Cultivating a Culture of Reading in Resource-Rich Schools

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Ms Nancy Mudau says she never imagined that her everyday work as a postgraduate administrator at UKZN would become the very thing that inspired her own academic journey.

Surrounded by students navigating their master's and doctoral studies, she quietly nurtured the dream of walking the same path. ‘I’ve always been in awe of their resilience. Supporting them through the process made me believe that I could do it too!’ she said.

And she did, completing a Master of Information Studies under the supervision of Dr Siyanda Kheswa, with a dissertation titled: “Promoting a Culture of Reading in Private School Libraries in Pietermaritzburg, KwaZulu-Natal”.

Mudau believes that her experience behind the scenes of academic life gave her a unique perspective. These encounters were fuel for her own pursuit of knowledge. She saw first-hand the long hours, emotional highs and lows, and ultimate triumphs that define a postgraduate journey.

She said her decision to focus her research on private school libraries stemmed from a noticeable gap in the literature. While public schools and their challenges often take centre stage in discussions about literacy and education, private schools, assumed to have better resources, are rarely examined in depth. Mudau wanted to understand whether resource-rich environments actually translated into strong reading cultures.

‘It’s easy to assume that private schools are doing enough simply because they have books,’ she explained. ‘But access doesn’t always mean engagement.’

Through school visits, interviews, and conversations with librarians and educators, Mudau uncovered some surprising truths. She found that while some private schools had beautiful libraries with shelves full of books, they still struggled to engage learners meaningfully.

‘In one school, a teacher revealed that despite the impressive stock of novels, learners would opt for online summaries instead of reading the books themselves,’ she shared. ‘However, some schools introduced creative initiatives like “book of the month” features and decorated inviting reading corners with beanbags and fairy lights - transforming the library into a place children genuinely wanted to be.’

A recurring theme in her study was the lack of parental involvement in fostering a love of reading. Many educators shared that while parents paid school fees and expected high academic results, few actively supported reading habits at home. Mudau notes that there is a misconception that it is solely the school’s responsibility to nurture literacy. Without reinforcement at home, learners often miss out.

She acknowledges, however, the pressures parents face. Many are stretched thin by competing demands in their daily lives. ‘It’s not about blaming parents,’ she said, ‘but rather spotlighting the need for stronger school-home partnerships.’

Despite the rise of digital resources, Nancy remains an advocate for physical libraries. She believes that tangible books and dedicated reading spaces offer something screens cannot. ‘A physical library provides focus, a sense of ritual, and even comfort,’ she said. ‘For many learners, it is one of the few places where they can escape distractions and immerse themselves in a story.’

Mudau is confident that building a culture of reading that begins not only with books, but with people who believe in their power.

Completing her master’s degree while working full-time was not easy. What kept her going was the steady support of her supervisor, the former Dean of the School of Social Sciences, Professor Vivian Ojong, her encouraging colleagues, and her own quiet belief that her story, like those of the students she once supported, deserved to be completed.

Her advice to others thinking of pursuing postgraduate studies is simple and sincere: ‘Take it one step at a time, don’t be afraid to ask for help, and remember why you started. The key is to keep going even when it feels like you’re standing still.’

Words: Rakshika Sibran

Photograph: Sethu Dlamini