A Malawian school library: culture, literacy and reader development

Purpose This paper aims to investigate the success and suitability of a Western‐donated school library in furthering the aims of literacy and reader development in Malawi. Design/methodology/approach A qualitative, case study approach was taken using extensive interviews with school teachers and a library assistant at a primary school in Malawi. Findings Contrary to a common discourse that libraries are of limited value in a predominantly oral culture, the research revealed a valuable role in providing sources for sharing knowledge by young readers with the non‐literate. Limitations of the library under study included insufficient attention to reader development and inappropriateness of materials for the local context. Practical implications The work reveals important shortcomings in furthering global literacy targets through current practice in African primary school libraries supported by international donors and non‐governmental organisations. Recommendations to improve impact are given. Originality/value This research is original in representing the voices of school teachers in the debate over the suitability of libraries for the African context and in evaluating the overseas book donation model currently practised in many locations.