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.

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. 

 

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.

How To Create A Book List

There’s been a lot of excitement on social media the past couple of weeks around the announcement by Marcus Rashford that he’s teamed up with Macmillan Children’s Books to not only write several books but also launch a children’s book club aimed at age 7+ with the remit that “books should have diverse characters … making sure people of all race, religion and gender are depicted correctly and representative of modern society.”

As a school librarian, I know the impact a popular young Black male footballer tweeting “Reading is cool. Books are cool.” will have – and it’s exactly what we need to help promote books and reading for pleasure. Can we have more role models like this please?

But, as is the norm whenever anything like this is announced, a plethora of suggested books appear – one of these was a list published in the TES of 10 books gathered by a teacher from suggestions on Twitter. Now, there’s nothing wrong with these books but they don’t exactly fit the intended remit. And I know if I was to create a library display around them very few would be borrowed. I might be able to entice some students to try a couple if I could deliver a talk promoting them but it would be more likely to be the avid readers picking them up, those who are already confident in trying something new or different knowing that if they didn’t like it they could put it down and move on to something else.

It’s actually quite difficult to put together a list that appeals to everyone, especially if the number of titles is restricted. The wider the age range the list is targeted at the more challenging it is especially if you have to consider emerging readers alongside confident readers – too many suggestions aimed at each group will put many off. I’ve had experience of doing this for book awards and school library packs, and it takes a lot longer and is harder than you’d think.

The books need to be diverse – with respect to characters as well as authors and illustrators. They need to be inclusive so that children can see themselves in the stories, physically and emotionally. However, it’s important to remember that they don’t always want to read something that mirrors their own lives; sometimes they want escapism.

The stories should be well researched – there really is no excuse for incorrect factual information – and well-written with characters and plots that engage and develop throughout the book. Fiction introduces children to new language, sentence structure, inference, etc. but books that are aimed too high and outside their level of understanding may well have the opposite effect and put them off reading. So a balance is needed with books at all levels encompassing both less-able and more-able readers. It is important to remember that a book that is read with a child, or as a class set text, can be at a totally different level from one a child reads by themselves; simply because words can be explained, concepts explored and any issues arising in the book discussed.

Then there are genres to consider. If you want the list to have a wide appeal it needs to include as many as possible; fortunately most books encompass several genres but this can still be a bit of a balancing act. And let’s not forget different types of books; poetry, graphic novels, verse novels, memoirs, non-fiction and so on …

Finally, one important thing to think about is the visual appeal of the whole list, especially if you are planning to create posters or displays using the books.  Covers are important.  Forget “don’t judge a book by its cover” because that’s what people do. They have nothing else to go on until they pick the book up and read the blurb so if the cover doesn’t appeal, they’ll leave the book sitting there. And children are no different ... if anything they can be more rigid in what they like and dislike.

So … I asked my librarian colleagues for suggestions, received rather a lot and have narrowed them down to the following 10. This is not a top ten list and if I was to create another one in a couple of months, it would likely be very different. I've not been able to include every type of book or every type of character.

And yes, I know it’s yet “another” list but I’m hoping this one might just be a bit more appealing and help some children engage with reading. As with all book lists my caveat is that the age recommendations are exactly that; they may appeal to younger or older children and books targeted at 7 – 11 years sometimes have content that may be unsuitable for the younger age range although often the age restriction is more to do with reading ability. If you’re not sure my advice is to read the book first - or ask a librarian.

So … what do you think?

 

1.      The Undefeated by Kwame Alexander and Kadir Nelson
Published by Andersen Press, 2020
Recommended 7 – 11 years (and older)

A stunningly illustrated poem that remembers both famous and often overlooked figures from Black history. This book can be read on several levels and is excellent for encouraging discussion and further exploration into the background of the people and events represented. It’s a book that, when on display, draws people to it.

 

2.      Super Side Kicks: No Adults Allowed by Gavin Aung Thun
Published by Puffin, 2020
Recommended 7 – 9 years

Junior Justice is fed up with the adult superheroes getting all the attention so he and his friends form their own team to save the world. A graphic novel series about superheroes and supervillains – always popular! Rather silly and entertaining.

 

3.      World Burn Down by Steve Cole and Oriol Vidal
Published by Barrington Stoke, 2020
Recommended 8 – 11 years

Carlos’s mother works for Brazil’s Environmental Authority protecting the Amazon from being destroyed. When he’s kidnapped, Carlos manages to escape but then finds himself trapped in the burning jungle. A gripping story with an environmental message. Particularly suited to struggling, reluctant and dyslexic readers.

 

4.      Who Let The Gods Out? by Maz Evans
Published by Chicken House, 2017
Recommended 9 - 12 years

Things are not going well; Elliot is struggling at school, he is the main carer for his mother, and they’ve received a letter informing them the house is going to be repossessed. But when an immortal constellation crashes into the cow shed, he has a whole new set of problems to deal with. A laugh-out-loud and action-filled fantasy adventure with a nod to Greek mythology and a wonderful cast of characters. This is book 1 of 4 so opportunities to read more of the same.

 

5.      High Rise Mystery by Sharna Jackson
Published by Knights Of, 2019
Recommended 8 – 11 years

When Nik and Norva discover their community art teacher has been murdered on their tower block estate, the detective duo swing into action, collecting evidence and tracking down suspects. A fast-paced, urban-set whodunnit with a gripping plot and great cast of characters.

 

6.      The Strangeworlds Travel Agency by L D Lapinski
Published by Orion Children’s Books, 2020
Recommended 9 – 12 years

When Flick Hudson discovers the Strangeworlds Travel Agency, where she can be transported to hundreds of other worlds simply by stepping into the right suitcase, her adventures begin. However, Five Lights, the world at the centre of all this, is slowly disappearing and Flick has to race against time to save it. An imaginative fantasy that pulls the reader in and transports them to magical lands.

 

7.      Wild Lives: 50 Extraordinary Animals That Made History by Ben Lerwill and Sarah Walsh
Published by Nosy Crow, 2019
Recommended 7 – 11 years

The true tales of fifty animals from around the world and throughout history, featuring bravery, friendship, courage and inspiration. Lots of interesting details, a great way to learn about history and superbly illustrated with drawings and photos.

 

8.      Planet Omar: Incredible Rescue Mission by Zanib Mian and Nasaya Mafaridik
Published by Hodder, 2020
Recommended 7 – 9 years

Omar has a very active imagination and when he discovers his regular teacher has been replaced with a rather grumpy one after the school holidays, he’s convinced she’s been abducted. So he persuades his friends to undertake a rescue mission. Book three in a great series about the (mis)adventures of Omar and his friends. The illustrations as well as fun use of fonts and space make this book visually appealing and the characters are culturally diverse.

 

9.      The Big Book Of Football by Mundial and Damien Weighill
Published by Wide Eyed Editions, 2020
Recommended 7 – 11 years

There’s no denying the popularity of football books – my library shelves that contained them were always in a mess – but many are aimed at older readers. This is a perfect book for younger children covering the history of the game, popular players, famous stadiums and lots more. An essential guide to football with fun, colourful illustrations.

 

10.  Seven Ghosts by Chris Priestley
Published by Barrington Stoke, 2019
Recommended 8 – 11 years

Jake is a finalist in a writing competition and they have all been invited to a tour of a stately home haunted by seven ghosts. As each tale is told, the ghosts are stirred up and Jake begins to see things out of the corner of his eye. An atmospheric collection of connected short stories that are unsettling rather than frightening. Great for struggling, reluctant and dyslexic readers.

What's All The Fuss About Non-Fiction - and how on earth do you choose from so many books?

 

One of the things I love about November is its focus on non-fiction: the Federation of Children’s Book Groups (FCBG) uses this month to “celebrate all things factual” while the School Library Association (SLA) holds its Information Book Awards (IBA). Although I’ve always got a fiction book or two (or three or four) on the go, looking at my bookshelves you’d be forgiven for thinking I preferred non-fiction. This is partly because I pass on a lot of my fiction books or borrow them from my public library but I hoard my non-fiction and find it difficult to let go of them. I can weed any school library collection to within an inch of its life but hands-off my personal stuff!

This has resulted in a rather esoteric collection over the years. Most of the non-fiction books I buy are linked to interests or hobbies – so I’ve got knitting books alongside travel guides, books on photography and architecture sitting next to stuff on fantasy art and painting, then there’s my CPD collection about books, reading, libraries and all things connected. I have Jim Morrison’s poetry sharing space with Kaffe Fassett’s needlework and Prince Charles “A Personal View of Architecture” (I did warn you) …

As discussed in my previous blog, there are numerous advantages in reading non-fiction – improved vocabulary, exposure other cultures, increased general knowledge amongst others – and when reading non-fiction is done for pleasure it replicates the benefits of reading fiction. I also mention several ways that non-fiction can be promoted in the library and school but what about choosing it for the school library? How do you decide what to stock when you have a limited budget and shelf capacity?

The two organisations above, the FCBG and SLA, are both good starting points: each year the IBA shortlists feature books for all ages and the FCBG has a “100 brilliant non-fiction books for children and young people” list. However, these suggestions need to be considered in the light of the following:

·         Choosing non-fiction books used to be fairly easy. Many subjects used the library for research lessons so you basically bought books linked to those topics. However, today, too many teachers traipse off to an IT suite to undertake “research” which means books can lie unused on the shelves and pupils don’t get to investigate the use of both print and online resources.
So if you have research lessons in the library then prioritise those topics for any non-fiction purchases.
And teachers – please think about using your school library for research (though give the librarian plenty of notice so they can get relevant resources in stock). Contrary to popular belief, not everything is online and students will, at some point, need to access information in different formats. Now is a good time for them to start learning those skills.

·         Publishing non-fiction has also changed, probably because of the change of use in print books but particularly with regards to its use by older pupils. It’s difficult to find non-fiction that links to GCSE topics that’s not a text book. KS4 students tend not to read around the subject; they don’t have the time and are taught to the test so have no need to. This is often true for many KS5 (A level) pupils other than those who are extremely motivated or gripped by their subjects. Unless you have staff who push library use with KS4 and KS5, then it is likely books aimed at this level will get minimal use.

·         Non-fiction aimed at KS3 and KS2 is totally different and there are some fabulous books published for this age group. Again, if you have classes coming into the library to research then ensure you have up-to-date and appealing books on those topics but don’t forget interests and hobbies, especially as non-fiction can often be a way to entice the reluctant reader.
Interestingly these can vary from school to school, even within a geographically close area so what works in one school library may not even be picked up in another.
There are perennial favourites – such as football, cars, space, animals, cooking – but I’ve worked in schools where ice hockey, wrestling and fishing books were in constant demand. One good way to ascertain what pupils are involved with is via a survey about their interests. And don’t forget topical areas of concern such as Black Lives Matter and the environment.

·         Primary school libraries are slightly different. They typically supplement classroom libraries with teachers using the stock to support the topic pupils are studying, often bringing in their own personal books. This means that books linking with curriculum topics will be in demand but don’t forget that pupils will also want to explore the shelves and discover books outside of the curriculum.

·         Resources to support mental health and wellbeing are important at both primary and secondary levels. There are a number of books to support this which can be stocked in the library and used – either by individual pupils, as part of PHSE lessons or by the pastoral team. Have a look at The Reading Agency “Reading Well” programmes for some suggestions.

Can’t finish this blog without some book suggestions. These are not a “best of” list or the top 2020 publications. I always find it hard to make recommendations as I’m only too aware of the numerous amazing books that aren’t included; however, as this year’s non-fiction theme is “The Planet We Share” these are some of the non-fiction books linked to this that I’ve enjoyed reading – in no particular order:

Climate Emergency Atlas.
Published by Dorling Kindersley. 

Covers what climate change is, its impact & what we can do about it. A stunningly visual book – it’s both awe-inspiring and scary at the same time. An important topic.

The Farm That Feeds Us by Nancy Castaldo & Ginnie Hsu
Published by Words & Pictures

A year in the life of an organic farm. Pages filled with gentle muted illustrations and lots of information about sustainable farming.

The Big Book of the Blue by Yuval Yommer
Published by Thames & Hudson

I love all of Yuval Zommer’s books (and am intrigued as to what the next one is going to be one as the subjects all begin with B) but this is my favourite. An exploration into the world of the oceans. 

Lots by Marc Martin
Published by Big Picture Press

This is a book for dipping into. It’s a journey around the world with random facts and observations, filled with pages that are bursting with illustrations and quirky details.

Our Wonderful World by Ben Handicott, Kalya Ryan & Sol Linero
Published by Wide-Eyed Editions

I confess to having a soft spot for atlases and this one is filled with 50 maps containing facts and figures, encouraging the reader to explore the world. Hours of browsing delight!

The Magic and Mystery of Trees by Jen Green and Claire McElfatrick
Published by DK

A perfect introduction to the world of trees – nature, wildlife, biomes, conservation and more – all wrapped up in a beautifully illustrated package.

The Animal Book by Ruth Martin.
Published by Lonely Planet Kids

It was hard to choose between this or one of the Lonely Planet books about countries or different cultures but this won because, even though it’s aimed at 8-12 years, my grandson (aged 4) will happily sit and read it, looking at the photos and asking questions. Books that appeal to ages outside their intended audience are definitely value-for-money!

Wild City by Ben Hoare and Lucy Rose
Published by Macmillan

Another book that takes the reader on a tour of worldwide locations, this time looking at the wildlife that can be found at each one. 

 

I could go on … there really is a huge choice out there and books are a wonderful way of  introducing children to the natural world. I always find I'm learning something new myself - which is one of the reasons I love non-fiction so much! Go and explore ...