� I 10 . l' 0 2003 2004 2006 2005 2007 2008 •caprivi •Erongo 8Hardap •Karas oKavango lKhomas •Kunene cOhangwena •Omaheke oOmusati ooshana Oshikoto o Otjozondjupa Figure 3: Learner/teacher ratios in the primary and secondary school (2009) 40 30 I. 20 10 0 :� . ' ) 0 > c 0 w . ' ) ' : :: ! � ll 0 > c o > o ) ' ) :. > E 0 c ) c :: :: :: DPrimary ' ) c : ) : > c o :. 0 ) :. o E 0 ·� ) > ' c ' :. E 0 0 I Secondary > 9 0 : E ) 0 ll . > ' c 0 N 0 = 0 The ratios indicated in the figures above are below the national accepted ratios of 40 for primary schools and 35 for secondary schools (Ministry of Education, 2009). However, a study conducted in the United States by Diaz, et. al (2003) showed that a class with a student­ teacher ratio of under 19 students is the most beneficial setting for a classroom. The audit of the Namibian Education System repoted that the country had, unlike in the past, qualified teachers with the number having increased from 55.6% in 2004 to 76.8% in 2010 (He ita, 2011) . Figure 4 below indicates the qualifications of secondary school teachers in Namibia's thirteen regions. 124 International jounal of Information Processing and Communication Vol. 1 No. 1 201 L Figure 4: Qualifications of secondary school teachers 100% ��T 90% 80% Teacher training. Gd 12 + 3 or more o Teacher training. Gd 70% or2 60% 12 or Gd 12 + 1 o Teachertraining. tess than Gd 50% 40% 30% o No teacher training. Gd 12 + 3 or o No teacher training. Gd 12 or Gd 12 more 20% +1 10% 12 or2 • No teac h er training.less than Gd 0% 12 The above figure indicates the number of years (3 or more years; I or 2 years) spent on te1tiary education. Regarding the language of instruction, "the national rating of English proficiency is below basic, where nearly 80% of leaners in six northern regions score the poorest mark in English proficiency" (Heita, 2011) . In a study of this nature, it was important to take cognisance of these factors when reaching conclusions on the study's findings. Purpose of the study There are several factors that have attributed to the higher failure rate in Namibia's Vision 2030 (Ofif ce of the President, schools in Namibia. These include the 2004 ) and the Education language of instruction, poorly trained Training Sector Improvement Programme (ETSIP) recognise the role of libraries, and teachers, and poorly run library facilities. in particular school libraries, in the development of the country. As the counry strives to improve the culture of This study therefore explored the impact of libraries on academic achievement. The study aimed to show a link between school libraries, learning and student academic reading and improve literacy levels, school libraries have n important role. This study achievements. In order to achieve this, the therefore sought to address the question study used the same indicators as used in "Do well run school libraries make a other difference to academic performance in Namibia? Similar studies 11 other countries have shown that there is a link between school libraries and academic studies such as academic performance, reading habits, study habits, library use pattems, levels of staffing, collection development and funding of school libraries. perf01mance. 125 of International Journal Information Processing and Communication Vol. 1 The research objectives were to: included: school principals/heads, leaners, librarians, investigate the existence of school 1. access how well established these Ministry Questionnaires libraries are in terms of funding of Education, were mailed to all combined and secondary schools on the and collection development; 3. and School Library Services administrators. libraries in Namibia; 2. No.1 11012 sampling frame. The questionnaire mailed assess how well integrated school library activities are into the school to the schools management had both close­ curricula; ended and open-ended questions aimed to 4. investigate the reading habits of gather students with school libraries and those without; establish 5. the impact interventions effective school library existence budget and of and library libraries, collection programme issues. The purpose of the survey was libraries on academic perfotmance; rec01mnend on library development of school meant and 6. data staffing, to make representative for response systems and programmes in Namibia. the and rate study more generalisable. from these The mailed questionnaires was very poor. Out of the 247 questionnaires distributed, only 39 (15.8%) were retuned. The data from the Research Methodology questionnaires qualitative and quantitative group Eleven discussions, focus conducted documents search and observation. with group discussions leaners, two in were each region except for Karas where there were three. A semi-structured interview guide The population was all the combined and secondary schools in Namibia. with through desk study research. data collection methods including surveys, focus supplemented group discussions, as well as data collected research methods. The study used a triangulation of interviews, was data from the interviews and the focus This was a multi-school study that used was used for this purpose. Purposive The same sampling, ensuring the choice of regions applied to the focus group discussions with vvas well spread, was done to select ive of the teachers. interviews with purposively the country's thirteen regions. These were selected school heads and librarians, as Caprivi, Karas, Khomas, Omaheke and well Omusati. Random sampling method was Education's Department employed to select two schools per each of Library the five regions for interviews, observation Documents from the Ministry of Education and focus group discussions. as officials Services (Education The main in Statistics, the Ministry of of Educational were conducted. 2 008, 2009 and sampling frame was the list of secondary 2010) on school performance from the schools from the Ministry of Education. Ministry ofEducation were also consulted. The irst sampling level was the schools, and then within respondents teachers conveniently the selected comprising were leaners purposively sampled. Basic level descriptive statistics were used schools to organise and analyse statistical data and obtained and into Respondents variable 126 using categories quantitative techniques, of for measured objects by the every different Intenational journal of Information Processing and Communication Vol. questions in the questionnaire. Qualitative This section presents the indings of the discussions was analysed using content The data is integrated lO12 The Study's findings data from the interviews and focus group analysis. 1 No. 1 study from the questionnaires, interviews and and focus group discussions. Two hundred presented in this paper in the fonn of and forty seven copies of the questionnaire tables and descriptive narrative under the were distributed to every combined school following headings: and secondary school as follows: Caprivi - physical 50; Omusati - 13 2; Karas - 15; Khomas- • Libraries' infrastructure • Staffing the • Funding • Collections responded: Khomas- 6 out of39 (15.4%); and facilities 3 9; and Omaheke - 11. Figure 5 presents and collection those schools, which out of 15 ( 2 6.7%); Omaheke -3 out of 11 Integration of the school library ( 27 3 . %); and Caprivi- 2 out of 50 (4%). programme into school activities • of Omusati- 24 out of 13 2 ( 18.2%); Karas - 4 development • number Academic perfonnance Respondents to questionnaires by region Despite the poor response from the regions, data from the questionnaires was supplemented by data from the interviews and focus group Figure 5: Respondents to questionnaires by region 25 20 15 10 0 I !(homas 0lusti II l{ams Region 127 Omaheke I I Capri I discussions. International journal of Information Processing and Communication Vol. 1 No.1 20 I L Physical infrastructure (school library infrastructure) and facilities Data on physical infrastn1cture is presented under the following subheadings: presence of libraries; library infrastructure; library furniture; computer facilities; and intenet facilities. Presence of libraries To detennine if schools had libraries the question "does the school have a library?" was asked. All the schools had libraries, which are best described as a room speciically reserved for a library (61%); a storeroom turned into a library with books on shelves (31%); and other (8%). Other descriptions were classrooms with books on the shelves and media centre. Library physical infrastructure Figure 6: Physical infrastructure 25 20 IS 10 5 0 I l A storeroom turned into a library A wdl1 books on shelves room specifically reserved for library Most of these so called libraries were not purposely-built. ther They were either a storeroom tuned into a room with books on shelves, or a classroom with books on shelves. The Education Statistics of 2009 and 2010 (Ministry of Education, 2010, 2011) regarding infrastructure do not even relect libraries. Computer Facilities The focus group discussions and interviews established that 8 of the 11 schools visited had computers, ranging rom 1 to 30 computers per school library. The indings from the questionnaire sent out to schools however show that only 23% of the schools had libraries 128 Intenational journal of Information Processing and Communication Vol. 1 No. l .W! with computer facilities. In most cases where school libraries had computers, the computers were for the librarians' use only. Education Statistics of 2010 reveal the following statistics of computer rooms ( permanent, prefabricated and traditional, i.e. made of poles, metal sheets and tents): Caprivi- 29, Karas56; Khomas- 130; Omaheke- 4 1 ; and Omusati- 6 1 . This is out of a national total of 770 schools. It should be noted that these figures include primary and secondary schools. Internet facilities The responses from the questionnaire regarding internet facilities 11 school libraries are reflected in figure 7 below. J<igure 7: Internet facilities 30 20 10 •---� yes no The responses tl'om the interviews and focus group discussions revealed that only 1 school library out of the II schools visited had computers connected to the Internet. The findings from the questionnaire sent out to schools show that only 17% of the libraries had Intenet facilities. The schools that had Intemet facilities rated Internet reliability as very reliable (36%), reliable ( 14%), and half of the respondents said Intenet was not reliable or not reliable at all. To establish whether leaners have access to 11temet, leamers were also asked if they have access to the Intemet outside of school. Some learners said yes. They had access to the [nternet from cell phones, nearby public libraries, computers at home and Internet cafes, but some leamers had no access to the Tntemet at all. 1 29 International journal of information Processing and Communication Vol. 1 No.1 :w l:l Staffing The study wanted to establish if school libraries were being run by qualiied librarians. Figure 8 presents responses to the question "Do you have speciic position for a librarian?" Figure 8: Librarian positions at schools 25 20 15 10 I 0 I no yes ther The findings from the focus group discussions and interviews were that only two of the 11 schools visited had a specific position for a librarian: one position each. The findings from the questionnaire sent out to schools show that 61% did not have a specific position for a librarian. In most schools, Basic Infom1ation Studies teachers, and teachers with full-time teaching responsibilities, are in charge of the libraries, while in some schools, secretaries assist in the libraries. Findings from the visited school also show that the two speciic librarians had librarianship qualifications: B. Bibl Ed. Findings from the questionnaires show that only 22% of the librarians had formal librarianship qualiications. These qualiied teachers include those who had studied librarianship as a minor subject, those with B. Bibl. Ed., as well as those who had attended library workshops. Collection development The data on collection development is presented under headings: tpes the of following library Types of materials in the libraries sub­ The materials; and frequency of receipt of Educational materials ranged from and newspapers, to audio visual tapes and of other materials in different media formats. materials from the Minish-y of Education's Department of textbooks, reference materials, magazines acquisition of library materials, including methods types Most school libraries reported that they Library had magazines and newspapers (29) in Services; and relevance of materials and their funding. 130 collection followed by reference International jounal of Information Processing and Communication Vol. 1 No. 1 materials (28), textbooks (24), and audio visual tapes including cassettes and DVDs (9). 201 Z The schools were asked when they had last received some library materials from the Ministry of Education ' s Department of Educational Library Services (ELS). The responses are indicated in figure 9 below. Acquisition of library materials The responses from the questi01maire indicated that the most common method of acquisition through of the Department library Ministry of materials was of Education's Educational Library Services. The majority of schools reported that they received their materials from Education Library Services (30), followed by purchases from school funds(9), and through solicited donations (9). Some materials were also acquired through unsolicited donations, the smallest number being library materials purchased through other funds (1) . The same findings were gathered through focus group discussions and interviews. Figure 9: Frequency of receipt of materials from the Ministry of Education 20 15 10 5 0 I I Wthin the lat six monthsWn1in the last 12 months thin the last two years More than three years ago 131 International journal of Information Processing and Communication Vol. 1 No. 1 2012 The responses indicated in figure 9 show that most schools had received materials within the last six months. The same was expressed by the interviews. From the questionnaires the responses were: "within the last six months" (20), "within the last twelve months ( I I), "within the last two years" (4) and "more than 3 years ago" (3). Relevance of the library materials Learners' reading habits In focus group discussions with teachers, most highlighted the outdatedness and lack of relevance of the materials in the library. In some schools they complained about the lack of materials in indigenous languages. The lack of materials on science was also mentioned. The focus group discussions with leaners revealed that leaners generally read regularly. The reasons why they read included reading for fun, to get information, to improve reading skills and to help them in doing their homework. In response to the question "When last did you read a book?" the responses ranged from: "I hour ago" to "not reading at all". When asked if they read during their spare time, the answers were "yes" and "no". A follow-up question was asked to establish what they read, and the majority of the learners read iction, though some read newspapers, magazines and reference books. Funding for library materials The interviews revealed that not all schools had library budgets. Of those with library budgets, the size of budgets ranged from N$ LO to N$20,000. For those schools with library budgets, most of the schools (42%) said the library budget was not at all adequate. When asked about where the sources of funding came from, the responses were: none, school development fund (SDF), Ministry of Education ' s Department of Educational Library Services, readathon fundraising activities, school library budgets and donations. Respondents also provided the following answers on how they spend their allocated library budgets: buying books and magazines, stationery, processing materials, audio visual materials and equipment, teacher reference software for computers, and posters. Integration of the school Teachers' use of library for lesson preparation The use of libraries for teaching preparation by teachers varied. Some teachers used the library and would have liked to integrate it into their teaching but were hindered ·om doing so because the libraries were not well resourced. Some teachers used the public libraries. One teacher said she consulted the library materials in the school library and then refered learners to relevant pages, but they found it difficult to consult the materials as they were not given training on how to use them (infonnation literacy skills). However, some teachers said they did not give enough library oriented tasks. The same was echoed by the teacher librarians. In one of the schools visited, with a well-resourced well-run library and a qualiied librarian, the librarian said that she did not receive much cooperation from the library programme into the school activities The data under this section is presented under the following sub-headings: leaners' reading habits, teachers' use of the school library for lesson preparation, library usage statistics and library periods and opening hours. 132 International journal of Information Processing and Communication Vol. 1 No. 1 secondary school teachers but she did from the primary school teachers. Schools indicated that usage tended to be standard throughout the year. Only two schools reported an increase in usage during examination time. Five schools indicated that the rate of usage increased according to grade levels; whi1st three schools reported that the rate of usage is the same for scheduled and non-scheduled library times. Library periods and opening hours Five out of the 1 1 schools visited did not have library periods. At schools that had, library periods varied from once a week to twice a week. The times the libraries were open was during b reak time and after classes in the afternoons. All the schools interviewed had the Basic Information Science (BIS) subject that introduces leaners to how to usc sources of infon1ation and the library. All schools confinncd that BIS was on the timetable, but in some schools there was a confusion between seperating BIS periods and library periods . In the focus group discussions with learners, in response to the question, "What do you do during BIS period?" some learners responded that they came to the library and read books and the teacher asked them to r eport on books they had read. In some schools, BIS period was considered a free period. Academic perfonnance The data under this section is presented under the subheadi ngs: rating of academic perfo1ance by school management and significance of the impact of school libraries on academic perfonnance Rating of academic 2012 performance by school management The schools' management was requested to provide their opinions on the academic performance of their leaners. In the questionnaire, the majority of the schools (28) reported that their performance was generally good; three ( 3) schools reported that they were very good; and five schools reported that their results were poor. The interviews with school management produced the following findings: 8 of the I I schools reported that their academic results were good; 2 schools reported that they were poor and I school reported they were very good. Significance of the impact of libraries on academic performance The opi nions expressed by the schools' management in the questionnaire with regard to signiicance of school libraries on academic pcrfonnancc were: 24 - very signiicant; 14 - signiicant, 3 not signiicant and 1 - not significant at all. The same results were coni nned by the interviews. The responses from the 11 schools interviewed were: 7 very not signiicant, signiicant; I signiicant; and two - not sure. - Recommendations on libraries from the schools and teachers were asked to suggest recommendations on how their school libraries could be improved. The following recommendations were made. Leaners Learners' recommendations • • • books such as career books, as well as daily newspapers; Provide computers for use and access to the Intenet; and Employ a member of staff with an interest in the library who can keep the lib rary open all the time. Buy more , 133 I International Journal of Information Processing and Communication Vol. 1 No. 1 The leaners' reading habits showed that the Teachers' recommendations Bigger • library room and leaners more results subjects taught at the school as well access to school libraries is rather limited the library I nte rnet Provide and facilities Eli minate • Assign permanent members of staff the sharing and school their question: libraries make a difference to "Do well (2008) the they finding NLIC recommended that public most varied infomation. A wotTisome situation is that a oriented tasks to their leaners due to the fact to that some teachers do not support library activities and do not sec the relevance and from the school development fund, school contribution o f school libraries in supporting budget, fundraising activities and donations. the curricula and teaching activities. However the c funds were not adequate. and The study revealed that most schools do not Batumbuze's (2009) findings that school have library periods. These results seem to libraries need to overcome challenges of conirm the indings of the Botswana study funding in order for them to continuously school for number or teachers do not give library­ funding. school libraries got their unding Magara library school libraries. Some, however, use the library regards school public libraries as an alternative source of materials are outdated and not relevant to With the so by the lack of relevant materials in their l earn ing programme. School libraries were and use their teaching, they arc hindered from doing could not contribute meaningfully to the update who research. It was also reported that although corners more suited to be storeroom and and This study's findings they want to integrate library activities into (2007) that most school libraries are small confirm their reasons, including lesson preparation and rooms turned into a room with books and or a classroom with books on findings for Teachers, on the other hand, reported that shelves teachers. nearby public cafes poorly rcsourced. They are either store resourced needs. usc to the fact that some school libraries are The study revealed that all the schools have support intenet learners coming from nearby schools owing academic school libraries but most school libraies are and not libraries should cater for the needs of the school run also and information performance in Namibia?" learners are confitm similar findings by Smith et. al met, as well as answering the study's main research libraries libraries detetmines if the research objectives were well are always times their curriculum. It was also noted that some This section discusses the study's findings; This libraties opening outdated materials that have no relevance to implications shelves. school the learners who do not have well equipp ed fi nd ings the not purpose built. or of their school libraries arc stocked with to take care of the library of some reason also reported by leaners is that most books of amongst leaners; and Discussion since closed convenient for the learners. One important photocopiers; • restock These on the ground and the reason could be that in as materials in local languages; These regularly. covering Materials • not read however, do not confirm what is happening resources; • 21l12 by Chipunza (200 I ), which argued that lack library of collections. 134 time devoted to library work is a W 12 International journal of Information Processing and Communication Vol. 1 No. 1 fundamental factor that hampers effective libraries in name only. integration of school library activities into Sturges' observations (2004) of neglected the curricula. Where the library period is school libraries in Africa where even if there Namibia confinns indicated on the timetable, a number of is "some semblance of a school library, it is teachers do not seem to take this seriously frequently since they do not accompany and support appallingly sparse collection, and is thus their leaners in the use of the libraty. More marginal in terms of its often, teaching-leaning process". the period of Basic Information inadequately staffed, with an impact on the Science (BIS), which is a compulsory but non-examinable subject in Grades 4-10, is Although the study rep011ed the majority of sometimes confused with the library period. the Jt should be mentioned here that although performance BlS focuses on teaching information literacy academic perfonnance was reported by the skills, it is slightly di fferent from the library audit on Namibian Education System (Heita, period, reading and using a school library. 20 I I ). The Education Statistics of 2009 and 20 1 0 (Ministry o f Education, 2010, 20 1 1 ) in figure 1 confirm this. Looking at the ln conducted by NLIC to have an impact on academic perfon1ance, (2006), it was reported that lack of trained and the fact that over 80% of the school library libraries in Namibia do not meet these where leaners arc exposed to investigating the truth on their own, through schools saying was that their generally academic good, poor requirements that school libraries must meet a similar study personnel in many schools, and regular transfers of personnel in charge of requirements, this study can conclude that libraries without regard for their role in the school libraries in Namibia have very library activities, were also factors that were minimal impact on academic performance. negatively impacting on the effectiveness of A small percentage of the schools meet school libraries in Namibia. The indings of these requirements and also happen to have this picture, a good pass rate. However it is also in the whereby most school libraries do not have a same schools where learners do not share study revealed a similar specific position for a librarian, and in cases textbooks, they receive books as presents where and have access to the the librarian is position often exists, overloaded the teacher with home. other As the factors impact of school all that for home factors achievement. contribute The audit to on , shows that the poor state of libraries is only libraries and academic agree shown Namibia Education System (Heita, 2 0 1 1 ) Lance & Hamilton-Pcnnell, 2003;) on the performance and academic Studies ( Linking Libraries, n. d.; Rodney, has 1992), a number of school (Bojuwoye, teaching. lntemet even at literature one of the many school factors contributing school on to the poor academic performance. Other academic performance, libraries must have factors such as leaners' indiscipline and libraries to have a positive impact adequate infrastructure; be well resourced in absence terms of .mding and materials (which must ( Namibia's National Education Conference, of work ethics play a part be up to date and relevant); be manned by a 20 1 1 ). The poor state of school libraries is full time qualified librarian; be integrated in only the school's curriculum; and learners be environment which is said to have a greater information literate. The findings clearly effect on academic achievement than the show that the majority of the libraries are 135 a small component of the school International Journal of Information Processing and Communication Vol. 1 No. 1 family or home environment (Lockheed and Komenan (as cited in Bojuwoye, 1992). • Recommendations One of the study's objectives was recommend interventions for "To effective school library systems and programmes in both rural and urban schools in Namibia". The study's findings provide information to educational policy makers, school decision makers, school boards, principals, teachers and school librarians, which can be used to support the establishment and improvement of school libraries in rural and urban areas in Namibia. The following recommendations emanate from the study's indings: • Provide better school library infrastructure to replace the storerooms/classrooms tuned into libraries with libraries that arc purpose built. • Provide adequate funiture for school libraries. • Create librarian positions for school libraries and hire professionally qualified librarians to run the school libraries. • Provide adequate funding for collection development. • Provide adequate computers in all schools, and Internet facilities. library • Develop meaningful programmes and integrate these into the school curriculum. • Revamp the Basic I n formation Science programme to enhance information literacy. • Encourage teachers to give library­ oriented tasks or projects to their learners (promotion of leaner­ centered education). • Teaching loads for teacher librarians should be lessened to allow them to commit more of their time in school • 2012 library activities and promotion of a reading culture. Partnerships between the training institutions such as the University of Namibia and the Ministry of Education's Department of Education Library Service (ELS) should be consolidated to facilitate continuing training programmes for teacher librarians. An area for further research could be to investigate the extent to which the school library in relation to other factors, contributes to academic achievement in those schools with well run libraries and a good pass rate. References Bojuwoye, 0. A case study ofschool-related factors affecting Nigerian secondary school pupils ' academic 23 Retrieved from 20 1 1 September, http://wvvw.unilorin.edu. ng/jounals/ elucation/ije/clec 1 992 performance. Chipunza, H. E. (200 1 ) . School Library Development in Africa: The Regional Conference on the Strategies for School Library Development in the ECSA Region, Harare, Zimbabwe, 28-30 November 2000. Retrieved 1 8 from September, 201 I http://ifl.sagepub.com/content/27/56/330. citation Dent, Y. F. (2006). Observations of school library impact at two rural Ugandan schools. New Library World, 107 ( 1228-9), 403-4 2 1 . Diaz. K., Fett, C . , Terres-Garcia, G., & Crisosto, N. M . (2003). The Effects of 136 Student- Teacher Ratio and International � Journ --Interactions on Performance in of Information Processing and Communication Student/Teacher High Ministry School of Vol. Education, Education Retrieved 23 September from 20 1 1 http://mrbi.asu.edu/downloads/Educa tion.pdf 1 No. 1 1__2_1 _ 12 _ _ EMIS. (2009). 2009. Statistics. Windhoek: Ministry of Education. Scenarios. Ministry of Education, Education ::M IS. (2010). Statistics 20 I 0. Windhoek: Ministry of Education. Doust, Robin W. ( 1998) Provision of school library services by means of mobile librar1es: the Zimbabwe experience. Retrieved 3 I October, 20 1 1 from http://archi ve. i fla.org/IV/i la64/004108e.htm Education and Training Sector Improvement Programme (2007). (ETSIP). Planning for Programme a learning document Conference! Resolutions, way (20 I I ). amibia Library and Infonation Council. (2007) Status of Libraries in I (2006-201 1). Windhoek: ETSTP. Namibia: Report on regional visits 2002-2006. Hart, G and Zinn, S. (2007). The conundrum of school Education Retrieved 2 September, 20 l I from h tp://www.a;G.COm.na/fileadmin/pdf' 201 1 /az/ forward. nation: phase National [Namibia 's Windhoek: Ministry of Education. libraries in South Africa. Nilsson, U. (2002). The role of libraries in a Retrieved 3 I October, 20 1 1 from htp://wwv; .dissanet . com/i la/pdf/LI ASA%2007%20l lart%20&%20Zinn developing society: a Zimbabwean Retrieved 3 1 October 20 1 1 from li http://archive. i fla.or/IV tla68/paper s/080-092e.pdf experience. M Heita. D. ( 2 0 1 1 ) . Undisciplined teachers a bane to education. Linking libraries and academic achievement. (n. d). Retrieved 25 March, 2006 from http://www .doe. virgi nia.gov/VDOE/ Technologv/OET/J iaa/overview .html Office of the President. (2004). Namibia Vision 2030. Windhoek: Office of the President. Pass rates still too low across the spectrum . Magara, E and Batambuze, C. (2009). The School Library Programme in (20 1 1 ) . Retrieved 2 3 September, from 20 1 1 http//mobi.namibiansun.com/node/ l 3366 Development Pallisa District, Uganda: an impact stud. Retrieved September, from 18 20 1 1 http://itl .sagepub.com/content/35/?I I Rodney, M. J., Lance, K.C.; & Hamilton­ Pcnnell, C. (2003 ) . The impact of 1 Michigan Ministry of Education. (20 1 1 ). Education Management Information Education Statistics, System school Librarians academic performance: Kids have Michigan: libraries succeed. The Library of Michigan. 20 I 0. Windhoek: Ministry o f Education. 137 on who lnlernational Journal of Information Processing and Communication Vol. 1 No. 1 Education, Directorate Namibia Library and Archive Service (NLAS) Smith, J . G., Fouche, B., Muirhead, D. & Underwood, P. G. (2008). Namibian Library and Information 20 I ) Services Sturges, P. and Neill, R. (2004). 2°d. Ed. £­ Sector Strategic Assessment Study: Book. Interim Report. [Windhoek]: Knowledge Leadership Associates. Available from Ministry of The information people of Routledge. 138 quiet and struggle: libraries for Africa. the [London]: