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Towards functional school libraries: supporting library assistants in under-resourced schools through a university-community-school partnership.

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Title: Towards functional school libraries: supporting library assistants in under-resourced schools through a university-community-school partnership.
Authors: Silbert, Patti1 patti.silbert@uct.ac.za, Bitso, Constance2 connie.bitso@uct.ac.za
Source: South African Journal of Libraries & Information Science. 2015, Vol. 81 Issue 1, p53-62. 10p.
Subject Terms: *School libraries, *Academic achievement, Communities of practice, Online information services
Company/Entity: University of Cape Town
Abstract: This article reports on an ongoing study on building a collaborative support model for library assistants in a group of schools in the Western Cape township of Khayelitsha through a university-communityschool partnership. The Cascading Support Model was conceptualised as a community of practice between the University of Cape Town's Schools Improvement Initiative, UCT's Library and Information Studies Centre, The Bookery and a group of schools in Khayelitsha. Given the complexity of challenges facing schools in impoverished communities, this collaborative model is presented as a strategy to support library assistants in creating functional school libraries. Using a qualitative, interpretive approach, the study employs an ethnographic research method to describe the collaborative support model offered through the community of practice. The results show that universities are well positioned through their partnership with community organisations and schools to help create models of support through which expertise can be harnessed and disseminated. As a support strategy for library assistants, the Cascading Support Model represents a shift from conventional mentoring models towards a wider community of practice. [ABSTRACT FROM AUTHOR]
Copyright of South African Journal of Libraries & Information Science is the property of Library & Information Association of South Africa and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Towards functional school libraries: supporting library assistants in under-resourced schools through a university-community-school partnership.
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  Data: *<searchLink fieldCode="DE" term="%22School+libraries%22">School libraries</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+practice%22">Communities of practice</searchLink><br /><searchLink fieldCode="DE" term="%22Online+information+services%22">Online information services</searchLink>
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  Data: This article reports on an ongoing study on building a collaborative support model for library assistants in a group of schools in the Western Cape township of Khayelitsha through a university-communityschool partnership. The Cascading Support Model was conceptualised as a community of practice between the University of Cape Town's Schools Improvement Initiative, UCT's Library and Information Studies Centre, The Bookery and a group of schools in Khayelitsha. Given the complexity of challenges facing schools in impoverished communities, this collaborative model is presented as a strategy to support library assistants in creating functional school libraries. Using a qualitative, interpretive approach, the study employs an ethnographic research method to describe the collaborative support model offered through the community of practice. The results show that universities are well positioned through their partnership with community organisations and schools to help create models of support through which expertise can be harnessed and disseminated. As a support strategy for library assistants, the Cascading Support Model represents a shift from conventional mentoring models towards a wider community of practice. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of South African Journal of Libraries & Information Science is the property of Library & Information Association of South Africa and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=113824211
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      – SubjectFull: Communities of practice
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