Place, space and time: adult education experiences of learners and librarians in South African public libraries

 

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dc.contributor.author Nassimbeni, Mary en_ZA
dc.contributor.author May, Bev en_ZA
dc.date.accessioned 2014-10-28T14:14:21Z
dc.date.available 2014-10-28T14:14:21Z
dc.date.issued 2009 en_ZA
dc.identifier.citation Nassimbeni, M., May, B. 2009. Place, space and time: adult education experiences of learners and librarians in South African public libraries. Libri. en_ZA
dc.identifier.issn 0024-2667 en_ZA
dc.identifier.uri http://hdl.handle.net/11427/8901
dc.description.abstract Drawing on results of a national survey, this article examines adult education in South African public libraries from the perspective of adult learners and librarians. Quantitative data from 589 libraries from the total sample of 1295 libraries was collected. This was supplemented by qualitative data collected during site visits to eleven libraries selected to cover geographical spread. The activities of the 26.7% of the libraries involved in adult education are analysed with a view to understanding the interventions through the experience and perceptions of the participants, and so arriving at an understanding of the contribution of the libraries' role in the fight against illiteracy which is acknowledged by the South African government as a serious impediment to its development efforts. An attempt is made to assess the extent to which the experiences in the libraries can be said to be particular to the local situation, or whether the lessons learned form part of a broader pattern of adult education policy and practice observed in other parts of the world, especially developing countries. It is concluded that, in spite of the modest scale of the interventions, the impact is sufficiently encouraging to recommend intensifying and spreading initiatives in the public library's drive for social inclusion. en_ZA
dc.language.iso eng en_ZA
dc.publisher De Gruyter en_ZA
dc.source Libri en_ZA
dc.source.uri http://dx.doi.org/10.1515/libr.2009.003 en_ZA
dc.title Place, space and time: adult education experiences of learners and librarians in South African public libraries en_ZA
dc.type Journal Article en_ZA
uct.type.publication Research en_ZA
uct.type.resource Article en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.faculty Centre for Higher Education Development en_ZA
dc.publisher.department Centre for Information Literacy en_ZA
uct.type.filetype Text
uct.type.filetype Image
dc.identifier.apacitation Nassimbeni, M., & May, B. (2009). Place, space and time: adult education experiences of learners and librarians in South African public libraries. <i>Libri</i>, http://hdl.handle.net/11427/8901 en_ZA
dc.identifier.chicagocitation Nassimbeni, Mary, and Bev May "Place, space and time: adult education experiences of learners and librarians in South African public libraries." <i>Libri</i> (2009) http://hdl.handle.net/11427/8901 en_ZA
dc.identifier.vancouvercitation Nassimbeni M, May B. Place, space and time: adult education experiences of learners and librarians in South African public libraries. Libri. 2009; http://hdl.handle.net/11427/8901. en_ZA
dc.identifier.ris TY - Journal Article AU - Nassimbeni, Mary AU - May, Bev AB - Drawing on results of a national survey, this article examines adult education in South African public libraries from the perspective of adult learners and librarians. Quantitative data from 589 libraries from the total sample of 1295 libraries was collected. This was supplemented by qualitative data collected during site visits to eleven libraries selected to cover geographical spread. The activities of the 26.7% of the libraries involved in adult education are analysed with a view to understanding the interventions through the experience and perceptions of the participants, and so arriving at an understanding of the contribution of the libraries' role in the fight against illiteracy which is acknowledged by the South African government as a serious impediment to its development efforts. An attempt is made to assess the extent to which the experiences in the libraries can be said to be particular to the local situation, or whether the lessons learned form part of a broader pattern of adult education policy and practice observed in other parts of the world, especially developing countries. It is concluded that, in spite of the modest scale of the interventions, the impact is sufficiently encouraging to recommend intensifying and spreading initiatives in the public library's drive for social inclusion. DA - 2009 DB - OpenUCT DP - University of Cape Town J1 - Libri LK - https://open.uct.ac.za PB - University of Cape Town PY - 2009 SM - 0024-2667 T1 - Place, space and time: adult education experiences of learners and librarians in South African public libraries TI - Place, space and time: adult education experiences of learners and librarians in South African public libraries UR - http://hdl.handle.net/11427/8901 ER - en_ZA


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