What Factors Influence a Culture of Reading?

 Last week the DfE announced the National Year of Reading 2026, a campaign designed to address the decline in reading amongst children, young people and adults by ‘engaging new audiences, encouraging reading for pleasure and changing the nation’s reading culture’.

Humans are not born with an inherent ability to read; like language, it is very much a learned process. If you want to learn how to play a musical instrument, you purchase said item, take lessons and practice to improve. Sometimes lessons aren’t needed to learn how to do something – many children learn to swim or ride a bike without formal instruction. However, there are certain factors that need to be present for these things to happen – you need that musical instrument, a body of water or a bike. It’s the same with reading.  As a school librarian, avid reader and public library user, I welcome any campaigns, initiatives or events that promote reading but this cultural change will not happen without specific circumstances in place and can be improved by adding a few extra.

1.     Books

It’s obvious that if you want children to read, they’re going to need books but I’m convinced that those who make decisions about public and school libraries think they just magically appear! Reading starts before children enter the formal education system which is where a well-stocked public library comes in. If you don’t have access to one, then the alternative is buying books (expensive) or charity shops (limited selection). Once children start school – and start learning to read – they need a wide variety of books to develop those skills and encourage them to practice; different genres and formats, fiction books to spark their imagination and information books to explore interests.

Most public libraries don’t have the range to fulfil these needs – and this is where school libraries are essential. Their collections are curated for their specific school communities, school librarians know the reading levels of their students, their interests, the curriculum. If there’s no local public library – or one that just caters for a small demographic of its community and doesn’t have the funding to keep its stock up-to-date and relevant – and no school library, where are children and young people meant to find the books they want and need to learn to read and practice those skills?

Books cost money and libraries – both school and public – need adequate funding to maintain an up-to-date, appealing and relevant collection.

2.     Access

You can have the most amazing book collection but it will sit gathering dust if it can’t be accessed. For public libraries this means an array of opening times including a late-night opening. In theory, school libraries are accessible throughout the day but there can be barriers in place that prevent this. The library may only be open for restricted hours or it may be used for lessons and meetings effectively closing it to the rest of the community. Often the only free time students have is during break and lunch. In many schools this is just 20 or 25 minutes during which time they need to queue up to get (and eat) food, perhaps swap books from their lockers which are over at the other side of the school or talk to a staff member before their next lesson.

School libraries tend to be busy places during breaks – I regularly had 90+ students in mine – but, whilst some were reading, that wasn’t the main focus of breaktime activities. Students would be browsing shelves, looking for resources for homework, doing work, playing board games, drawing, taking 10 minutes or so to recharge before their next lesson. If you know what you like to read, then a quick ten minutes in the library is probably long enough to find your next book but if you struggle with selecting something, you need longer. This is where library lessons are essential. They allow students to peruse the stock, to discuss their requirements with the librarian and get recommendations from their peers. How many people walk into a bookshop, go immediate to one book and buy it? Most browse the shelves, deliberating over what they’re going to purchase. It’s the same for libraries.

Access to books is an essential element for reading – make sure your library is open when people can use it.

3.     Time

Twenty-four hours in a day, 365 (sometimes 366) days in a year. That hasn’t changed and yet, in today’s fast-paced world, there never seems to be enough time – especially when it comes to reading. One of the main culprits, particularly for young people, is social media; Ofcom research  found that children aged 8 – 14 spend an average of almost 3 hours a day online. Then there are all the other distractions: video games, binge-watching TV series, hobbies and chilling with friends – which is hugely important for social development and wellbeing. But if we want children and young people to read more, they need time to do it. Yes, you could argue that should read instead of scrolling through TikTok but let’s be realistic – that’s unlikely to happen without pressure and that’s the last thing you want. Force reading on them and you risk turning it into a chore rather than a pleasure.

So how do you ensure reading happens in their busy lives? The answer is to build it into their routines. Schools can play a role by setting aside dedicated time for reading, such as during tutor time or in library lessons. Sure, some students will complain but most will settle down, especially if they’re given free choice over what to read. It doesn’t have to be a fiction book; magazines, comics or non-fiction are just as valid as are e-books. The key is to encourage reading for pleasure, not to enforce a specific type of reading.

If we want children and young people to be readers, we need to give them time and space to do it.

4.     Role Models

The above three factors are vital for facilitating reading for pleasure but a couple of others will help: role models and guidance. Children and young people naturally look to role models for cues on how to behave. They copy language, clothes, habits and activities – including reading. That’s why campaigns such as the Marcus Rashford Book Club (launched in 2023 by the National Literacy Trust) can make such an impact. When a high-profile figure promotes reading, it sends a powerful message although be mindful that popular celebrities change quickly and can easily fall out of favour.

But you don’t have to be a celebrity or influencer to be a reading role model. In fact, it’s just as important for children and young people to see reading modelled by the people they interact with every day. School librarians are great at organising these types of promotions within their schools. For example, initiatives where staff recommend their current reads via posters around the school or competitions where students must match staff to their favourite books. This helps students understand that reading isn’t just the remit of the English department – it’s for everyone.

Parents and carers can play a crucial role too. For younger children, reading aloud together is one of the best ways to develop a love of stories and build early literacy skills. As children get older, families can still support reading: by helping plan it into daily life; setting aside a screen-free quiet time the evening; making regular library visits; showing interest in what their children are reading (and perhaps reading the same book to chat about it); or simply letting children see them reading for pleasure. The reality, though, is that many parents don’t get the chance to model this. After work or the school run, they’re too busy cooking dinner, doing household chores or supervising homework. Reading – for them – tends to happen right before bed when the children are already asleep. If we want to nurture young readers, we need to make reading visible.

Children and young people are far more likely to read if they see the adults around them doing the same.

5.     Guidance

This last factor is where the school librarian excels. If you’re looking for advice on which plants to buy for your garden, you’d ask someone at a garden centre. If you need the right paint for a specific project, you’d consult staff in a DIY store. In the same way, if you want guidance on books – whether it’s recommendations for a particular age group, suggestions to tempt reluctant readers, what to read next or advice on what’s popular, you should ask a librarian. Books are the tools of their trade! School librarians get to know students individually (especially if they have regular library lessons), helping them find books that match their interests, reading level and mood; the right book at the right time builds positive reading experiences.

Librarians create a welcoming library space, free from pressure or judgement, encouraging students to explore reading in their own time. Personal reading should be a meandering journey, full of surprises. It’s not a staircase where you start with Biff and Chip and end up with War and Peace. If you’re under a lot of stress and pressure and want to go back to a favourite comfort read, you should be able to do so without any comments about it not being ‘challenging enough’. Likewise, if a student develops an interest in rivers they should feel free to go down a tributary about floodplains and ox-bow lakes (geography was my favourite subject at school!). The library space also encompasses displays, reading lists, events and activities, all designed to make reading accessible, fun and a social, inclusive, everyday activity. As the ultimate reading role model, school librarians can support staff as well as parents and carers, providing strategies for encouraging reading in the classroom and at home.

By providing expert guidance, school librarians empower students to discover the pleasure of reading on their own terms.

Have You Made a Resolution to Read More?

It’s that time of year for resolutions – go to the gym regularly, eat healthily, read more! I never have a problem with the latter, those that know me personally also know I’ve always got a book in my bag and at least a couple or more on the go at home.

I cannot imagine my life without reading. Books have been part of it for as long as I can remember - the first place I was allowed to go to on my own was my local public library and I’ve been visiting them ever since.  However, I know that many people struggle with finding the time to read. It’s not that they don’t want to, they’re aware of the benefits of reading but just never seem to get round to doing it on a consistent basis. Life is busy, other commitments take over and you sort of get out of the reading habit.

So, a few tips and suggestions on how to create a reading routine and make it a regular part of your life:

·         Make it easy to read. Surround yourself with reading material – this includes magazines and journals as well as books – and leave them where you’ll pick them up. I have books and magazines by my bed, in the car, the living room and kitchen. This means if I find myself with a spare 10 minutes or so I read. The book in the bag gets read at the dentist (or, more recently, at my blood donating session), the book in the car gets read when I’m waiting to pick up the grandchildren after an activity, the magazine in the kitchen gets read when dinner needs another 5 minutes.

I can happily have several books on the go at one time as long as they’re different genres - though I once made the mistake of reading two timeslip books together and got horribly confused! But I know many people can only read one book at a time and if this happens to be a large chunky hardback, it’s unlikely you’ll want to carry it around so track down some short stories or non-fiction that you can dip into. Or use an e-book reader.

·         Set yourself a goal. What do you want to achieve? One book per month, a certain number of books in a year? Twenty minutes of reading per day? Be realistic about this and make sure you don’t turn reading into a chore by adding pressure but having a challenge can sometimes give you the motivation you need.

·         A reading routine also helps. Designate a specific time for reading and stick to it; mark it in the diary and set your alarm. A lot of people read before bed – and it’s a great time to do it as it relaxes you and lowers your blood pressure before you to switch off but if you find yourself falling asleep after a paragraph or two it might be better to carve out another slot during the week. Brushing your teeth for 2 minutes twice a day? You don’t have to look at yourself in the mirror, you could easily read instead. Or wrap yourself in a large towel after the shower and read for 10 minutes while you dry naturally!

·         Keep a reading diary. I use Goodreads to note not only what I’ve read but also books I want to read (I should add that the want-to-read list grows much faster than the have-read list) but there are others available, such as Bookly and Storygraph. It doesn’t have to be online though; it could simply be a notebook in which you jot down the book details and (if you want to) give it a short review or marks out of five. Tracking your reading can help with motivation especially if you don’t think you’re accomplishing much. But, again, this should not become a chore – the worst thing you can do is to insist students write a review on every book they’ve read and the same goes for adults.

·         Rereading counts. Audio books count. E-books count. Gardening books, cookery books, travel books count. The sort of reading I’m talking about here is “reading for pleasure”, your personal reading, not something you HAVE to do. Sometimes the things that you should read, such as professional journals for CPD or books for studying/work, you may also enjoy (I do and I can’t be the only person who does) but to get into that regular habit, your reading should definitely be a pleasurable activity. This means finding something to read that you “want” to pick up as you’re more likely to carry on with it.

·         Whilst we’re on the topic of reading being personal, I should add that it’s okay not to finish a book (DNF as it’s known). In the past I would read a book I wasn’t enjoying until the bitter end. I now stop and move onto the next one. I’ve realised that there are way too many books I want to read (and that’s not counting any new ones being published or authors I haven’t discovered yet) and I won’t have the time to read them all.

Also, accept that you will not like every book that’s been written. It may be that the book you’re trying to read just isn’t the right one at this moment and, if you go back to it later, you’ll really appreciate it. Or it could just be it’s a style of writing you don’t enjoy or it has characters you can’t connect with or the story doesn’t grab you. If you try to keep reading it, the likelihood is that you’ll give up. Or that it takes you so long to finish the book you won’t pick up another for fear of the same thing happening again. I do wonder if this is why some children and young people stop reading? They try book after book after book, never finishing them because they just haven’t found the “right book at the right time” and getting little enjoyment from the process.

·         I’ve found that there’s always an exception. With regards to the above point, there have been times when I’ve continued to read a book that I’m not particularly enjoying and that’s when it’s been on a book group list. Being part of a book community can be another way to get into that reading routine – it’s not much point being part of the group if you don’t read the book as you can’t join in the discussions so this can add a sense of commitment to your reading. Explore both in-person and online book groups. I’ve yet to find a group where I look at the book list and want to read everything but I’ve discovered quite a few authors over the years and have read books I thought I’d hate yet ended up loving them. Also, if you struggle with choosing something to read, a book group list can provide an easy option.

·         Find a reading buddy or maybe somebody who could be a reading role model. This can be a good option if you can’t find a local book group or your commitments preclude you from meeting up with them as you can be more flexible. They could be a friend or even work colleague. You can decide what book to read together and arrange a date to discuss it – either in person or online. Check regularly to see how the other person is doing as this helps provide impetus to keep reading and if neither of you like the book, choose another one. I often recommend to students who are friends that they might like to read the same book together and a surprising number jump at the idea. If you do know somebody who’s an avid reader, ask them for suggestions, something they’ve read that you might enjoy and that you can discuss with them. Readers usually love talking about books!

·         Think about where you read. As I said, I read anywhere and everywhere but it can help to establish a routine if you have a reading space. Somewhere that your brain connects with reading as this makes it easier to get into that habit. Find a comfortable chair with good lighting. Make sure there are no distractions so put your phone out of reach or in another room. Have your book nearby. The brain will eventually make the links so that when you sit in the chair, you’ll automatically pick up that book.

·         If you’ve really got into a reading slump and nothing seems to inspire then think about what you’ve enjoyed in the past and seek out books in the same genre or read something linked with your interests/hobbies – I can happily spend a couple of hours browsing travel or art books. Look in your local library – mine has displays of new titles, popular books, TikTok books and an author of the month for inspiration. Also start small – this is probably not the time to pick up a 700-page novel or a literary classic – an article of around 1500 words has a beginning and an end and doesn’t take long to read. Just like this blog!

The above suggestions are aimed at adults who would like to try and read more but most of them are applicable to students as well and, at a time when reading enjoyment levels are decreasing amongst children and young people (National Literacy Trust research reported that just 1 in 3 children and young people enjoyed reading in their free time), it’s important to encourage reading for pleasure as much as possible.

How do school libraries fit into CILIP's "Trust Libraries" pledge?

 

I was catching up with the latest CILIP Information Professional (June 2024) at the weekend - yes, I know it’s already mid-July but this time of year is very busy with no less than three family birthdays - and was interested the news feature on page 12 titled “Trust Libraries”. This article was CILIP’s response to the announcement of the election and that’s old news now, but the aim of the feature was to highlight the need for advocacy to a new government with a key message that libraries are “perfectly placed to help transform … political aims into reality” and MPs need to “trust libraries to deliver.”  If you want to read more, you can find it here.

There are 10 pledges relating to public libraries and it’s important for CILIP to advocate for this sector because many councils seem to have forgotten libraries are statutory or consider that one library in a couple of major county towns constitutes “a comprehensive and efficient library service for all” (Public Libraries and Museums Act 1964, Section 7). However, as with many CILIP publications, I found myself thinking that a lot of these pledges are also relevant to school libraries:

·         To deliver trustworthy information and access to culture

One aim of a school library is to provide a range of appropriate, accurate and up-to-date resources to support the curriculum as well as students’ interests. It’s not possible to check every book or website a student is using so it’s important that they can trust the information they’re reading and using. This is why school librarians “curate” their collection … and why it’s important to systematically deselect stock if it no longer meets these standards.
The other aspect of this is that students need to be taught how to evaluate information to ascertain whether it’s trustworthy or not. Too many schools do not have a robust information and media skills curriculum; rather it is delivered piecemeal via various subjects without any overview. This is where the skills and experience of the librarian can play a role - involve and use them!
Many students live in a small cultural bubble. There may be few cultural opportunities within their local community and, even if there are, a lack of parental time and money may restrict participation. School libraries can help fill this gap; by linking books, displays and activities to different cultures, presenting different perspectives and encouraging creativity these cultural bubbles can be expanded.

·         To inform better decisions

Students must often make important decisions impacting their lives and career paths with little experience and whilst they are still developing their emotional intelligence. By providing reliable information, trusted advice and guidance, school libraries can help students make better informed decisions.

·         To offer a warm welcome and safe space for all

Every school librarian will tell you that their library is recognised as a welcoming and safe space within the school. Witness the numbers of students who use it every day – from those who have yet to find their “tribe” to those who need somewhere to recharge before re-entering the busyness and bustle of the school day. Librarians do this by creating an inclusive ethos and diverse collection that represents their community.

·         To champion the right to read and intellectual freedom

School librarians want every student to be a reader! They have a wide range of material within their collections – fiction and information books, comics, graphic novels, manga – in order to tempt even the most reluctant of readers. And they fight for students to be able to read what they want to. I had Daniel Pennac’s “The Rights of the Reader” poster up in my library and would regularly have discussions with students about it.
Intellectual freedom – the right to think, express and access information – occurs daily within schools. The library supports this, not by censoring books but by providing a curated collection of diverse perspectives, different opinions and points of view. School library books are purchased from reputable publishers and the majority are written by experts in their field; thus a book on vegetarianism will also list the disadvantages as well as advantages.

·         To enable learning at the heart of communities and institutions

I feel I don’t really need to expand on this point. Learning is at the heart of every school and whether it’s learning to read, learning to research, learning for formal examination subjects or simply learning about a new interest, the school library is central to it all.

·         To open a world of opportunities, inspiration and ideas

Anyone who works in a school will tell you that there’s always something happening. These activities might involve the entire school, just one year group or even a single class. Whether linked to a national event or unique to the community, they offer a myriad of opportunities, inspiration and ideas for students. School libraries are no exception. I’ve organised author visits and theatre trips, hosted film clubs and Warhammer groups, managed makerspaces and craft circles - the list is endless. Most of these initiatives go unnoticed because librarians see them as part of the job and quietly get on with them, and yet they offer students chances they may not get elsewhere.

The final pledges relate to: fuelling the green economy with data and skills; being ethical partners committed to social justice: supporting start-ups; and unlocking new research. I can’t help thinking that young people currently in schools are going to be working in the green economy. They are learning and developing the skills needed in this environment. Possibly, many of them will create start-ups and work in research. And their future paths are very often activated by a book or article they’ve read, a topic they’ve been able to explore, a project they’ve been involved with – all within the library.

If you’d like to find out more about the impact of school libraries and the sort of things librarians do, have a look at the Great School Libraries website. It’s full of links to research and case studies. And if you think they should receive better recognition and be properly funded, then do have a look at how you can help.

Unlike public libraries, school libraries aren’t statutory but if they can help the government deliver their “political aims” then maybe they need to be higher on the agenda?

 

A Call To Arms For School Libraries?

 

This was not my planned topic of my first blog for 2024. I was talking to friends about New Year Resolutions and book reading targets so was going to write up a few tips about how you can achieve this. But you’ll have to wait for that because my social media has been full of talk about libraries.

First we had twelve Children’s Laurates teaming up with BookTrust to launch their “Reading Together, Changing Children’s Lives” campaign that aims to support families in the early stages of a children’s reading journey. This was followed by Philip Pullman, with the support of Michael Morpurgo and Julia Donaldson, calling on the government to legislate to “ensure all schools in Britain have libraries” and then there’s been Baroness Sanderson’s Review of Public Libraries. I guess I should also mention that the Ipsos Veracity Index has put the category of librarians back on the list, resulting in the profession being the third most trusted in Britain.

I love it when the media talk about libraries because it’s an opportunity for advocacy and there are always people who are astounded to discover that school libraries are not statutory. But all this has a slightly déjà vu feeling about it.

Over a decade ago, I organised a Mass Lobby in support of School Libraries; I learnt a lot about “green carding” MPs during this process! We had placards and T shirts, and marched from Victoria Embankment Gardens to Westminster. Leaflets had been printed explaining why school libraries were important and given out to passers-by, most of whom seemed quite amused by this large and loud group of librarians, although I should add that we weren’t all librarians – we had support from parents, students, authors and illustrators.

The result of this lobby was an APPG Libraries report “The Beating Heart of the School”, published in 2014 with four recommendations:

·         The Department for Education starts collecting figures about the number of schools that have a library and librarian

·         The Minister for Schools examines the full contribution that school libraries make to children's education and development

·          Ofsted includes libraries in their inspections

·         The Department for Education has a lead staff-member for school libraries

If these look familiar it’s probably because very similar recommendations have been made by both Michael Morpurgo and the Sanderson review. Time will tell if any recent recommendations are followed through but, suffice to say, that 2014 Report is still gathering dust somewhere  …

What’s interesting is that in all of this talk about libraries, librarians are rarely mentioned. Now, it may be that the assumption is they are automatically included when libraries are discussed but those of us who work in the school sector know this often isn’t the case and a look at the statistics around school libraries confirms this; the 2023 Great School Libraries (GSL) Campaign report shows that 58% of schools (both primary and secondary) don’t have designated library staff. 

This doesn’t give the whole picture though because “designated library staff” could simply mean somebody assigned for a few hours a week.

I could regal you with horror stories about libraries I’ve visited that are run by volunteers or staff whose main role in the school is not being the librarian so this doesn’t get priority and they often “lose” this time to other tasks. The result is frequently libraries where inappropriate books have been put on the shelves (this regularly happens when a popular children’s author writes a YA or adult book and the person choosing the stock has limited book knowledge); where the majority of the fiction has been written by dead white men; libraries full of books that haven’t been labelled in any way so that picture books are mixed up with chapter books and information books; and libraries where the only supplier used was an Usborne rep so that’s all you’ve got on the shelves (I should say here that I love Usborne books but a library should have a range of publishers amongst their resources).

All this happens because the person responsible for the library does not have the relevant skills or experience, ie: they are not a librarian. You need a librarian to turn a room of books into a library, the same way you need an instructor to turn a room full of bikes into a spin class. You don’t have to take my word for this. There is a growing body of international research-based evidence that shows the impact of having a school librarian - some examples include:

·         A Pennsylvania study showed that  schools that had a full-time librarian, reading scores were consistently better for all students

·         An Australian report found that having a qualified librarian improved student literacy outcomes with up to two month’s learning gain

·         An HMI Ofsted report found that “well-trained specialist librarians had a positive effect on teaching and learning”

·         Research from New Zealand shows evidence that school libraries and library staff have a positive impact on student achievement

·         Scottish Book Trust research indicates that school libraries and librarians have value beyond academic achievement

Experienced and trained librarians bring so much more to a school library and its community. They are not simply curators of books or supervisors of the space; they manage a range of resources (hard copy and online) to meet curriculum and teaching needs of students and staff; they support learning to read, reading improvement, reading for information and reading for pleasure; they help students find relevant resources for educational and personal needs; they deliver information and digital literacy skills teaching; they promote the library resources and services throughout the school community; they engender a range of inclusive activities and events; and they provide a safe and welcoming space.

As I said in a guest blog for BookTrust last year, you can create a wonderful library space full of books but it needs a librarian – to plan and implement strategies and actions that link to school community needs – otherwise it is likely to become a rather tired-looking and muddled room. I know school budgets are at breaking point but you will not get the full package, the full benefits or full value-for-money from your library without a librarian. 

 

Managing Safe & Inclusive Library Spaces - CILIP Guidelines make sense for school libraries too.

 CILIP recently published “Managing Safe and Inclusive Public Library Services: a practical guide” - aimed primarily at public libraries but with references to good practice for other library services such as schools and prisons, and with key principles based around CILIP’s ethical framework, that could be applied across all library environments. I always like to read these documents with my school librarian hat on to see if they could be useful to the sector.

School and public libraries are very similar – they have a varied collection of resources (both hard copy and digital), offer a range of services aimed at their community’s needs, provide internet access, and run activities and events – but they are also very dissimilar. A school library community has specific demographics that come with specific needs. There is a range of statutory DfE requirements that need to be taken into consideration along with bespoke policies that may be applicable to that particular school. The library space is managed within the school day with booked and ad hoc lessons, and many school librarians are solo workers, undertaking all library tasks usually managed by a team.

It should also be noted that the guidance has been written in the context of the growing suppression of freedom of expression, the increase in online harms and attacks on marginalised communities. Certainly the school library sector is not immune from these so it is important to be prepared for any such incidences and to ensure that the safe and inclusive spaces we provide for all students are not threatened or diminished. As the guidance says “don’t be scared but do be prepared.”

The contents are divided into several sections, some of which are more relevant to school libraries than others, and the document is eminently readable, a nice change from other published official guidelines I’ve read this year! I’ve highlighted the aspects that I think are the most applicable to school libraries but it’s worth reading the whole document if you have time.

·         Freedom of expression for libraries: This section is based on Article 10 of the Human Rights Act 1998 and reinforces CILIP’s ethical and professional commitment within the context of book bans and contested spaces, and the duty of librarians to oppose any form of censorship. The recommendation from CILIP is for librarians to resist the removal of titles, explaining the implications of censorship, and to make CILIP aware of any incidences. This can be hard to do within the framework of a school library. The instinctive reaction of many senior school leaders, when faced with challenges from parents, is to keep the peace and remove the offending item. However, I truly believe this is a slippery slope; once you remove a book merely because somebody has objected to it and not assessed the title against your stock selection policy to determine whether the challenge is valid (or even legal), you have little argument against any other book challenges.

·         Key principles: There are 11 key principles; I’m not going to list them as it’s easy enough to read them fully in the guidance. There’s also a very useful checklist to help library staff consider various issues. All the principles are relevant but some may be of more use to school librarians than others:

- Understanding the law and its limits
Although schools have a range of legal policies and procedures they need to implement, it is important that “access to information, events, activities … should not be prohibited unless it has been prohibited by law.” The reality is that school libraries are “in loco parentis” and need to ensure that their collection and any activities are suitable for the age of the students, which can be difficult when you are working with a range from 11 to 18 years. It can also be hard when parents have different perspectives regarding what they think is suitable for their own children. Nevertheless, we shouldn’t avoid books aimed at older students just because we have younger ones in the school. And we certainly should not let one or two parents determine what is suitable for the whole of the student body to read.

- Reflect on your biases
We are all susceptible to personal biases; I think it’s fair to say that my library collection probably had quite a few books that featured dragons and I had to make a conscious effort to seek out and purchase manga for my students as I’m not a fan myself. So we need to be aware of our own preconceptions and possible prejudices to mitigate their impact. A collection diversity audit can help to overcome this as well as a pro-active approach and training in stock selection, and involve your students in the process to create an inclusive environment.

- Develop appropriate policies
As I’ve mentioned, a school library will be subject to a range of policies that will vary from school to school. The DfE has a list though be aware that these may be different for the devolved nations. Libraries should also have their own policies relating to collection development, weeding, dealing with donations and book challenges, use of the library, IT use, etc. However, it’s my experience that the creation and updating of school library policies receives little attention in most schools. This may be partly because people rarely ask for any library policies. They’re not a statutory requirement and, with most school days filled with a never-ending to-do list and a constant stream of student requests, it’s hard to find the time and motivation to sit down and write them. But they should be the guiding values that underpin your collection and services, ideally linked to the school’s mission, development and relevant policies. And when you receive that book challenge and don’t have a policy to direct the challenger to then it’s almost too late to write it.

- Train your staff
It is important that all library staff are aware of school policies in relation to the library. These tend to be on the website for ease of access so consider adding specific library policies as well. Policies change over time; sign up to the relevant DfE newsletters so you’re not reliant on other staff telling you when they have been amended and ensure you maintain your awareness of any changes in the law that impact on schools. Another important aspect is ensuring staff are aware of library policies, particularly those that deal with book challenges. A parent/carer’s first contact may be with a tutor or member of the SMT rather than the librarian and if they’re not aware of your collection development policy, their first reaction may be to say “they’ll get the librarian to take it off the shelf” – not realising the implications around censorship or the legal requirements of the Equality Act’s protected characteristics. If you have a robust policy in place with clear guidelines and procedures, staff (including the librarian) will have the confidence to deal with any such issues.

- Reflect and learn from experience
As anyone who works in a school will tell you, it is a dynamic environment with constant changes and updates. The library is no exception. This means it is essential that librarians maintain their CPD around the aspects covered in this guidance, and regularly review and adjust any policies.

·         The law and its limits: This section considers intellectual freedom and its limitations in UK law, the Equality Act 2010 and hate speech. These are all relevant to school libraries but it should be noted that public libraries also have byelaws to consider. 

·         Management of stock: The management of library stock is a core function that is on-going and active, changing to reflect the demographics, needs and interests of the school community, and encompassing a range of perspectives and viewpoints. It should be underpinned by a robust collection development policy covering all aspects including selection, weeding, disposal and donations, ensuring the collection is developed according to the policy rather than the personal views or interests of staff, suppliers, parents, etc. However, ultimately, it should be the librarian who makes the final decision as to whether to stock a particular resource; they are the person who knows the existing stock and where there are gaps in the collection, they know the school demographics and students’ interests, they know their readers, and they know the curriculum. Schools need to use their librarian’s experience and knowledge when it comes to collection management.
The section talks about involving others. The majority of school librarians connect with their students to ensure any requests and interests are included in the collection – obviously within reason and assessing for cost effectiveness and suitability. Teacher requests are also taken on board although I find many are unaware of new publications that might be useful within their subject and, in the past, I have ordered requested items only to find, when they arrived, that they were teaching rather than library resources. I soon learnt through this experience!
Promotion is also mentioned and the guidance points out that these activities are to “raise awareness, encourage understanding, improve accessibility and increase library usage” (p29) rather than promoting a particular belief or opinion. I recently saw a post on X (aka Twitter) where a US school librarian said they didn’t put up any Christmas decorations as it wasn’t inclusive. If you follow this thinking through then you also wouldn’t have any displays around Diwali, Hanukkah or the Chinese New Year; surely “inclusiveness” doesn’t mean not celebrating anything but rather including “everyone”? So find out what your school demographics are and make sure you feature displays throughout the year that reflect their festivals and celebrations – this way students will feel welcomed in the library.

·         Public internet access and public spaces: These sections aren’t quite so relevant to school libraries. School internet access will be filtered with many websites blocked (I can remember a student undertaking a project on breast cancer who couldn’t even access the major charities from the library computers) and the school will have its own IT use policy/agreement that all students and parents sign. Likewise, the school library is not a public space; even if the school runs community activities, these are likely to occur outside of school hours when students are not present.

·         Events and activities: Both public and school libraries organise and run a wide range of events and activities. In schools these are often linked to in-house, local or national events and most librarians will have an annual programme designed to entice the school community to engage with the library and to promote sections of the collection. This section (p37 – 45) has a list of possible suggestions that school librarians may find useful, along with some guidance around planning, promoting and evaluating activities and events that could easily be adapted for school library use.

·         Managing challenge: The guidance states that “when considering how best to manage challenges to library services, it is always helpful to work with the governing institution – whether that is a local authority, school board or prison governor (p46).” It really is vital that you have the support of your Headteacher and governing body with regards to your Collection Development policy and procedures for dealing with any challenges. Without this support, you are likely to be one small protesting voice, which could feel rather daunting. If you’re not sure how to approach this, why not write a draft policy and discuss it with your line manager, raising the US book banning situation and the increase of such incidences in the UK. Librarians who have spoken to their Heads about this have reported that the Head had no idea and was shocked, immediately getting involved in creating a procedure for any challenges. If you’re not sure where to start I’ve written a blog about creating a Collection Development Policy.

This is an extremely relevant and beneficial document, and the above is a brief overview. It is unlikely your SMT will read it as they will see it as being aimed at public libraries and thus not relevant to the school library so it may be on you, the school librarian, to extract the pertinent points. At the very least, it will provide you with valuable CPD reading to increase your knowledge around managing a safe and inclusive space – and there’s also lots of links to websites for further investigation.

The DfE Reading Framework - how relevant is it to school librarians?

 

Last month the Department for Education (DfE) published a comprehensive 176-page document titled “The Reading Framework,” accompanied by the tagline: “guidance for primary and secondary schools to meet existing expectations for teaching reading”. I’m always interested in any official documentation that centres around reading – as a school librarian, it’s one of our core functions – so I worked my way through it. I then found myself immersed in the delightful chaos of having my three grandchildren for the week; the 6 and 3 year olds insist on at least three books at bedtime and I’m working my way through Harry Potter 2 with the 9 year old so, by the time I’m finished all these reading escapades, there’s scant time or energy left. But I’ve now gathered my thoughts.

One of my initial actions with such documents is to search for the words “librarian” and “school library” – not sure why as they are rarely mentioned. However, in this document, the term “library” features 25 times, mainly in reference to public or classroom libraries and “librarian” occurs only 6 times. This is mostly in a sentence linked with other adults such as “Library time for every class led by an appropriately trained adult. This may be the school librarian, form tutor or other adult with a particular interest in reading” (p103). I have to admit that I’ve seen the latter part of this sentence featured in way too many job descriptions for school librarians; a disconcerting reminder that those responsible for appointing individuals to this role often lack an understanding of the contributions school librarians actually make.

Nonetheless, I approached the document with my school librarian hat on, not to analyse the whole thing, but to identify potential areas where librarians could support staff in delivering these guidelines and also whether there was any evidence that supported libraries in schools. While most of the content is aimed at primary schools, the advice and suggestions are also apply to secondary schools. It’s worth noting that I found some of the guidance contradictory (for example, it talks about using anything that helps to establish the reading habit but also says that children should not take home books beyond their decoding capabilities) and information is repeated in different sections, making it feel a bit haphazard. It also, for some strange reason, refers to library lessons or library time as “book club time”.

The key objective of these guidelines is to “help schools meet the expectations set out in the Early Years Foundation Stage (EYFS) statutory framework and the National Curriculum” thus the guidance encompasses primary years and key stage 3 with an audience of “primary and secondary schools in England, other key stage 3 educators, initial teacher training (ITT) partnerships, specialist provision and others” (p5). Its primary audience is not school librarians. However, while it's important to acknowledge that school librarians are not the primary figures responsible for formal reading instruction within a school, they do hold a significant role in the process

It is also crucial to recognise that many primary (and even secondary) schools do not have a librarian; if the document was aimed at school librarians it would be too easy for it to be dismissed with the comment that it’s not relevant because we don’t have that particular member of staff.

The introduction commences with the sentence “reading is fundamental to education” and I wish more senior management would take on this ethos to give support to school libraries who tend to be the main driver for cultivating a reading culture within schools. Section 1 looks at the advantages of reading, backed up by a wealth of quotable evidence and research. While most school librarians are already familiar with this, it could be useful to ensure your Headteacher and Senior Management Team (SMT) (at the very least) are aware of the latest studies as it’s unlikely that they keep up-to-date with school library research. It concludes with the statement: “All educators have a fundamental role in ensuring all pupils learn to read: this means teachers, support staff, senior leaders, Headteachers, local authorities, multi-academy trusts and initial teacher training partnerships” – something that might be worth pointing out as too often reading is seen as being the remit of the English department.

The subsequent sections delve into language comprehension and phonics teaching in Reception and KS1, along with the cultivation of reading fluency in KS2. If you are a primary school librarian a comprehensive grasp of phonics instruction is imperative; how reading is attained through language skills, decoding and comprehension. It’s equally crucial for secondary school librarians as you will have students who are still learning to read although it will be necessary to ascertain whether they need support with decoding or have issues with reading fluency as the strategies used will be different. This knowledge could be useful CPD or ask to be involved in any phonics training within the school.

Emphasising the need for students to read widely, both within school and in their own time, is underscored as is the significance recognising themselves within books and identifying with characters. The guidance also suggest that teachers should introduce students to a diverse range of cultures and perspectives and not just choose the books they loved as children, noting that “stories might be the only place where they meet people whose social and cultural backgrounds and values differ from their own (p90).” This is a positive comment given the recent issues with book banning in the USA but as Open University (OU) research highlighted, the lack of up-to-date book awareness amongst teachers often results in gaps in their knowledge and this is a further aspect where the school librarian can help. As the specialist “book people” within schools, it’s an inherent part of the job to keep up-to-date with new books being published, both by popular and debut authors; what books are being made into films or TV series (so will be popular); genres that are being asked for; what’s being talked about on BookTok, etc. Armed with our specialised knowledge and practical experience we are equipped to ensure classroom libraries and book corners remain current, maintain updated reading lists and furnish recommendations for teaching staff yet too often the invaluable role of the school librarian is overlooked when books are discussed.

Once students have learnt to read successfully then they need to develop reading fluency - reading is a skill and, as with all skills, it needs practice: “reading a lot is the principal way pupils develop as readers (p19)”. This section covers both KS2 and KS3 with the guidance acknowledging that reading aloud, both of stories and for information across the curriculum, increases students’ experiences of reading fluency which has a positive impact. Sadly, this doesn’t happen as often as it should at secondary level - can you help by providing fiction books linked to curriculum topics, engaging book starts, relevant articles, short stories? And do you read aloud to your students in library lessons? I used to read to my lower literacy students, often traditional stories and myths that they’d not had as part of their reading culture growing up. They would sit in silence, transfixed – and I noticed that older students working in the library would take off their headphones to listen too. You’re never too old for a story!

I have to admit, I did wonder if whoever wrote the section on choosing and organising books had ever visited a school library. In primary libraries, it’s customary for books to be categorised into levelled bands or colours but the guidance notes that a different approach is taken by public libraries and bookshops. It also contains the rather perplexing suggestion that students should only be exposed to books that they can decode. What happens with those children who haven’t learnt to read yet? I’ve spent many hours reading to my children (and now, my grandchildren) using books that exceed their reading capabilities. While they haven’t grasped every nuance or inference, they’ve enjoyed the experience and their questions demonstrate an understanding of the story plus they’ve been exposed to language they may not encounter in everyday conversations. I’m a firm advocate for Free Voluntary Reading and find it hard to classify “Biff, Chip and the Magic Key” as reading for pleasure.

I’m not going to dwell on the suggestions for organising book stock as I find them rather haphazard. Phrases like “very short, short and long page-turners” appear quite puzzling. I assume these labels refer to gripping stories although that term is subjective; what I find gripping isn’t necessarily the same as what would grip others. Moreover, the organization of libraries to facilitate easy access for the school community is inherent in the role of librarians. What is interesting in this section is the mention that core book lists should be regularly refreshed and not set in stone – another aspect where the librarian can offer assistance – and that “every book must be worth reading or help pupils to put in the reading miles. Books that are unlikely to achieve either of these aims should be discarded” (p93). A good argument for weeding and getting rid of books that haven’t been borrowed for years, although I know from experience that often the minute I remove a book from the shelves, someone inevitable asks for that title the following week!

Section 8 labelled “Developing a Reading for Pleasure Culture” is the one most likely to be of interest to school librarians and also the one most likely to frustrate as it expands on the role of teachers as influencers and being the best promoters of books. Within my social media bubble are some amazing reading teachers with fantastic book knowledge but sadly this is not always the norm. I’ve been into too many schools where teachers have been responsible for library purchases and filled the shelves with the same old tired authors and I’ve also worked with secondary subject teachers who have stated that reading is not within their remit. I even once had an English teacher who routinely recommended the same book to every single student.

This section presents compelling evidence supporting library lessons and activities. It states reading should be a priority in all schools, that a strategic approach is needed to develop a Reading for Pleasure (RfP) culture with time to read, role modelling, engaging in book discussion and the sharing of reading experiences rather than just a few sporadic book-related events scattered across the school year. The inclusion of storytime in KS2 and KS3 is NOT an indulgence but a beneficial practice as it improves reading fluency and wellbeing although sadly many schools discontinue this practice once students are decoding proficiently. It also mentions the benefits of adults reading aloud, encouraging public library use, and library lessons being part of the timetable (separate from the English curriculum). A couple of points resonated with me. I was pleased to encounter the statement “Teachers should also be wary of restricting pupils to reading books from within one coloured level or band or labelling pupils as being on a specific colour” (p100) – this directly addresses the tendency for some schools who run reading programmes to confine students to reading materials within their level which can diminish reading motivation. Moreover, “reading time should never be used as a sanction” (p102) establishes a foundation; if you have students sent to the library for reading during detention (yes, it happens) you can now cite the guidelines for a more constructive approach.  Reading across the curriculum is not forgotten as it supports knowledge and vocabulary and it’s suggested that talk and discussion should form part of every lesson.

Concerning the leadership and management of reading, the guidelines clearly attribute this responsibility to the Headteacher although they acknowledge that in a secondary school this aspect may be given to a member of the SLT. The guidelines also bring in the role of the literacy lead that manages and supports the teaching of reading in both primary and secondary schools. I think it’s important to distinguish between the pedagogical teaching of reading and its broader aspects, most of which aren’t really covered in any depth; reading for pleasure, reading for information (with the necessary digital and information skills required to access and analyse texts); the cultivation of advanced reading skills such as skimming and scanning; and in-depth sustained reading necessary for exam subjects. As I said in the first paragraph, the guidance is for the teaching of reading.

This is only a brief look at the document but hopefully I’ve touched upon some areas that may be useful to school librarians. My take from it is:

·         Keep your staff, especially your SMT, well-informed about relevant research on the advantages and benefits of school libraries and reading;

·         Explore opportunities for CPD related to phonics teaching and how you can support students requiring additional help, particularly at KS3;

·         Collaborate with your SMT and appropriate staff (such as the literacy lead/literacy coordinator) to develop school-wide reading initiatives;

·         Offer teachers suggestions for enriching their classroom libraries with a diverse range of books, provide reading recommendations and keep book lists up-to-date;

·         Provide suggestions for reading aloud including fiction relating to the curriculum, relevant articles, extracts and short stories.

These guidelines present numerous opportunities for school librarians to showcase their value and offer support. Yet, in order to effectively provide the dynamic and diverse reading material that engages students, caters for evolving classroom libraries and furnishes resources for teachers to utilise, a sufficient budget is imperative to purchase such material in the first place. When considering your next funding proposal, consider linking it to these guidelines.