TPN3704
Assignment 2 2026
Unique number:
Due Date: 2026
Detailed solutions, explanations, workings
and references.
+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
Varsity Cube 2026 +27 81 278 3372
Assignment 2 2026
Unique number:
Due Date: 2026
Detailed solutions, explanations, workings
and references.
+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
Varsity Cube 2026 +27 81 278 3372
