An evocative smell of books, paper and wood polish greets visitors to the Johannesburg Public Library, known these days as the City of Johannesburg Library and Information Service.
Crossing the airy, marbled foyer, one could be in an important public edifice in Europe, except that the posters advertising lectures and events, the staff and the majority of the clientele have a distinctly African look. Another striking feature is that the people streaming in and out of the library’s main doors are predominantly young.
For them the Jozi library is a place of constant interest, of enormous help with their studies, a fount of knowledge – and a sanctuary. There is surprisingly little noise.
The library not only lends out books to children and adults, but has several important reference and media sections. At peak hours, between 500 and 600 learners a day visit the young adults’ reference section, says Johannes Masenya, library information services training coordinator. Users come from as far afield as Ekurhuleni, Orange Farm and Thokoza.
“If their parents work in the city they come at lunchtime to get information,” he explains. “You become concerned about those who are disadvantaged, or whose parents don’t work in town.”
Masenya likens the library to a homework club. “Learners from schools with no libraries often work in groups to research certain subjects,” he says. “They form their own discussion groups, for instance, for maths or physical science.”
Library staff are closely involved in the value of their visitors’ experience. “From the beginning, the staff need to guide learners on how to use an index or table of contents. The young people must be able to exploit and evaluate the information we have here,” says Masenya.
The young adults’ reference section caters for grades eight to 12 and also learners involved in Adult Basic Education and Training programmes, mostly on level four. “We also offer other programmes such as help with BCom basics in economics,” Masenya adds.
He stresses that cooperation between the different sections of the reference library is essential. “The departments interrelate. For instance, someone in grade 12 might need to find out about the marketing strategy of Toyota, in which case the librarian will consult the adult reference section. In PR, management, marketing, tourism or car electronics, we often refer to the adult reference section.
“Libraries from further afield also source information from us.”
Teachers often approach the library for help with drawing up their lesson plans. “The school curriculum is the main challenge. Most schools, especially in Gauteng, don’t have libraries, which puts a strain on us,” says Masenya.
The annual budget for this section runs well into six figures- and it is never enough. “Last month we were fortunate to get money from the Carnegie Corporation. Unless we receive this kind of donation, we cannot survive. Learners use more than one source or book: for ÂÂexample, four biology books are required for one grade, plus a study guide,” Masenya explains.
“We subscribe to most publications and collect old question papers, keeping them for five years. We are also able to print memorandums from the internet, with users paying a nominal fee. With Carnegie’s help we will be able to buy school databases on subjects such as Aids and diabetes.”
The internet, Masenya says, plays a vital role in helping youngsters to keep up with the new curriculum. “For instance, if we are looking up the impact of Aids on miners, we have to go to the (online) newspaper libraries; we cannot use a textbook.”
In its modern cyber centre the library offers free internet access for a limited period per person, while upstairs a sponsored study centre allows learners to bring their own books and do homework under strict security and supervision.
“As librarians, our role as educators is as advisers,” says Masenya. “I feel that we are helping the teacher. One learner came back to me and said: ‘You must be a teacher, because I got 80%!’ That motivates me.’