Quality of Library Services in Improving Reading Interest of Elementary School Students in Buton Regency

Abstract

This study addresses the problem of low reading interest among elementary school students in Buton Regency, which is believed to be closely related to the suboptimal quality of library services. The research aims to analyze the role of library services in fostering students’ reading interest, identify supporting and inhibiting factors, and examine school efforts to improve library effectiveness. Using a descriptive qualitative method, data were obtained from key informants, including education officials, principals, teachers, library managers, and parents. Data collection techniques consisted of in-depth interviews, observation, and documentation, while analysis followed Miles and Huberman’s interactive model: data collection, reduction, presentation, and conclusion. The findings reveal that elementary school libraries in Buton Regency still provide limited services, although there is growing awareness to improve quality. Supporting factors include structural support and BOS budget allocation for book procurement, as well as literacy programs such as storytelling, reading competitions, and Reading Ambassadors. However, challenges persist, including limited budgets, inadequate facilities, outdated collections, untrained personnel, weak curriculum integration, and low family support. Despite these constraints, positive initiatives have emerged, though unevenly across schools. The study suggests that local governments should develop measurable literacy policies with minimum standards for library facilities, collections, and programs, integrate libraries into the curriculum, and ensure consistent funding. Strengthening librarian and teacher capacity through regular training in modern library management and literacy promotion is also essential to enhance students’ reading culture.