Harrod’s (2000), defined school library as an organized collection of books placed in a school for the use of teachers and pupils, but usually for pupils. It may comprise books of reference and or books for home reading and in the care of a professional librarian, or teacher-librarian. It is variously call “Instructional Materials Centre”, “Learning Centre or Media centre.”
The School library serves as a service agency which supports the schools’ objectives and provides materials for all subjects and all interest of pupils and teachers. The school library is a supportive resource of the school curriculum, its provisions, services, and development is directed at aiding school programs (Kinnel, 1994).
Libraries generally have as their main purpose acquiring, processing, storing and disseminating information to which school library is not an exception. The school library has a vital role to play in the information service. They provide materials relevant to the curricular needs of everybody with the school community. The importance of providing such resources cannot be overemphasized if the school library is to be an instigator of and support for resource based learning in the school.
Also, in relation to information skills, the library and its librarian, make available materials and services in different varieties to allow both pupils and the school community to use these skills in finding the information they need.
The purpose and philosophy of school library service are rapidly being understood and accepted by school administrators and teachers. The fact necessitates that the school librarian be thoroughly familiar with those purposes such as guidance, the reading program and the enrichment program for pupils and teachers. However, Albert Academy library has no trained and qualified librarian, who understands and performs those purposes in order to ensure that the service provision is fully attained.
Albert Academy School Library
The Albert Academy was inaugurated on the 4th October 1904. It was until 1975 when the Albert Academy Alumni Association in their meeting thought it wise that such a reputable institution must not go without a library as the development of school libraries was at its highest peak at that time. An idea to erect a library building was born with the collaboration of the alumni association and the owners of the school that is the United Methodist Church. The library was established with the aim of having a place where pupils could go and explore new ideas to further strengthen their school curriculum activities and leisure as well.
The library was officially opened to the entire school community by His Excellency the late Dr. Siaka P. Stevens on 4th October 1976, then President of the Republic of Sierra Leone and also a member of the Albert Academy Alumni Association class of 1922. The library was named after him following the immense contribution he made towards establishing the library for the school community. The Albert Academy Library has a mission to “Support school curriculum activities by providing materials of relevance in the school process and to introduce new and improved information sources to help make the school to be in line with modern standards of education.”
The objectives of the Albert Academy school library are as follows:
I. To provide pupils with library materials and services most appropriate and most meaningful in their growth and development;
ii. To participate fully in school programs as it strikes to meet the needs of pupils, teachers, parents and others community members;
iii. to stimulate and guide pupils in all phases of their reading that they may find increasing enjoyment and satisfaction and may grow in critical judgment and appreciation;
iv. To make available new development and keep pupils abreast of modern trends in education recognize reader’s needs and keeping them well informed in order to create a well dynamic educational environment;
v. To work with the teacher in the selection and production of educational materials that meet the aims of the curriculum, offer guidance in the use of collection, evaluation of education programs and materials, facilitates the location, organization and maintenance of materials efficiently; and
vi. To help pupils to become skilled users of libraries and of printed and audio-visual materials.
Library Provision at Albert Academy School Library
A major role in the information service provided by modern school library is in the provision of materials relevant to the curricular needs of pupils and teachers. In recent years, the curriculum activities have moved to another level, where the school being supportive resource of this movement, must endeavor to house a variety of print and non-print materials and have access where possible to electronic sources of information which are also part of the information resources in the library.
Given the demands of the modern school curriculum, the school library must now house a wide variety of print and non-print materials and have access, where possible, to electronic sources of information. The Albert Academy School provides printed materials, book, fiction and non-fiction as well as pamphlets, newspapers, chart, pictures, monographs, manuals, handbooks, textbooks and other reference books the library also provides non-books materials which include audio and audio-visual materials, slides, tape-slides, video cassettes, and CD ROM’s. Although these are not materials in the traditional sense, they still constitute resources for use by pupils and teachers. Use of electronic sources help school libraries to present pupils and teachers with a concept of a School Information Centre which is not continued to the school but is a link to an unending supply of information (Herring, 1988).
Albert Academy School Library Services
The purpose of establishing Albert Academy School Library is to provide services for both pupils and teachers in a bid to fulfill one of its major purposes, which is to aid curriculum goals by providing services that are indispensably linked to the fulfillment of this purpose.
One of the principal services of the Albert Academy School library is to act as back-up to the under resourced school program. Even advanced countries cannot easily stock materials ranging from five thousand (5,000) to twenty thousand (20,000) in a small room to provide help to school programs. Therefore, they see the need for central stock of materials which can be borrowed for differing lengths of time (lending service) and also for reading and consultation services. This is done in order to augment the school curriculum at the Albert Academy which is inclusive of the Basic Sciences and Technology, Social Sciences, Humanities and the Fine Arts.
Albert Academy School library also provides inter-library loan services requests. This is particularly valuable to senior pupils studying topics across subjects offered in depth. Pupils who cannot afford to purchase or access such expensive materials benefit from this type of library service. Through inter-library loan services, materials are sourced from other schools libraries for the benefit of both pupils and teachers.
A reference service is also provided at Albert Academy School library. The School Librarians spend a sizeable proportion of their time providing what in other libraries term would be termed as reference service. In providing a reference service, school Librarians perform a similar role to that of other librarians. In a reference interview in school, each pupil is treated as important as the other and given the Librarian’s full attention. This is achieved by personal assistance given to the pupils and teachers in finding specific information whether direct or indirect. Some of the reference materials at the Albert Academy School Library are dictionaries, encyclopedias, directories, yearbooks, biographies newspapers, maps and charts, and the academic and administrative calendar of events or the operation of the school.
One of the most valuable services provided by Albert Academy School library is that of information provision. The Albert Academy School library keeps the teachers and pupils informed about new educational resources and development in the fields of interest to them by displaying the jackets of books that just arrived. The Albert Academy School library uses Current Awareness Services (CAS) to achieve this goal. This is done by identifying the information needs of both teachers and pupils and meeting these needs. Linked to the CAS is the Selective Dissemination of Information (SDI) and this is more particular with teachers. This ranges from keeping individual teachers informed about new resources in the library or about newly published materials, to alerting teachers to meetings and course demands or event linked to their curricular interest.
Challenges of Library Provision and Services at the Albert Academy School Library
No matter what an organization has to count as success, is bound to face certain difficulties that stand before it as challenges to its success. School Libraries in Sierra Leone, especially Albert Academy School Library are not without challenges.
To start with the library and its resources have been ignored by the pupils and teachers. Despite their all-important nature of service provision in support to them they do not see it as a valuable part of their activities. This is because most teachers and pupils do not get adequate supply of textbooks and other materials directly linked to the curriculum program and most teachers prepare pamphlets for sale to pupils from which there teaching is based. This has caused most of the pupils to heavily depend on those sources instead of the library resources.
The School Library has a staffing challenge. For example the Albert Academy School Library has no professional library staff to handle an information service for over two thousand pupils and teachers.
Furthermore, the library has a challenge with space. The space provided for the library from inception is now not enough for the school. The school population in terms of teachers and pupils has grown relatively high to over two thousand (2000) pupils and staff as compared to the space provided for a little over Five hundred (500) pupils and staff about 40 years ago. It has become difficult to access the library and its resources.
In addition, there is a funding problem. The Albert Academy School Library is faced with the difficultly of securing funds from the schools authorities for an effective collection development. The library depends heavily on donations and gifts to stock its collection and most of these materials given in this guise are not reflective of the courses offered in the school curriculum. Often, the school administration has to spread meager financial resources across a wide spectrum of school needs.
The establishment of the computer laboratory with slight internet facilities independent of the school library has also created a problem for the Albert Academy School Library. The teachers and pupils would prefer to visit the Computer centre for Internet services much more that visiting the library. The separation of the Internet facilities from the library services has posed a serious threat to the library provision and services.
Also, it is quite proven that the Albert Academy School Library lacks the capacity to provide for the visually impaired or handicapped. The absence of school library materials in the Braille format prevents blind and the partially sighted pupils to utilize the available library resources in their schools libraries.
Final, the issue of preservation of library materials is not a common practice for the Albert Academy School. This preservation is supposed to ensure that the materials last long because of their frequent use. It has become difficult to access funds to preserve materials that are under threat of wearing out through continuous use.
Despite some gloomy predictions on the future funding of education and possible restrictions on the availability of resources at the Albert Academy School Library, the future of the school library seems assured. It can be argued that because of current educational and technological trends, there has never been a greater need for well-resourced and professionally staffed school library than it is now. The emphasis on the individual’s-the child’s and the adult’s-ability to find and use information effectively is likely to continue in schools, at work and for leisure pursuits. A future society dependent on electronic information for its prosperity will need an information curriculum in its schools. Hence the availability of good school library provision and services in the school curriculum cannot be overemphasized (Kargbo, 2000).
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