Opvoeders se perspektiewe rakende die gebruik van die leesperiode en skoolbiblioteke in geselekteerde skole in die Noord-Kaap
Date
2014-12
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Suid-Afrikaanse Akademie vir Wetenskap en Kuns
Abstract
AFRIKAANSE OPSOMMING: Alhoewel lees 'n noodsaaklike vaardigheid is, dui navorsing daarop dat leesprobleme ernstige
afmetings aanneem in Suid-Afrika. Om die leesvermoens van leerders te verbeter, het die Noord-Kaapse Onderwysdepartement (NKOD) . verpligte leesperiode ingestel om lees tot sy reg te laat kom. Hierdie artikel beskryf die studie wat ondersoek instel na die gebruik van die leesperiode en die skoolbiblioteek. Daar is van die navorsingshipotese uitgegaan dat opvoeders leerders nie genoeg blootstelling aan lees gee nie en dus nie ’n leeskultuur by leerders kweek nie omdat hulle die leesperiode en die biblioteek as hulpbron ignoreer. Data is versamel by twee geselekteerde hoërskole in die Namakwa-distrik met behulp van vraelyste en fokusgroeponderhoude met die
graad 8- en 9-opvoeders. Die studie bevestig die navorsingsvraag dat die leesperiode nie
geïmplementeer word nie en dat die skoolbiblioteek as ʼn bron vir die bevordering van die geletterdheidsvlakke van die leerders, onderbenut word.
ENGLISH ABSTRACT: Reading is one of the cornerstones of learning. Research shows an escalating concern about the reading ability of South African learners. In an attempt to improve the literacy levels of learners, the Northern Cape Department of Education instructed schools to implement a daily reading period of 30 minutes. Schools are required to indicate the reading period on the timetable and reading must be formally instructed. The purpose of this study was to determine the perspectives of teachers on the use of the reading period and school libraries. It was hypothesised, first, that teachers do not expose learners sufficiently to reading. Secondly, teachers do not create a reading culture or foster a positive attitude towards reading, because they ignore the reading period and do not make use of the library as a resource. A mixed-method approach was followed utilising both quantitative and qualitative research designs to obtain data. The study consisted of a literature review supported by an empirical study. The empirical study was conducted at two high schools in the Namaqua district. The data were collected by means of a questionnaire which was completed by 16 Grade 8 and 9 teachers. Focus group interviews were also conducted with the participating teachers. An analysis of the empirical data showed that, although the reading period is not implemented at either of the two schools, the majority of the teachers are aware of the reading period. However, teachers indicated that they did not receive any guidance or support from the Education Department to assist learners with reading problems. The study showed that many schools do not have a school library and where schools do have a library it seems, from the responses of the teachers, that the library resources are old and insufficient. Hence learners are not exposed to the library to assist them with curriculum assignments. The study confirmed the research hypothesis that the reading period is not being implemented and that the school library is not being used by the teachers to enhance the literacy levels and academic performance of the learners.
ENGLISH ABSTRACT: Reading is one of the cornerstones of learning. Research shows an escalating concern about the reading ability of South African learners. In an attempt to improve the literacy levels of learners, the Northern Cape Department of Education instructed schools to implement a daily reading period of 30 minutes. Schools are required to indicate the reading period on the timetable and reading must be formally instructed. The purpose of this study was to determine the perspectives of teachers on the use of the reading period and school libraries. It was hypothesised, first, that teachers do not expose learners sufficiently to reading. Secondly, teachers do not create a reading culture or foster a positive attitude towards reading, because they ignore the reading period and do not make use of the library as a resource. A mixed-method approach was followed utilising both quantitative and qualitative research designs to obtain data. The study consisted of a literature review supported by an empirical study. The empirical study was conducted at two high schools in the Namaqua district. The data were collected by means of a questionnaire which was completed by 16 Grade 8 and 9 teachers. Focus group interviews were also conducted with the participating teachers. An analysis of the empirical data showed that, although the reading period is not implemented at either of the two schools, the majority of the teachers are aware of the reading period. However, teachers indicated that they did not receive any guidance or support from the Education Department to assist learners with reading problems. The study showed that many schools do not have a school library and where schools do have a library it seems, from the responses of the teachers, that the library resources are old and insufficient. Hence learners are not exposed to the library to assist them with curriculum assignments. The study confirmed the research hypothesis that the reading period is not being implemented and that the school library is not being used by the teachers to enhance the literacy levels and academic performance of the learners.
Description
CITATION: Newman, L. & Le Cordeur, M. 2014. Opvoeders se perspektiewe rakende die gebruik van die leesperiode en skoolbiblioteke in geselekteerde skole in die Noord-Kaap. Tydskrif vir Geesteswetenskappe, 54(4):805-819.
The original publication is available at http://www.scielo.org.za/scielo.php?script=sci_issuetoc&pid=0041-475120140004&lng=en&nrm=iso
The original publication is available at http://www.scielo.org.za/scielo.php?script=sci_issuetoc&pid=0041-475120140004&lng=en&nrm=iso
Keywords
School libraries -- South Africa -- Northern Cape, Books and reading, Reading