Reading Without Borders: School Libraries and Teacher-Librarians Promoting a Reading Culture, Building Sustainable Rural Communities

Siyanda Edison Kheswa

doi:10.25159/2663-659X/20997

Authors

Siyanda Edison Kheswa University of KwaZulu-Natal https://orcid.org/0000-0002-8486-9875

DOI:

https://doi.org/10.25159/2663-659X/20997

Keywords:

reading culture, school libraries, teacher-librarians, rural education, literacy development

Abstract

Reading is widely recognised as a key driver of individual development and broader socio-economic transformation. However, South Africa continues to face a persistent literacy crisis, particularly in rural contexts where structural inequalities limit access to quality educational resources. This study investigates the role of school libraries and teacher-librarians in promoting a reading culture and supporting sustainable rural community development in the uThukela District, with a focus on the Bergville Circuit. Guided by an interpretivist paradigm, the study adopts a qualitative approach, using semi-structured interviews with purposively selected teacher-librarians from seven schools with functional libraries. The findings reveal that the development of a reading culture is hindered by several interconnected challenges, including limited access to relevant and age-appropriate reading materials, socio-economic constraints, low parental literacy levels, heavy educator workloads, inadequate support for learners with special needs, and uneven library infrastructure. Despite these challenges, school libraries and teacher-librarians emerge as critical agents in promoting reading engagement, supporting literacy development, and creating enabling learning environments. The study highlights the need to strengthen collaboration between educators and teacher-librarians, improve library infrastructure, and expand access to culturally relevant and engaging reading materials. It recommends adopting a coordinated, systemic approach that includes structured reading programmes, learner-centred literacy initiatives, and community-based interventions such as storytelling, reading clubs, and book promotion activities. Positioning school libraries as central hubs for literacy and community engagement is essential to improving educational outcomes and supporting the long-term sustainability of rural communities.

Author Biography

Siyanda Edison Kheswa, University of KwaZulu-Natal

Lecturer for Library and Information Studies under the School of Social Sciences in the College of Humanities.

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