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.

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.

Ofsted report: "Now the Whole School is Reading" - what does it tell us?

Last month (October 2022) Ofsted published a report titled “Now the whole school is reading”: supporting struggling readers in secondary school. I was immediately intrigued as to what their guidance suggested and it makes interesting reading as, for once, it mentions school librarians! Those who regularly read such reports will know that libraries rarely feature in them, even when the subject is relevant.

The findings are based on research visits to six secondary schools. The schools were selected as they had a higher-than-expected proportion of students who were poor readers get grade 4 or above in English GCSE. Evidence used included:

·         Research literature

·         Autumn term 2021 inspection data

·         Discussions with English specialist inspectors

·         Discussions with staff and students at the six schools

The executive summary states that the ability to read is “a fundamental life skill. It is essential to us all if we are to participate fully in society”. This should be obvious to anyone; without the ability to read, students are unable to succeed in exams and move into further education or training, and thus into employment. This has a lifelong impact. It also highlighted the fact that students who arrive in secondary school with poor reading skills are unlikely to catch up; only 10% of disadvantaged children who leave primary school reading below the expected level get passes in GCSE English and Maths.

The summary also makes a statement about those who are poor readers reading less. Reading is a skill and needs to be practiced but if you don’t like doing something and struggle at it, you tend not to choose to do it – I don’t like running so don’t choose to do it in my free time, even though the experts tell me it’s good for me, it fits into my schedule and is cheap! Studies show that reading increases vocabulary and general knowledge; clearly reading non-fiction will do this but it’s also amazing what you can learn from reading stories so students who are not reading won’t have those advantages and are likely to struggle with comprehension as they come across more advanced texts. This is why, as librarians, we try and get students to move out of their comfort zone and read a book that may be more challenging; reading the same story over and over again isn’t going to introduce new vocabulary, facts or ideas.

So what are the main findings of the report and how can we use these to provide a better service for our school communities?

·         Senior leaders prioritised reading.
This should come as no surprise; for most initiatives to be successful they need the support of the Senior Management Team (SMT aka SLT). In the schools visited, there were whole school reading strategies that were part of the curriculum and the SMT shared their commitment thus increasing the visibility of reading across the school. It is important that librarians are involved in this and have input into any reading policies and tactics – they are a natural fit. Are you part of the planning group for whole school reading? Are your SMT aware of your lessons and activities around improving students’ reading skills and the impact these have? Do you feedback any relevant information about students and reading to staff?

·         Schools accurately identified gaps in students’ reading knowledge and shared information about struggling readers with all staff.
There are various reasons why students may be poor readers. Diagnostic testing will ascertain whether this is due to fluency rates, word reading and accuracy, or phonic knowledge thus enabling bespoke interventions. Sharing this information enabled a consistent approach throughout all lessons – and this should extend to library lessons. We can’t provide consistency if we’re not given relevant information that enables us to  support individual students – remember, one size doesn’t fit all and the more we know about why students are struggling with reading, the more we can help them.

·         Staff who taught reading had the expertise they needed to teach weaker readers.
The featured schools trained staff who would be working with struggling readers so they had relevant expertise. These staff disseminated that training to others within the school. If your school is investing in such training then it’s essential that you, as the librarian, are involved as it’s likely you will be working with the weaker readers – it’s surprising how much teaching school librarians do, something that many people don’t realise.

·         Schools had clear procedures in place to monitor this teaching and its impact on struggling readers.
By regularly assessing the progress of students, the effectiveness of any strategies could be ascertained and adjustments/changes made. This is so important; there’s no point in carrying on with something if it’s not working and any library programmes need to be included in this assessment. Do you monitor the success of your library activities? Do you report back to SMT what’s successful and why? This can help them make informed choices regarding future strategies.

A few other things jumped out at me from this report.

The first was that schools tended to stop additional support with reading once students reached Year 9 or moved into KS4. None of the schools monitored progress beyond this. I know this is probably due to time, budgets and the introduction of the very full GCSE curriculum but it’s such a shame. It meant that the schools had no idea whether students still struggled with reading – though I guess ultimately their exam results may show this – or the long-term impact of previous interventions. As some students remarked that they “felt less enthusiastic and motivated to read for pleasure by the time they reached key stage 4” there is clearly a huge role for the school librarian here. However, the caveat is that students need time to access appropriate resources and the library needs to consider promotional material and activities aimed at this target group. I know from my involvement with the UK Pupil Library Assistant of the Year the impact the library can have on older students, not only with their continuing reading for pleasure but also by providing a space for their good mental health and wellbeing.

Secondly, the report recognised the importance of skilled librarians. Not simply staff running the library and keeping it tidy but professionals who were able to be part of the whole school reading initiatives and play an active role - three of the six schools had at least one professionally qualified librarian. CILIP, the library and information association, offers librarians the opportunity to obtain professional qualifications and has a special interest group for school librarians (SLG) with resources and support available for those that wish to explore this further.

Finally, whilst there is plenty of research into primary reading there is little undertaken with older students and most of that is outside the UK. This is an area that needs to be addressed given how a lack of reading skills can impede older students’ life choices.

  

 

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.