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Equitable resource allocation and provision is critical in all schools including those in the disadvantaged rural communities to improve learner outcomes and the quality of education irrespective of the educational paradigm. With a wide variety of educational resources in a school environment, quality of education and learner achievement can be entrenched and improved. However, the majority of the schools in poor and developing countries are still characterised by an inferior quality education and poor learner outcomes owing to an array of contextual realities and factors – amongst them high poverty levels and lack of adequate educational facilities and resources in schools. The aim of this conceptual article is to highlight the roles various stakeholders can play to advance and champion effective development of libraries in all South African schools in the post-apartheid era. Based on the literature review, the study highlights roles various stakeholders can play to champion and advance effective library development initiatives in all schools. The study recommends that a cohort of distinct stakeholders need to play their roles actively for all schools to have an effective library and information services (LIS) to enable teachers and learners to have equitable access to information for curriculum and non-curriculum related activities.