Reading Changes Lives conference

I recently attended the Booktrust “Reading Changes Lives” conference in London. Two pieces of research were presented, by DJS Research and the University of Sheffield, which showed that there were significant minorities of adults with negative attitudes towards reading, those who did not read had lower literacy levels, and were more likely to be from disadvantaged backgrounds and lower socio-economic groups. The research also highlighted that a person’s reading history impacted on their habits and attitudes. The reports can be found here:   http://www.booktrust.org.uk/news-and-blogs/news/270/

This research hasn’t really told us anything new; studies by the National Literacy Trust have said much the same thing as have enquiries from the US, Canada and Australia, although I guess it’s good to have UK-based results that are up-to-date and that have been established using a higher sample of the population than previously.

But I have to admit that my immediate response was “what next?” Because it seems to me that it’s a bit pointless and a waste of both time and money if nothing is done, if no-one utilises the results to inform policy regarding libraries and if all they lead to is lots of well-meaning conversations.

The presentations were followed by a panel discussion with Children’s Laureate, Malorie Blackman; the Commissioner of Social Mobility and Child Poverty Commission, Anne Marie Carrie; former Education Secretary, Alan Johnson MP; NIACE Director of Research and Development, Carol Taylor; and Liam Fox MP. This started off well with all of the panellists singing the praises of libraries and telling us how they used them when younger and what differences they’d made to their lives. But as the conversation progressed, I found myself having to bite my tongue at some of the comments made – I didn’t dare put my hand up to respond for fear of not being about to stop the tirade!

For example, the suggestion made by Liam Fox that perhaps it would be cheaper to order everyone books from Amazon rather than have a public library system. Putting aside the fact that a library is NOT just about books, what would people do when they’ve finished with them? They could hardly just pile them up on the coffee table as they’d soon run out of room (and yes, I know my coffee table not to mention three bookcases and several random places around the house have huge piles of books filling them but I think librarians are an exception) so I guess we’d have to organise some sort of swapping arrangement, whereby they could bring their books and exchange them for something else. Oh … hang on … isn’t that what people do in a library?

Liam then suggested that we could give every child an e-reader instead of access to a range of books! Despite the fact that not every book is available as an e-book, that a physical library gives children contact with a much larger number of books than can be stored on an e-reader, that you would lose the wonderful art of browsing and self-discovery, and that somebody would have to select the books (and I dread to think what would be chosen if the Government were involved … Mr Gove’s 50 books comes to mind … shudder!). This comment from a man who only minutes before had told us how he’d benefited personally from libraries. Malorie Blackman was her usual magnificent self, the voice of reason amongst this lunacy, supporting books and libraries, both school and public.

Research shows that people with low literacy levels are at a disadvantage both socially and economically; research shows that reading increases literacy levels; research shows that access to libraries increases reading. If the decision-makers are really concerned about literacy, then they would invest in public libraries and not close them, and they would ensure that every child has access to a school library managed by a professional librarian. When is someone going to join the dots?

Why school libraries should support NLD14

I wrote this last January in support of National Libraries Day 2013. UK school librarians and their students organised a successful Guinness World Record attempt of "the most people writing a story at multiple locations" which generated a lot of media interest and raised the profile of libraries. This year we are organising a Big Library Takeover whereby we hope to take the library out to as many departments as possible using this as an opportunity to promote NLD14. What I wrote then remains equally valid now ...

Most people associate National Libraries Day with public libraries and, being on a Saturday, the majority of schools will be closed so you may wonder why school libraries should get involved. Nonetheless, according to the website http://www.nationallibrariesday.org.uk/ it is “a culmination of a week’s worth of celebrations in school, college, university, workplace and public libraries across the UK” which encompasses almost every sort of library. But there’s a wider issue here why school libraries should participate.

The library profession across many sectors is facing a crisis, with libraries being closed, hours being cut and professional staff being replaced by volunteers. There has been public outcry about this but there have also been comments such as why do we need libraries when people can read books online, books are dead because everyone is going to have an eBook reader and people can get books from a charity shop if they don’t have a local library or can’t afford them. These comments show the lack of understanding that many people have as to what a library is and what it does. Those that work in them know that they are more than just a room full of books – from the small local public library that provides a focal point for the community to the school library that offers a safe haven for vulnerable children but the only way we are going to get more support is by educating people about what we do … and that means taking every opportunity to participate in events that publicize libraries. Of any sort!

For many children, their only access to reading material is via their school library. If we can encourage those children to become readers and users of libraries at school then they are more inclined to use their public library both whilst they are still students and when they become adults. Going to a library for books to read, for information, for research will be automatic to them and if their local library (or any other type of library they use) is threatened with closure, they are more likely to protest because they’ll know, firsthand, the value and benefits of a library. However, school libraries are not statutory and many are under threat so taking part in National Libraries Day is a chance to promote and raise awareness of them.

Many school librarians use their public and other libraries. Despite wide access to books and other material, I regularly browse my local library and always discover something new. I use it professionally, for my own research, as well as collaborating with staff on a range of projects from encouraging Year 7 to participate in the Summer Reading Challenge to taking my Year 9 HPQ students on a visit for extended research. I have also used other libraries outside school, such as arranging a visit for A level students to the local university library to assist them with investigations for their coursework and encouraging others to visit the Women’s Library (now sadly no longer in existence) and the BFI library. By working collaboratively, we can all expand the services we provide and sustain each other.

In the words of John Donne “No man is an island, entire of itself” and thus no library or librarian operates in isolation. If we all stand together, regardless of what sort of library we work in, we become stronger and our collective voice is louder because we are a more cohesive  group, rather than an assortment of unrelated, random libraries.

Children's Laureate Special

I have just listened to Radio 4's “Open Book” on iPlayer (originally broadcast on 2.1.13 at 3.30pm) – I don’t normally catch this programme as usually I’m at work at this time but it was a Children’s Laureate Special featuring Malorie Blackman, Michael Rosen and Jacqueline Wilson, so I was quite interested to find out what they were going to talk about.

As you’d expect, much of it was around the Children’s Laureate position, how it came about and what it was for. All three said that they felt children’s books needed champions (the more the merrier, I say); they also mentioned that it was necessary to “go on the attack” regarding children’s books and Michael Rosen declared that they needed “passionate people” for this.

There then followed some discussion about reading for pleasure and why it was essential due to the result of various studies showing all sorts of benefits. I was amused when Jacqueline Wilson said that reading aloud was also important although you couldn’t do it to “hulking teenagers” … she obviously hasn’t been in my library! I often read to my lower school library classes – sometimes a book extract, sometimes a short story or a picture book – and, when I do, every other student in my library stops what they are doing to listen, including the hulking teenagers and the sixth formers. It’s not as if I’m reading that loud as my library is sectioned into zones to allow for different activities! I know they should be getting on with their own work but I don’t have the heart to tell them to do so and judging by the pleasure they get from this activity, I often wonder if they were ever read to as children or whether the last time this happened was when they were in Junior School.
The programme wound up with a conversation about how teachers often don’t have the time to read to children, about how authors in schools reach those who don’t like reading and how important it is to change the attitudes of those who think reading is “boring” … to try and find that one book that will connect with them.

It’s great that children’s books have been given this media time BUT … not once was there a mention of the school librarian. The very person who is passionate about children’s books and reading, the champion that is so important, the person who usually organises the author visits and who  has the time and expertise to connect children with books, to change that attitude from “boring” to “this book is cool”!

I cannot understand this. Each of those authors has openly supported school libraries and librarians. Each of them must have met many librarians and been into many school libraries so it’s not as if they have no idea about the sort of work we do. Therefore why did none of them even hint at the fact that a school librarian is the one person you need to fulfil all of those things that they mentioned as being so important. Why are we so invisible … even to our supporters?

Malorie, Michael and Jacqueline … I love your books, the children love your books, I will tell anybody who cares to listen (and even those who don’t) about the importance of author visits and the impact they have. I also tell them about how vital a school library and librarian is but it would have more impact if you could also pass this message on!

 

SUCCESS IN EDINBURGH

Every time I add something to my blog, I resolve to write more often. Not that I don’t write, you understand … but it’s not always here. I spend most of my spare time responding to comments on Facebook, tweeting reports, lists of books and other literacy-related items, not to mention actively participating on the School Librarian Network (SLN) (and if you’re a school librarian and haven’t discovered this yet then I would 100% recommend it as a superb resource, just google it and you’ll find it!). Then there’s my CILIP Update column, various other professional posts, adding replies to letters and other blogs (especially if they are “stating” untruths about libraries). In fact, there are so many “writings” about books, reading, libraries, etc. that I’m amazed that we still need to tell people about what we do, and what the benefits of reading and libraries are.

So … a New Year’s Resolution, made early, is to blog more frequently.

However, one problem is that this blog is entitled “Library Stuff” and yet, so often, I find that I want to write about the state of our society; about the behaviour of people who are in a responsible position, who are meant to have our interests at the heart of what they do and yet so blatantly don’t; about the wonders of being a grandparent (even of only 17 days); about the despair I feel of a country that thinks it is ok to give people bonuses of thousands of pounds whilst others are queuing at food banks; and mixed in with all this is the incomprehension I have of how “they” ignore the research that shows the benefits of libraries and reading, and are happy to let individual schools decide on library provision! Not to mention how Ofsted can award a school an outstanding grade (with current criteria of inspecting Reading for Pleasure and Reading across the Curriculum) without going anywhere near the library, assuming the school has one.

Logically, the obvious thing would be to have an alternative blog entitled “Other Stuff” … but that’s going to have to be for another time and space … maybe when I retire J

So … what’s been happening with “Library Stuff” recently? Lots! And it seems as though every time I read something that results in all sorts of responses in my head, before I have a chance to get those down on paper, something else appears! But the one thing has stuck is the recent success in Scotland of School Library Services. The Edinburgh city council were originally planning to reduce the number of school librarian posts by 12, over half of the 23 currently working in schools, saving a grand total of £400,000! This resulted in an outcry from various sectors including authors and CILIP Scotland, and the council have now reconsidered their decision. Great news!

I can’t help wondering, though, why is the situation regarding school librarians in Scotland so different from that in England? Why do those in authority in Scotland, who have the power to make these decisions, listen to the arguments, read the research and act accordingly? They have publically stated that the decision to retain school librarians was based on consultation findings (the same findings that we have in England) whereas we get the same response time after time … that it’s up to individual schools to determine how to spend their budgets.

As a result of this, school librarians have been called “superheroes” and Ali Bowden, Director of Edinburgh UNESCO City of Literature Trust has said: “You can have books in libraries but you’re not going to get kids reading if you don’t have someone who’s passionate and who can convey that passion.” This is true but what is worrying is the response from author, Linda Strachan, who has written a wonderful blog post about school librarians but seems to think that the axe is only just falling on them:

 http://awfullybigblogadventure.blogspot.co.uk/2013/12/school-librarians-precious-resource.html

Whereas, as so many of us know, this is not the case. Time after time, school libraries are reduced to IT rooms or are taken over as meeting or intervention spaces with the consequence being that the librarian post is no longer needed, at least not in a professional capacity. At the same time as this success was being reported, I also heard of a school librarian who had given in her notice as she had been so undermined at her school, with her professional role being eroded so much, that she felt she had no alternative but to look for work elsewhere.

It’s a pity that so many people make the assumption that schools have libraries and librarians. Or that success in one part of the UK will result in success in the rest of it. This is why we need to keep telling people about why schools need libraries and about the benefits of them having a professional librarian. A good way of doing this is to promote the SLG publication about school libraries:

http://www.cilip.org.uk/sites/default/files/documents/Professional%20Librarian%20-%20Lo-res.pdf

… pass this around your friends and family, and make sure they ask these questions of their children’s schools. If Heads become aware that parents are asking about library provision, they may actually think twice before getting rid of it!

 

50 BOOKS ...

When I read that The Independent had produced a “50 books every child should read list” http://www.independent.co.uk/arts-entertainment/books/news/the-50-books-every-child-should-read-2250138.html  I was quite excited; I love lists, especially of books. And the creators of this list are three children’s authors and two book experts so I was expecting something quite exciting.

But, oh dear, what a disappointment! Instead of an inspirational selection, the list reads like a nostalgic visit to a long-gone childhood. Now, the three authors in question are very popular and have written some amazing and timeless books. They also regularly undertake school visits so meet children and talk to them about reading. And I’m sure that the “book experts” (who just happen to work for The Independent) have access to children’s books and may even have 11 year olds of their own but my first thought on seeing this list was to wonder why the publishers had not thought to ask any “real” experts? Those people who are surrounded by 11 year olds all day long, those people who are knowledgeable about children’s literature (both classic and contemporary), those people whose job it is to inspire children to read, to introduce them to the wide array of books available to them? Yes, you’ve guessed it … school librarians!

Now, don’t get me wrong. There’s some great books on this list and I’m not of the opinion that because a book was written 10, 20, 30 years ago, it’s not relevant to today’s children and that they should eschew it for something more contemporary. Every time I see a lamp in some woods, I’m transported to Narnia and secretly hope that I may spot a fawn scuttling along the path, and I would love every child to have that same magical experience that has purely been the result of reading C. S. Lewis. So that book would be on my list but I’m acutely aware that there are many 11 year olds who would hate it.

There are around 3.5 million children aged 10 – 14 years in the UK. A list of 50 books simply cannot encompass the wide range of reading abilities and varied interests of every 11 year old, it would be impossible to even try.  Yet with the number of books available, in bookshops and libraries across the country, I can understand why parents need some sort of guidance … but please, if we are going to have a list, let’s have some titles that will inspire and create readers. Let’s give parents the tools to start selecting books themselves by explaining that they need to start with the child, what they enjoy reading, what they don’t like and what their interests are. Many of those listed are books the compilers enjoyed when they were children, ones that bring back good memories, but this is no criteria for selecting books to recommend. And some of them I would be rather hesitant in recommending to a year 7; their content is, perhaps, more suitable for a slightly older and more emotionally mature child. I also wonder if the books were chosen with an eye on the fact that the general public would be judging the person behind the list by what they had included on it? A bit like the teacher’s best 100 books list that was published earlier in the year where many of the titles were incredibly “worthy”?

The problem with producing lists that say “should read” is that it puts parents and children under pressure. I have already had school librarians contact me as they have been asked by their Heads to send this list to all parents. Why? Are those poor children going to be forced to read the list and not be allowed to choose anything else? Are parents going to feel obliged to rush out and buy these books and push them onto their children (and many will) because they have been told by “experts” that this is what 11 year olds should have read? A far more useful exercise would have been to have each contributor to come up with 50 books … yes, that would be a lot of books but it would give parents a much wider choice. And also, next time, maybe ask a school librarian …

CILIP AGM at THE LIBRARY OF BIRMINGHAM

On Saturday I attended the CILIP AGM at the Library of Birmingham. Despite being a member for many years, this was the first AGM I have ever attended … being a school librarian I am unable to take any leave during term time and they are usually held on a weekday. It was an interesting day! The agenda included votes on the name change and a motion expressing no confidence in Ed Vaisey, the fire alarm went off in the middle of the name-changing vote and the venue was incredible!

The vote went against the name change (356 members for, 644 members against, 22 abstained) – I was in favour of the name change and I’ve explained the reasons why in previous blogs so I’m not going to go over the same ground. Instead I will carry on with what I usually do: advocating and promoting for the profession, particularly school librarians and supporting CILIP in their work.

One of the things that struck me at the AGM was how many people kept referring to when CILIP was the LA and how it used to be, in a rather nostalgic way, and almost implying that we should go back to that. And this is also true of many comments that have been made online. It’s as though people are still harbouring some sort of resentment from when the LA became CILIP and blaming the current team for what happened back then, over ten years ago. What on earth is the point of this? I’m not saying we should throw away our past, our heritage, the rich tradition of libraries that we have or the ethos and vision of those libraries but we really cannot go backwards. The world is going forward. It is not the same as it was in the days of the Library Association. Technology has progressed incredibly; the global economy has changed; society’s values have altered; people’s perceptions towards information (both the sources and how it is obtained) have been transformed … this is what we have to work with. If we don’t then we are going to be left behind. And somebody or something else will fill our space (in many schools this has already happened … it’s called Google).

I tend to think of CILIP council as similar to a school governing body; a selection of voted governors who have a range of duties and powers with a general responsibility for the conduct of the school. Most decisions are discussed at sub-committee level then recommendations brought to a full governing body meeting. You could not have every single change put to all the students or parents; you would never get a consensus and so much time would be wasted in pointless, endless deliberations (trust me, we spend a lot of time in discussion at governors’ meetings as it is!).  This works … and it’s the same in many organisations. You also have to, at some point, accept and trust the judgement of the people you have voted for to act on your behalf. By all means, question them and ask them to explain their choices but, ultimately, if you are going to object to every single decision then you have to wonder why you voted for them in the first place?

So … members have voted and decided they rather like CILIP and want to stay with it. It’s funny how when you think you’re going to lose something, it suddenly becomes appealing. The new name was only a part of the rebranding process. This will continue … CILIP has already made changes and more are planned in order to make it the forward-looking organisation it needs to be, that is relevant to both its members and all sectors of the profession. Many people have remarked to me that they have already noticed how different CILIP is from what it used to be (in a good way!) and I’m really pleased whenever I hear these comments because I know it’s true and how much hard work has gone on to make those changes.

I now hope that those who spent a lot of time and effort in fighting to retain the name CILIP will put the same sort of expenditure into supporting and promoting the organisation.

Finally … I really cannot leave this blog entry without mentioning the Library of Birmingham. I know it’s had its detractors, people don’t like the building, others say that the money could have been used to keep branch libraries operating, etc. but this Library has had so much media attention, attracting over 100,000 visitors in just over a week from all sectors of the population, it really has raised the profile of libraries nationally. On the day of the AGM, it was heaving and there were queues to get in by the afternoon. I managed to have a wander around and it was astounding ... those who say that a library is just a room full of books need to come to this building. What especially touched me was how many families were reading together. And I also noticed the high percentage of teenagers … when I asked Brain Gambles, Library Director, about this, he remarked that the Library had already become the “cool” place to go to J …

 

THE VALUE OF LIBRARIES

 

It’s been too long since I’ve written on here … my time has been consumed by writing HPQ assessments and the result of this is to confirm my thoughts that I really don’t want to be a teacher. I love working with the students, seeing them researching their projects, growing in confidence as they progress through the taught skills and they never cease to amaze me with what they produce … but marking their work is tedious and boring. Yet there’s not one aspect of being a school librarian that I feel like that about!

As usual there’s been a lot of interesting articles about books, libraries and reading in the media but the one that got me thinking was this: http://www.guardian.co.uk/commentisfree/2013/jul/20/libraries-books-place-for-vulnerable?guni=Keyword:news-grid%20main-3%20Zeitgeist:microapp%20zeitgeist:Most%20Viewed%20Section%20Front:Position3 in which the writer explains how she recently rediscovered the public library through illness and realised that it wasn’t just a place for readers but also for the vulnerable.

Every school librarian already knows this. When we rage against the closure of yet another school library, it’s not just because one of our colleagues is losing their job, after all as adults with many transferable skills we have other options (even if we may not be as passionate about them), it’s because we know the effect this will have on the students.

Forget the ones who don’t have any books at home so the library is their only source of reading material; forget those whose parents do not see the value of books and reading so they never take them to the public library (assuming they have one, of course); forget the ones who don’t have internet access at home so can only do their homework in the school library (and you’d be surprised how many teachers set homework that needs to be done on the internet);  forget those who have watched something on TV and just want to find out more about it; forget those who have had their curiosity peaked by one of their lessons so want to explore the subject further; or those who have a family member suffering from an illness and need to find out information about it without someone asking lots of questions; or those who have just been diagnosed with something life-changing like diabetes and want to read something that’s aimed at their level; or those struggling with their sexuality that need reassurance; or those being bullied who are looking for advice on how to cope ...  

What about those who come in every day but aren’t really bothered about the books, CDs, DVDs, computers, etc. even though they may spend their breaks sitting at a desk reading a book or magazine?  The ones who use the space as a refuge? Those who are a bit different therefore don’t quite fit in. Those who find the move to secondary school a bit scary and breaktimes overpowering so need a place of safety and security. Those who are being bullied so want to be in a place where there is another adult. Those who don’t really have a friendship group to wander around with and don’t want to be on their own … they know that they will always get a friendly welcome in the library and very often join in with activities. Those who are going through a bit of a hard time in their lives right now and just want to sit somewhere on their own at break. The smaller children who find the bigger, older students en masse a bit loud and threatening so prefer a space where numbers are restricted. Those who aren’t part of the sporty set, the arty set, the music set but can become student librarians so are part of the “library set”!

Many of these students don’t stay with you forever. They find friends, they fit in, they grow in self-assurance until one day you realise that you haven’t seen them for ages. Others stick around from year 7 to year 11 (and beyond). But where would all these children go and what would they do without the library? They’d be lost and it would take many of them a lot longer to settle at school and to feel happy and confident enough to reach their potential, if they ever did. How can you put a value on what the library means to these children and the benefits it brings to them? You can’t … it’s immeasurable … which is why people who don’t know the true worth of a library (any library) should not make financial decisions about them.