TPN3704
Assignment 2 2026
Unique number:
Due Date: 2026
QUESTION 1: CLASSROOM LIBRARIES
1.1.
One major challenge faced by rural teachers is the lack of financial resources and access
to reading materials. Motseke, Maja and Meeran (2024) found that many rural schools in
the Mogodumo Circuit do not receive sufficient funding to purchase age-appropriate and
culturally relevant books. Teachers often rely on donations or personal contributions to stock
classroom libraries. This shortage limits the variety of genres, reading levels, and
multilingual materials available to learners. In terms of CAPS requirements, learners are
expected to engage with a wide range of texts for reading comprehension and language
development. Without adequate resources, teachers struggle to meet these curriculum
expectations.
A second challenge is inadequate infrastructure and storage space. Rural classrooms
often lack shelves, secure cupboards, or designated reading corners (Motseke, Maja and
Meeran, 2024). Books may be stored in boxes or stacked in unsafe spaces, which
DISCLAIMER & TERMS OF USE
Educational Aid: These study notes are intended to be used as educational resources and should not be seen as a
replacement for individual research, critical analysis, or professional consultation. Students are encouraged to perform
their own research and seek advice from their instructors or academic advisors for specific assignment guidelines.
Personal Responsibility: While every effort has been made to ensure the accuracy and reliability of the information in
these study notes, the seller does not guarantee the completeness or correctness of all content. The buyer is
responsible for verifying the accuracy of the information and exercising their own judgment when applying it to their
assignments.
Academic Integrity: It is essential for students to maintain academic integrity and follow their institution's policies
regarding plagiarism, citation, and referencing. These study notes should be used as learning tools and sources of
inspiration. Any direct reproduction of the content without proper citation and acknowledgment may be considered
academic misconduct.
Limited Liability: The seller shall not be liable for any direct or indirect damages, losses, or consequences arising from
the use of these notes. This includes, but is not limited to, poor academic performance, penalties, or any other negative
consequences resulting from the application or misuse of the information provided.
, For additional support +27 81 278 3372
QUESTION 1: CLASSROOM LIBRARIES
1.1.
One major challenge faced by rural teachers is the lack of financial resources and
access to reading materials. Motseke, Maja and Meeran (2024) found that many
rural schools in the Mogodumo Circuit do not receive sufficient funding to purchase
age-appropriate and culturally relevant books. Teachers often rely on donations or
personal contributions to stock classroom libraries. This shortage limits the variety of
genres, reading levels, and multilingual materials available to learners. In terms of
CAPS requirements, learners are expected to engage with a wide range of texts for
reading comprehension and language development. Without adequate resources,
teachers struggle to meet these curriculum expectations.
A second challenge is inadequate infrastructure and storage space. Rural
classrooms often lack shelves, secure cupboards, or designated reading corners
(Motseke, Maja and Meeran, 2024). Books may be stored in boxes or stacked in
unsafe spaces, which discourages consistent use and may lead to damage or loss.
Poor classroom conditions, including overcrowding, further reduce the opportunity to
create an organised reading environment that promotes independent reading and
literacy development.
A third challenge is limited teacher training and support in managing classroom
libraries effectively. Some teachers are unsure how to categorise books by reading
level, monitor borrowing systems, or integrate library use into daily lessons
(Motseke, Maja and Meeran, 2024). Without professional development, classroom
libraries may exist physically but are not used strategically to improve reading
comprehension. This challenge links with the need for differentiated instruction, as
teachers require skills to match texts to learners’ reading abilities (Goyibova et al.,
2025). If teachers are not confident in using assessment data to guide reading
selection, struggling learners may not benefit fully from the classroom library.
1.2
Classroom libraries improve reading skills because learners get regular access to
books inside the classroom, not only during formal library periods. When books are
Assignment 2 2026
Unique number:
Due Date: 2026
QUESTION 1: CLASSROOM LIBRARIES
1.1.
One major challenge faced by rural teachers is the lack of financial resources and access
to reading materials. Motseke, Maja and Meeran (2024) found that many rural schools in
the Mogodumo Circuit do not receive sufficient funding to purchase age-appropriate and
culturally relevant books. Teachers often rely on donations or personal contributions to stock
classroom libraries. This shortage limits the variety of genres, reading levels, and
multilingual materials available to learners. In terms of CAPS requirements, learners are
expected to engage with a wide range of texts for reading comprehension and language
development. Without adequate resources, teachers struggle to meet these curriculum
expectations.
A second challenge is inadequate infrastructure and storage space. Rural classrooms
often lack shelves, secure cupboards, or designated reading corners (Motseke, Maja and
Meeran, 2024). Books may be stored in boxes or stacked in unsafe spaces, which
DISCLAIMER & TERMS OF USE
Educational Aid: These study notes are intended to be used as educational resources and should not be seen as a
replacement for individual research, critical analysis, or professional consultation. Students are encouraged to perform
their own research and seek advice from their instructors or academic advisors for specific assignment guidelines.
Personal Responsibility: While every effort has been made to ensure the accuracy and reliability of the information in
these study notes, the seller does not guarantee the completeness or correctness of all content. The buyer is
responsible for verifying the accuracy of the information and exercising their own judgment when applying it to their
assignments.
Academic Integrity: It is essential for students to maintain academic integrity and follow their institution's policies
regarding plagiarism, citation, and referencing. These study notes should be used as learning tools and sources of
inspiration. Any direct reproduction of the content without proper citation and acknowledgment may be considered
academic misconduct.
Limited Liability: The seller shall not be liable for any direct or indirect damages, losses, or consequences arising from
the use of these notes. This includes, but is not limited to, poor academic performance, penalties, or any other negative
consequences resulting from the application or misuse of the information provided.
, For additional support +27 81 278 3372
QUESTION 1: CLASSROOM LIBRARIES
1.1.
One major challenge faced by rural teachers is the lack of financial resources and
access to reading materials. Motseke, Maja and Meeran (2024) found that many
rural schools in the Mogodumo Circuit do not receive sufficient funding to purchase
age-appropriate and culturally relevant books. Teachers often rely on donations or
personal contributions to stock classroom libraries. This shortage limits the variety of
genres, reading levels, and multilingual materials available to learners. In terms of
CAPS requirements, learners are expected to engage with a wide range of texts for
reading comprehension and language development. Without adequate resources,
teachers struggle to meet these curriculum expectations.
A second challenge is inadequate infrastructure and storage space. Rural
classrooms often lack shelves, secure cupboards, or designated reading corners
(Motseke, Maja and Meeran, 2024). Books may be stored in boxes or stacked in
unsafe spaces, which discourages consistent use and may lead to damage or loss.
Poor classroom conditions, including overcrowding, further reduce the opportunity to
create an organised reading environment that promotes independent reading and
literacy development.
A third challenge is limited teacher training and support in managing classroom
libraries effectively. Some teachers are unsure how to categorise books by reading
level, monitor borrowing systems, or integrate library use into daily lessons
(Motseke, Maja and Meeran, 2024). Without professional development, classroom
libraries may exist physically but are not used strategically to improve reading
comprehension. This challenge links with the need for differentiated instruction, as
teachers require skills to match texts to learners’ reading abilities (Goyibova et al.,
2025). If teachers are not confident in using assessment data to guide reading
selection, struggling learners may not benefit fully from the classroom library.
1.2
Classroom libraries improve reading skills because learners get regular access to
books inside the classroom, not only during formal library periods. When books are
