Information literacy is one of the essential learning areas that must be implemented in schools. The functional school library must be a source of information for the school community especially the learners.

1. INFORMATION SKILLS IN A
TECHNOLOGICALLY DISADVANTAGED
ENVIRONMENT
ANNA DITSHEGO
TIISETSONG SECONDARY SCHOOL
THOKOZA – GAUTENG
SOUTH AFRICA
Diversity Challenge Resilience: School Libraries in Action - The 12th
Biennial School Library Association of Queensland, the 39th
International Association of School Librarianship Annual Conference,
incorporating the 14th International Forum on Research in School
Librarianship,
Brisbane, QLD Australia, 27 September – 1 October 2010.

2. BACKGROUND OF THE SCHOOL AND
COMMUNITY:
The school is situated in a disadvantaged
community.
Many learners come informal settlements
(shacks, hostels).
Unemployment is very high.
Child-headed families due to HIV/AIDS.
The principal realised the importance of
information skills hence the support of the
library.

3. WHEN DOES MY SCHOOL APPLY
INFORMATION SKILLS?
During investigation/information process:
In our school we lack IT resources therefore we
are mainly using the printed materials.
Information skills applied by a teacher when
planning an assignment.
Applied by a learner when researching for an
assignment or doing a voluntary research.

4. WHERE ARE THE INFORMATION SKILLS
APPLIED?
In our school information sources are in use:
In the library - Reference materials e.g.
encyclopedias, directories, yearbooks, dictionaries
etc. Non-fiction resources
In the classroom – Text books, dictionaries,
maps, audiovisual materials borrowed by
teachers.
At home - Text books, magazines, newspapers
etc. if available.

5. HOW DO WE TEACH INFORMATION SKILLS IN
OUR SCHOOL:
Grade 8 orientation at the beginning of the year:
- How to use the catalogue cabinet ( starting from
index drawer)
- Reading the shelves ( showing them how the
shelves have been arranged and organised).
- Showing the difference between fiction, non-
fiction and reference shelves.
- Teaching them about the importance of the call
number and the title on the spine of the book.
- The arrangement and organisation of the books
on the shelves ( to avoid misplacing books).
- Introducing different media formats.

6. HOW IS THE INFORMATION RETRIEVED?
BY APPLYING MAINLY THE FOLLOWING SKILLS:
Location skills: Selection skills:
Learners are taught how They are also taught how
to: to:
o Identify the appropriate Select the most
information service. appropriate sources
o Locate all the available from the various
sources by using information sources that
retrieval tools e.g. card have been located.
catalogue etc. Select relevant
o Locate these sources on information in the
the shelves. information sources

7. HOW IS THE INFORMATION RETRIEVED?
- CONTINUED-
Location skills in the Selection skills on the
library: sources:
Use of card catalogue Table of contents
(not automated library) Indexes
Resource files that I Glossaries
have compiled over the
Guide words/keywords
years.
Headings and
Resource persons in the
subheadings
community ,e.g. elderly
people, community
police forum.

8. HOW ARE THE INFORMATION SKILLS
MASTERED BY LEARNERS?
We do not have Information Literacy Education
as one/part of the learning areas or subjects.
We do integrate information skills with
curricular information and media use.

9. INTEGRATING INFORMATION SKILLS INTO
THE CURRICULUM:
Advantages Disadvantages
Certain identified It is often obvious from the
assignments that the learners
skills will be applied have failed to identify the
information skills required for
in preparation for a a particular assignment.
specific assignment in It is not always possible to
a particular school interrupt the investigation
process in order to explain and
subject. practice the relevant
information skill.
It is easier to develop Because teachers do not know
learners` problem- what information skills have
been taught by other teachers
solving and critical- or how this was done, learners
thinking skills. could be practicing a limited
number of skills over and over,
at the same level of difficulty.

10. ACCESSING THE INFORMATION IN THE
LIBRARY:
When:
During their library
period as a class
(time- table).
Lunch time ( during
breaks).
After school from
Monday - Friday.

11. TIISETSONG SCHOOL LIBRARY TIME-TABLE
(2010)
LIBRARY OPENING HOURS:
MONDAY – THURSDAY: 08H00 – 15H3O
FRIDAY: 08H00 – 14H3O
1 2 3 4 SHORT 5 6 7 8 LUNCH 9 10 11 12
BREAK
TIME 08H00 08H30 09H00 09H30 10H00 10H15 10H45 11H15 11H45 12H15 13H00 13H30 14H00 14H30
08H30 09H00 09H30 10H00 10H15 10H45 11H15 11H45 12H15 13H00 13H30 14H00 14H30 15H00
MON. 10E Shelv. Shelv. 9E OPEN 12F Shelv. 8E Shelv. OPEN 12A 11A 10H 12E
books books books books
TUE. 9C 12C Proces 10B OPEN Proces 11B Shelv. 11D OPEN 8D 8C 10A Cleaning
books books books
WED. 9D Shelv. 10D 11C OPEN Shelv. Shelv. Shelf Shelf OPEN 8B Shelv. Cleaning Cleaning
Books books books Read. Read. books
THUR. 12B 9A Shelv. Shelv. OPEN 10G Shelv. Shelv. Shelf OPEN Shelv. Proces Proces 10C
Books. Books books books Read. books books books
FRI. Shelv. 10F Shelv. Shelf OPEN 12D Shelv. Shelf Proces OPEN 8A 9B Cleaning Cleaning
books books Read. Books Read. books

12. TIISETSONG SCHOOL LIBRARY PICTURES