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27 July 2020 | Story Nonsindiso Qwabe | Photo Charl Devenish
Ronet Vrey.

She is affectionately called ‘Tannie Ronet’ by the dozens of students coming her way, and Faculty of Education librarian Ronet Vrey would not have it any other way. While Vrey loves to remain behind the scenes, her passion for students makes her a big hit with every student crossing her path at the University of the Free State Library and Information Services on the Bloemfontein Campus. 

Vrey has been a librarian for as long as she can remember; a path she says was inspired by her educator mother. But instead of standing in front of a class, she gets to invest in students' academic journeys by being a helping hand in times of need. She is a UFS alumna, having graduated in 1988 with a degree in Library and Information Sciences, specialising in Education, Library Services, and Technology. 

"I was interested in library information services because back then, we were exploring the use of computers and moving in the direction of technology. Little did we know about digitisation and curation that would follow."

In 2005, she started working as librarian for the Faculty of the Humanities, before working jointly for the Faculties of the Humanities and Education. Since 2011, she has focused solely on the Faculty of Education, serving as the link between the library and the faculty. "I am supposed to focus only on students from the first year to honours level, but because of the relationships built there, many students often choose to stay with me. When they come to me for help, I don't say no," she says.

Information literacy a lifelong skill

Vrey shares the love for her job with her fellow librarians from other faculties. In 2019, the group presented a paper on embedded librarianship at the International Conference on Information Literacy (ICIL). She said they are in the process of having their paper published. "We want to be embedded in faculties in order to make students at the UFS information literate. If we can teach students information literacy skills to help themselves, we will have lifelong learners who can develop all the time, and you would have established a community of lifelong learners," she said.

One student who has benefited from Vrey's dedication and passion for students, is Dr Norma Lehasa, who obtained her PhD in 2019 after a seven-year journey due to ill health.

Vrey known as beacon of hope

Lehasa met Vrey in 2016, and says she owes her success to the likes of Vrey. Lehasa said each year when students graduate, it is people like Vrey who are supporting them behind the scenes to reach their goals. 

"My wonderful librarian, Ronet, made me focus and never give up. She used to go the extra mile for me, even teaching me how to use the resources to search for literature myself. The outcome of me being a Doctor of Philosophy today is because of people like Ronet. People like her need to be recognised for the good work that they do," Lehasa said.
Lehasa's PhD topic was: An Adult Learning Perspective on Professional Development in the Human Resources Department of the Free State Premier.

News Archive

Deborah Meier on Education and Social Justice
2012-06-18

 

With Deborah Meier is, from the left: Brian Naidoo, Senior Lecturer: Department of English; and Rèné Eloff, Research Assistant at the International Institute for Studies in Race, Reconciliation and Social Justice.
Photo: Johan Roux
18 June 2012

Celebrated author and educator, Deborah Meier, recently visited the university. Meier, ranked among the most acclaimed leaders of the school reform movement in the United States, spoke about democracy and education at a Critical Conversation hosted by the International Institute for Studies in Race, Reconciliation and Social Justice.

Speaking from her experience of the United States education system, Meier said that she had always been primarily concerned by the fact that schools were not engaging children in discussions about important and difficult topics such as democracy, race and class. As far as democracy was concerned, Meier pointed out that most schools viewed the occasional voting exercise as a lesson in democracy. However, as far as she was concerned, voting was the least important aspect of democracy. She admitted that democracy was almost impossible define, but in her view engaging with this difficulty was, in itself, an important democratic act – an act which could and should find its rightful place in the classroom.

Meier pointed out that children were effectively “incarcerated” for the six hours they spent at school every day. She expressed her grave concern about the fact that this time was not used to nurture and develop the considerable energy and creativity that young children had. Meier envisioned a school that could rise up to this challenge. At one point she mused, “Did I miss something? Did we invent some other institution that was taking on this responsibility?”

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