The harsh truth about volunteers.

Please note – blog posts automatically close after 50 days.

As always I am pleased to read of any county that announces that they have “saved” their libraries, but I am increasingly seeing that this act of supposed salvation comes at a cost. That cost is losing trained and professional staff, i.e librarians.
Many County Councils are now announcing that their libraries will be “saved”
and that thanks to their glorious new restructuring it will instead be run by “skilled volunteers”
Hmmm, let’s have a look at the truth and workability of that statement shall we?

I’ve worked in the service a long time and (because I’ve worked my way up) I’ve seen pretty much every aspect of it. I’ve worked as a volunteer, and I’ve worked with them, and I’ve organised them. The truth about volunteers is a harsh one, and I apologise to any volunteers if they know that this is not them, but in my experience the points below show the truth of what happens when you rely on volunteers in the long term.
Fine (and incredibly helpful) to use them for occasional top-ups (for example during the hugely busy Summer Reading Scheme season) or for supporting outreach services, such as book deliveries for the housebound or for care homes, but not for core or essential services.
Apart from the obvious denigration of the skills of trained professionals, why can’t we use volunteers for everything?
Here are a few reasons why….

You can’t timetable them.
Volunteers want to work at a time that suits them, not you and not the service. You can’t insist that they work late evenings and weekends like paid staff. They will only work at a time that is convenient for them. Of course they do, they are volunteers and have no contract of employment with you so why should they work when you want them to work?

They cancel at a moment’s notice
That’s because they can. They are not being paid and so if the boiler man wants to come round, they cancel. Waiting on a delivery? Cancel. Daughter popped round for lunch? Cancel. Bit of a hangover? Cancel. Lovely sunny day so decided to have a day out instead? Cancel.
Of course they can do this, they aren’t being paid! You have no right to expect them to come in and no contract of employment to force them to so they have every right to ditch.

You have little or no recourse when they are bad at what they do.
I’ve worked with many volunteers and I remember a good number of ladies who were long term volunteers for the housebound. They were rude. No two ways about it, they were rude, controlling, aggressive and arrogant. We could do nothing at all about this because they were volunteers and without them several housebound people would have no contact with another living soul from one week to the next. We couldn’t sack these ladies or demand they modify their behaviour because we had no contract of employment with them (see the pattern beginning to emerge?)

You can’t insist that they undergo extensive training.
It takes a vast amount of training to deliver a successful library service at the frontline. You can’t insist that your well-meaning volunteer attend several dozen courses to be able to deliver that service because they are just volunteers and you have no legally binding contract of service with them.

You can’t insist on an apolitical standpoint.
Some volunteers may well have strong political leanings that will influence their responses and the way they deal with the public. You can not enforce an apolitical standpoint upon them because they are volunteers and you have no contract with them to ensure that they only express neutrality.

They are not protected in the event of injury or incident.
I have known a good number of librarians who have been injured during their work. This ranges from people who have put their backs out to people who were punched and one who was stabbed. These staff members were supported by their employers and were able to get well and were supported through various crises. You can’t do that with volunteers (no contract remember!) and so their only recourse will be to sue the county. Good luck with that!

They only do what they want to do.
Yes, shelving a couple of hundred books can be boring, so is heaving a load of deliveries around or doing an extensive weed or stock check – but it’s all part of the job. It’s much more enjoyable mooching around in the reference section, or looking through new books, or chatting with your friends who just happen to have dropped by. Library assistants on a contract can be instructed to do the dull stuff because they are paid to. People who have no pay and no contract don’t want to do the dull stuff – why would they? They start off agreeing to, but all too soon you are drowning in returns and the shelves are a mess with things put back incorrectly. In my experience it takes about three weeks for someone to get to the NAD method of shelving (Near As Dammit)

The road to hell is paved with good intentions.
Some volunteers will inevitably abuse their power. These will be the most reliable volunteers in terms of available time and they will make your libraries less pleasurable places to visit. They will be controlling and suffocating and will turn people off visiting the library. You can’t do anything about this because you have no contract of employment with them and can’t insist that they modify their behaviour.

They drift off.
In the beginning you will have lots of volunteers. Plenty of people will come forward and say that they will help out and for a while you will be overwhelmed by the lovely support your library has.
This will not last. In a year or two you will be left with a tiny core of people who are still devoted, but who are essentially running the library on their own. You will be completely reliant on the two or three people who remain loyal, and they will be working full-time equivalent hours in a desperate attempt to keep the place open. If there is one paid librarian left in the building to oversee this (and I stress the “if” there) they will be on a zero hours contract that occasionally affords them a day off, but otherwise requires them to work every late, and every anti-social day (such as Saturday and Sunday) due to the lack of available volunteers.
It will become virtually impossible to get more volunteers because in a more rural community you may have simply exhausted all available people, and in most areas people will tire of working that hard for free. Students will graduate and get jobs, and other people will find that it no longer fits with other aspects of their lives. Most will simply find it tiresome and demanding and they will gradually drift away. You can do nothing about this because they are volunteers and you have no contract with them over things like working hours, or the need to notify you a good time in advance that they no longer wish to do it.

They don’t really know what they are doing.
No offence intended to volunteers here, but the scale of work expected of them is a bit terrifying! Being a librarian is a hugely complex task that involves an incredibly broad skillset. I’ve been doing this for over a quarter of a century and I pedal hard to keep up with all the relevant changes that impact the library service and how we deliver that to our customers. I don’t have all the answers to enquiries from members of the public, but I sure as hell know where to find them. This is because I’m a professional – not a volunteer. You can’t expect volunteers to be able to do this. Customers will soon be frustrated by not being able to ask a question and receive the correct answer, and so they will simply stop asking, and will stop using the library. Catch 22.

This is just a very small snapshot of the potential barriers to delivering a quality service only using volunteers. I have had many wonderful and supportive volunteers in my time (and I thank them and they know who they are and I was able to do a better job thanks to them) but they operated with me, and ultimately the buck stopped with me – the paid and experienced professional. I am a strong willed person who was perfectly prepared to tell a volunteer that I no longer required their services, and so I was able to work with people who stuck at it and were superb – but that meant that I went from dozens down to three who were actually reliable and trustworthy – and that was in a school where I was lucky enough to have access to well-educated and involved parents.
When I was in public libraries it was a genuine nightmare keeping reliable and effective volunteers, and it was far worse for my colleagues who were in poorer or more rural locations.

We, as members of the public, deserve better. We deserve (and are legally entitled to) a library service that delivers not only books but is a free public access point to information. We deserve someone qualified in knowledge and information management who is best able to provide that service – and that’s a real librarian.
This is not just about saving jobs, it’s about communities receiving that which they are legally entitled to. If all of your health visitors or community pharmacies were run by volunteers you would not accept it – don’t accept it from your one and only community information point either. Don’t let the Powers That Be convince you that you can find out all the information you require on your own, that’s a fallacy. You can find out all the legal information that you need on the Internet – but at some point you will need a trained professional to help you. Imagine if it was accepted that solicitors could be unqualified volunteers too? Or nurses?
Yes, you can wrangle around on the Internet when you have a question about issues that affect you locally (or nationally) and then you can wade through 50,000+ pages of disorganised information hoping you’ll strike upon the right one. Or, you can visit the information and knowledge management specialist in your community (aka the librarian) and ask them and they’ll give you the right answer.
You can’t rely on a volunteer to do that. If you are tempted to volunteer, don’t. You will not be protecting your public library by volunteering, you will only be supporting a fatally flawed scheme that will eventually bring about its demise.

Running libraries on volunteers is not a cheap and effective way of saving your local library service, it is a carcinogenic scheme that will ultimately kill it.

Dawn Finch Library and Literacy Consultant
Children’s Author

Footnote – ALL OPINIONS ARE MY OWN.
IF YOU ARE UNDER A GAGGING ORDER AND WISH TO CONTACT ME IN CONFIDENCE, PLEASE USE THE CONTACT FORM ON www.dawnfinch.com

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Shakespeare Week and the Shakespeare Birthplace Trust

This week I’m celebrating the work of Pupil Library Assistants, and also Shakespeare Week.

I am a member of the judging panel for the Pupil Library Assistant of the Year Award. The competition for the prize was very fierce and, sadly, not everyone could make it to the final seven. However, these pupils clearly all had a great passion for books and reading and took this beyond the walls of their schools. Almost all of the pupils not only worked in their school libraries, but they had also had the opportunity to take part in other schemes connected to books and literacy. One of the longlist nominees, Miranda, described a little about her volunteer work at the Shakespeare Birthplace Trust.

I was so intrigued by this that I invited her to write a blog post in more detail so that she could explain what Shakespeare and the Birthplace Trust means to her and other pupils.  This is published here to take a closer look at the Birthplace Trust, and to encourage schools to sign up for Shakespeare Week. This runs from 16 -22 March 2015 and encourages everyone to take another look at the world’s most famous writer. So from a writer of the past…to a writer of the future!

My guest blogger is…..Miranda K. Gleaves – Alcester Grammar School

Shakespeare Week: the wonderful world of the Shakespeare Birthplace Trust

I’m lucky that I’m at a school where being a Pupil Librarian isn’t regarded as a bit bizarre.  Everyone accepts my love of books (I was the first ever Year 7 to get the school’s Gold Reading Challenge Award) and, definitely, my admiration of the playwright, William Shakespeare.

I was seven when I saw my first Shakespeare play (The Comedy of Errors) at the Royal Shakespeare Theatre in Stratford-upon-Avon. My mum explained that I wouldn’t understand every word of it, but that it wouldn’t matter.  She was right – and had to shush me as I was laughing so loudly at the almost-pantomime on stage. No-one should think Shakespeare is incomprehensible, scary or “not for them”.

Thanks to our School Librarian, Mrs Beeson, I was invited, with the other Pupil Library Assistants, on a behind-the-scenes tour of the Shakespeare Birthplace archives and instantly felt that it was the most amazing place.

Since then, I have completed a week of formal Work Experience with the SBT and two weeks with them as a volunteer.  I’ve already arranged to go back!

I’ve helped with conservation work in the archives and at the Shakespeare Houses (having also volunteered with the National Trust for four years, my conservation cleaning experience came in very handy).  I learned how to use the SBT’s unique library system to carry out research, and this enabled me to create a display for the Public Reading Room.  I should also say that the SBT archives are vast – and aren’t just about Shakespeare.  They have masses of information on the local area and my display was on the arrival of Belgian refugees in Stratford at the start of WWI.

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My display.

I’m looking very carefully at the Wolf Hall adaptation on television at the moment, having spent time as a costumed interpreter at Mary Arden’s Farm, one of the Shakespeare Houses. Here, I dressed and behaved as a Tudor, helping to prepare authentic meals to eat in front of the public and discovering the customs of the time (for example, napkins are draped over the left shoulder, those wearing red are ranked more highly than those in blue, and all meals are eaten only with your personal spoon). So far, it looks as though Mark Rylance and his colleagues have got it about right.

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While immersed in Tudor life and language it was fascinating to see at first hand just how engaged visiting school children – also in SBT Tudor costumes – were by the whole experience and how much they learned from it.

I think that Shakespeare Week is a fantastic initiative, and I only wish that I could have participated back when I was at primary school. If I could say one thing to all the pupils and teachers involved, it would have to be “don’t be scared of Shakespeare – he tells great stories”!

With thanks to Miranda Gleaves and her librarian – Louise Beeson – from Alcester Grammar School

You can find out a lot more about the Shakespeare Birthplace Trust using this link.

Take part in Shakespeare Week too! Follow the link for more information and how to join in.

The winner of the 2015 Pupil Library Assistant Award will be announced by 4pm on Thursday 12th March.

Library Campaigns – Bring the noise!

2015 rolls us towards one of the most potentially interesting General Elections that the UK has ever seen. At the present time the country is governed by a jumbled pairing of parties that no one actually voted in, all carrying the baggage of policies that didn’t come to pass, and stacking up a whole mess of broken promises.

All of this confusion has left most of us unsure of who to vote for. The lines between the parties have become increasingly blurred, and it is genuinely difficult to put a white paper between them. People deserve to understand the policies that are relevant to their lives and to their communities. We need access to information more than ever, and yet never has it been more convoluted and confusing. We need a way to access information and, once upon a time, this was simple thanks to the public library. I firmly believe that every community is best served by access to a well run and appropriately funded library service, however this service has never been more at risk.

Despite cross-party claims of support, and claims to be supporting a push for raising levels of national literacy and digital inclusion, there have never been more libraries at risk of closure.

As a follow-up to my post about what public libraries actually do, I attempted to gather together links to petitions and campaigns that are trying to save this essential aspect of our lives.  It is incredibly sad just how many libraries are under threat. I was curious as to just how many libraries and regions were affected, and my research made tragic reading. As my list became longer and longer, it became apparent just how potentially catastrophic this all could be.

The removal of library services not only means the loss of something irreplaceable for all of our communities, but also represents a significant breakdown in the democratic process of local government.  The campaigns in some of the regions might appear small, but that’s because the worst hit communities are often small, rural and poor. It is a shameful government that makes the most vulnerable and voiceless a target, but this has happened time and time again under this one.

The campaigns to protect libraries are not about protecting something antiquated and stuffy, or about saving  a twee manifestation of upper middle-class ideals, this is about protecting a service that not only makes a positive difference to all members of the community but one that actively improves the quality of the lives of its users.

We have all read many articles about the importance of raising the levels of national literacy, of the need to ensure digital literacy for all, of the positive impact of reading on educational levels, of how we have more students than ever, and of the need for more open communication of information to the people of the UK. So why would anyone want to cut the most successful way of dealing with all of those issues? Why would the parties not want to support the only service in the community that can tackle all of these issues at the front-line? The Sieghart Report on public libraries highlighted the fact that 35% of people use their libraries; so why would a government cut something that is used by over a third of the population?

The answer is – because it’s easy. It is easier to cut something that people in power don’t understand than it is to cut other more high-profile (and potentially political-career damaging) areas. It is easy to cut something that is used by over a third of the population as long as most of those users are too young to vote, or too vulnerable to fight back. It’s easy to attack those who do not have a loud enough voice to be heard when they protest. It is easy to cut services that some people have a false image of, and it’s easier to cut services where people have less fight.

So let’s bring them that fight! It’s time to bring the noise! Stand up for what you deserve, for what everyone deserves; library run by qualified professionals.

It is worth noting that I have been informed that many staff working within the public library system have been told by their authorities that they are not allowed to become “politically involved” in the campaigns to protect their libraries. This is why it is so important for library users to make a stand. It is vital that people all over the country make a stand before these services are lost forever.

Sign the petitions, write letters, join campaigns in your regions, make a noise on social media,  turn out for libraries and, when the election comes, vote for the parties who make a solid commitment to making a difference.

You can find full lists of campaigns through the websites of Public Library News  and The Library Campaign – and make a noise as part of Voices for the Library

Follow CILIP ElectionWatch to stay informed about which parties are prepared to make a solid commitment to our communities, and you can see a list of key advocacy issues and campaigns here on their website. On social media please follow and use #CILIPElect and #vote4libraries

Speak Up For Libraries annual conference is held towards the end of the year and full write-ups and further information can be found by using the link above or follow @speakup4libs

You can start off by joining in the celebrations for National Libraries Day – and really bring the noise!

Don’t let this be another one of those issues where you’re left singing – Don’t it always seem to go, you don’t know what you’ve got ‘til it’s gone.

NB – if you work for a public library and have been advised to not get involved in campaigns, please feel free to post your stories anonymously in the comments here.

Written by Dawn Finch

Library and Literacy Consultant

Children’s author and librarian.

 

Those links again………

www.publiclibrariesnews.com/

www.librarycampaign.com/

www.voicesforthelibrary.org.uk/campaigns/

CILIP advocacy pages

http://www.cilip.org.uk/cilip/advocacy-campaigns-awards/advocacy-campaigns/public-libraries/public-libraries-cilip-activity

CILIP ElectionWatch

http://www.cilip.org.uk/cilip/advocacy-campaigns-awards/advocacy-campaigns/electionwatch-cilip-campaign

 

 

 

 

 

Pupil Library Assistant Award

This is a matter that is very close to my heart. I’ve met some amazing pupil assistants in my time and it’s fantastic that CILIP SLG are now supporting this award.

This new Award is to recognise the contribution made by pupils who work in their school libraries, to acknowledge the skills gained and to give them the recognition they deserve, both within and outside their school community.

Nominations can be made by the School Librarian, by emailing the nomination to president@cilip.org.uk by 31 October 2014.

A shortlist of candidates will be drawn up by the Judging Panel and announced during the first week of the school term in January. Shortlisted pupils will be asked to submit a portfolio of evidence by 13th February 2015 and the shortlisted nominees will be invited to an Awards Ceremony, to be held on Thursday 12th March at a London venue.

Winners of the award will receive

£100 worth of books
£100 worth of books for their school library
Glass book trophy x 2 for the winner and for their school librarian/library
A certificate

Shortlisted nominees will receive:

£50 worth of books
A certificate

For full information about the award and the nomination criteria, please download the guidelines below.

To submit a nomination, please use the link below to download the required forms.

– See more at: http://www.cilip.org.uk/school-libraries-group/pupil-library-assistant-year-award#sthash.uca36eqI.dpuf

Twitter 101 with James Dawson and Dawn Finch

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Twitter 101 with James Dawson and Dawn Finch

At the London and South East SLG LibMeet we were lucky enough to have top YA author James Dawson with us and he helped us out in a discussion about the merits of social networking and using Twitter. If you haven’t discovered him yet, James is particularly entertaining on Twitter and is more than aware of the importance of social networking. I’m deeply envious of his huge number of devoted followers, but I hope I’m worth a follow too!

You can follow James @_jamesdawson and me @dawnafinch and decide for yourselves.

Firstly, are you on Twitter? If not, why not?!

These days it is vital that School Librarians are more proactive with their approach to their work, and this should include embracing and using social networking. Many of us are now used to using Facebook amongst our friendship groups, and this format is not ideal for use for work or school, but what about Twitter?.

Twitter at its most basic is a simple forum for people to share short comments (140 characters long), links and photos and to retweet (share) other member’s messages. It is a fantastic way to link with your followers (pupils) and to express a public profile for your library.

For starters – get an account! Obviously you are going to need to check that this is okay with your headteacher and SLT. If you can, choose an account name for your library account that shows that you are a school library, this will help. Authors love library accounts and are far more likely to reply if they can instantly see that you are school library. If you have a private Twitter account, keep it that way and don’t link the school account to yours. Everything that you post on your school account should represent the ethos of the whole school and should promote books and reading.

Next – follow people. Search for authors and other librarians that you know and see what they post. If they are interesting and posting regularly (and replying to questions) then follow them. A lot of people will follow you back, but don’t take it personally if they don’t. Search for organisations connected to books and reading, and follow them. Because you want to keep this interesting for young people, avoid the dryer more sales-orientated organisations and stick to things that your pupils will want to read and share.

Make it known. Pupils will not follow you if they don’t know you are there. Put the Twitter name on all of your emails and stationery. Stick a poster up in the library saying that the library is on Twitter. Make sure that the staff know about the account and have the account name in a prominent place so that others can follow too.

What to say! Twitter is full of things that are of interest to young people. Seriously, have a search and see what other people have posted and share it with a retweet. Start off by sharing things like new books in the library (with a photo) and tell people what the library offers. Are there school events you can share? Author events? Book launches? Follow your local bookshops and share their events. Search for events by the most popular writers in the library, and retweet their posts. Don’t wait for something interesting to come up, search for things and keep your Twitter feed interesting and up to date. Start up a Library Twitter Group at school and take pupil advice on what should be on there.

What not to say! Basically, if you wouldn’t put it on a t-shirt and wear it around school, then it shouldn’t be on your Twitter feed! It sounds simple but you have to be in work-mode at all times online. Make absolutely sure that you do not post anything that the parents and governors might find inappropriate.

What next? Direct contact with authors is one of the best reasons to be on Twitter. Authors use Twitter all the time and you can find most of the top names in children’s and YA fiction on there. Search your favourites and see if they reply to other people, and then Tweet them too! Just write a message with their Twitter name in it, and see if they reply. You’ll be amazed how many will reply to an account that is clearly a library.

#hashtags When you have worked out how to do your tweets and are finding it easier to navigate the pages, you should start using hashtags. These are the little bits that you add into your messages so that people can find other messages with the same themes. Basically you write your message, and then you add a hashtag into the body of the message. For example, if you are writing a tweet about how great the library is, you might use #lovelibraries and it will become a link that other people can use to find people who also love libraries!

Some of the most useful hashtags for librarians are #lovelibraries #amreading #shoutabout but you might also like #amwriting as lots of writers use this one. Keep a note of the hashtags that other people use so that you can use them too.

Advanced stuff! When your account is busy and active you might find that you need to start thinking about how to organise your account a bit more. This is when you might want to try things like Hoot Suite. You can organise things into lists so that you can just see the tweets that matter to you and your library.

 In summary, we need to be out there, be visible and be active in all aspects of reading and literacy and social networking is just another part of it. Agree with it or not, it’s not going anywhere and so we may as well use it to our advantage!

 

 

Preparing a Reading for Pleasure policy

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In March 2012 Ofsted published the document Moving English Forward. This document was designed to tackle the problem of low and falling literacy levels in the UK and, for the first time, it mentions the need for a specific Reading For Enjoyment/Pleasure policy (see Moving English Forward, paras 65 – 71, pages 29-31) and we have seen evidence of these expectations on many Ofsted inspection reports since then. Mention of the presence of such a policy, or the lack of one, has been featuring on the front page of many returned reports since November 2012 when the new inspection framework was implemented.

To help school librarians engage with the process of implementing this policy in their schools, CILIP SLG ran a course dealing with both the document Moving English Forward, and policy preparation. Barbara Ferramosca lead a workshop on writing a Reading for Pleasure policy on this day and it proved most informative and useful.

My guest post today is written by Barbara, school librarian at Lilian Baylis Technology School in London – a school that was rated by Ofsted as “an outstanding school in all aspects” after their inspection under the new framework early in 2013.

If you have any questions about this post, please comment and they will be forwarded to Barbara.

 Preparing a Reading for Pleasure Policy

 

Every school must provide a School Reading for Pleasure Policy during an Ofsted inspection: it is a simple fact that has huge consequences for our profession and a huge potential that we cannot afford to miss.

Promoting a reading for enjoyment ethos is our field of expertise and it would not surprise me if a member of your School Leadership Team had already frantically accosted you with the question: “What are we doing to promote reading for pleasure in this school?”.  If they have not, you must take the initiative and write the policy: if you present it to them, they will probably be just grateful that it is something they do not need to think about anymore, a box ticked in their inspection checklist!

During our workshop, discussions lead to some very important points to consider in preparation for an inspection.

Find endorsement for your policy

The policy is a public document, an official school policy and it is at the heart of what you do: it explains your library commitment and beliefs in nurturing a genuine lifelong interest in reading in all your students. It does it by clearly acknowledging  the widest possible definition of the term “reading for pleasure”  and by involving different stakeholders that will give weight to the document. If it is a document whose principles are agreed upon by students, governors, members of staff and parents, it will become an important  reference document for your service.

It always sounds a daunting task to write a policy, especially if you have never written one before and it could become quite challenging and time-consuming to try to get all of these stakeholders involved. However, if time is of the essence, make sure to involve at least your students as a matter of priority.

Ensure that students are on your side

There is the possibility that Ofsted inspectors will not come and visit the library or speak to you . Your reading for pleasure policy is but a way to show what the library is doing because there is another more powerful voice that you can use to make sure that your message comes across loud and clear to them. Inspectors will speak to your students in several occasions and you must make sure that they will speak highly of the library and the impact that has on their attitude towards reading. Let them be your ambassadors. As a result of this, our advice was not to fret and spend a lot of time trying to put together a complicated and long policy but keep it simple, short and to the point.

What should a reading for pleasure policy include?

The Teachers’ organisation has some very useful guidance on how to draft a comprehensive policy. They specify that a school Reading for Pleasure Policy or Statement could include the following:

  • a statement on who/what the policy is for;
  • a clear outline of the difference between the Reading for Pleasure policy and the school literacy policy: this is absolutely necessary and we cannot underestimate the importance of reiterating this difference, especially with the Leader Management Team of our school. Literacy is a direct effect of Reading for enjoyment and we must ensure that we make clear the difference between the two in the clearest terms possible.
  • a statement about the importance of using the widest definition of reading throughout the school. This could include newspapers, e-books, comics, etc. this is the point in your policy where you decide on your school’s definition of reading for pleasure. Ideally you want to use the widest definition possible and have it officially accepted in order to challenge any possible decisions that are made in the future that threaten our students’ right to choose what they want to read.
  • a statement on the value of reading for pleasure and how it links to wider academic, social and emotional development: you must use authoritative sources and use quotes from these sources in order to give clear evidence of its impact. We have attached a brief bibliography of studies that you may want to refer to or quote for this purpose
  • access and equalities issues in relation to reading for pleasure. This should include accessible formats as well as consideration of the content of the books made available for use by the children: your policy must clearly state a commitment of the library to provide different books and resources in different formats in order to meet the needs of your students (i.e audiobooks, dyslexia-friendly publications, ebooks, books in other languages, etc.). Firstly, there must be an official acknowledgement that students may prefer to access stories in formats other than the printing. This is also particularly important in terms of the financial impact of such a statement simply because books in different formats cost more than simple paperbacks!
  • the importance of the role of the teacher and other adults in school in relation to fostering a love of reading through a wide range of activities: this is the point in your policy when you acknowledge the importance of using role models in the school to support your message and that every single member of staff is responsible for reinforcing a positive attitude towards reading for enjoyment. This is what the inspectors will look for and now is probably a good time to get your Headteacher on board with this idea!
  • links to planning for reading for pleasure across the curriculum for both the whole school and individual classes: after writing all the above, make sure to mention, maybe a series of bullet points, what the library is doing in order to give some concrete examples. As mentioned before, you can decide whether you want to write all the initiatives that you manage in detail. Discussions during the workshop lean towards writing brief descriptions rathen than complex and detailed ones.
  • information about the practical ways in which home-school links can support the school policy: links with parents and how to empower them them to support their children is on the checklist of every inspection and we cannot miss to mention how the library contribute to this. Even if you just attend parents’ evenings or academic review days with a library stand and give posters out, include this in your policy!
  • a statement about the importance of the use of the school library and making links with the local public library;
  • a commitment by the school to ensuring that all pupils have regular access to the school library, properly staffed, including the consideration of free access at break, lunchtimes and before/after school: this may sound redundant however in many occasions we have heard of colleagues’ experiences where the library was used as classroom or as an occasional venue for school events that are not led by the librarian. It is important not leave out a clear commitment from your school part to ensure that students have the opportunity to visit your library on their own free will to browse or borrow a book.
  • a statement on the budget share for reading and library resources – it should be adequately funded on an annual basis, in line with other school budget areas: budget, budget, budget… in a quick show of hands exercise, it was pretty clear that the majority of the librarians attending our course felt that the library was underfunded. After a number of considerations, we felt that we had two big weapons in our arsenal to change this situation: firstly, your school’s FEAR of Ofsted. Secondly, the fact that reading is appearing more and more often in the FIRST page of many Ofsted school reports. We must turn this fear to our advantage by asking our school Leadership Management Team these simple questions: “How confident are you that students are happy with the resources available in the library? How confident are you that they will answer positively and enthusiastically about their attitudes towards reading and the initiatives led by the school? How confident are you that ALL students are aware of the importance of reading for pleasure to their future?” Now is the time to push the point that a library which is understaffed and underfunded will never achieve these goals. To make your point even more effective, do not hesitate to mention other schools’ reports where reading is mentioned: Adam Lancaster showed us a number of examples of reports of other schools in his area so his advice for us was to find these reports and use them!
  • implications for professional development and support: is the school ready to give you opportunity to lead staff insets regarding the latest children literature or on how to promote reading for pleasure in the classroom? Is the school ready to acknowledge that you need time to attend professional courses?
  • a commitment to evaluate the Reading for Pleasure policy. A reading for Pleasure policy should be reviewed ideally once every year.

 Brief bibliography of sources that you can quote

Clark, C. & Rumbold, K. (2006) Reading for Pleasure: A Research Overview. London: National Literacy Trust. Retrieved from http://www.literacytrust.org.uk/research/nlt_

research/271_reading_for_pleasure_a_research_overview

Clark, C. (2011). Setting the baseline: The National Literacy Trust’s first annual survey into reading – 2010. London: National Literacy Trust. Retrieved from

http://www.literacytrust.org.uk/assets/0001/0336/Omnibus_reading_2010.pdf

Cliff Hodges, G. (2010). Reasons for reading: Why literature matters. Literacy, 44(2),

60-68.

Cremin, Teresa (2007). Revisiting reading for pleasure: Delight, desire and diversity. In: Goouch, Kathy and Lambirth, Andrew eds. Understanding Phonics and the Teaching of Reading: A Critical Perspective. Berkshire, UK: McGraw Hill, pp. 166–190. Retrieved from: http://oro.open.ac.uk/12950/2/

 

** ESARD (2012) Research evidence on reading for pleasure. Retrieved from: http://www.eriding.net/resources/pri_improv/121004_pri_imp_reading_for_pleasure.pdf

 Hairrell, A., Edmonds, M., Vaughn, S., & Simmons, D. (2010). Independent Silent Reading for Struggling Readers: Pitfalls and Potential. In E. H. Hiebert, & D. Reutzel (Eds.), Revisiting Silent Reading (pp. 275-289). Newark, DE: International Reading Association.

 National Endowment for the Arts. (2007). To read or not to read: A question of national consequence (Research Report #47). Washington, DC: Author. Retrieved from http://www.nea.gov/research/ToRead.pdf

 OECD (2002) Reading For Change Performance And Engagement Across Countries – Results From PISA 2000. http://www.oecd.org/dataoecd/43/54/33690904.pdf

 Sullivan, A. & Brown, M. (2013) Reading for pleasure puts children ahead in the classroom. London: IOE. Retrieved from: http://www.ioe.ac.uk/89938.html

 Twist, L., Schagen, I., & Hodgson, C. (2007). Readers and Reading: The National Report for England 2006 (PIRLS: Progress in International Reading Literacy Study). Slough: NFER. Available online: http://www.nfer.ac.uk/nfer/publications/PRN01/PRN01.pdf

 

 

 

 

 

Ask A Librarian – “Help, I’m not that good at reading!”

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Over the years a lot of parents have come to me to quietly ask how they can help their child with reading when their own reading is “not good enough.”

First, let’s start by taking a little time to put that into perspective. I’m not going to bore you with depressing (and suspicious) national statistics, we’ll just have a little positive thinking instead. A lot of adults lack self-esteem in their reading due to poor or incomplete schooling in their own childhood, or lack of higher level development in their adult reading – they simply don’t do it much and so haven’t improved. Lacking self-esteem means that people see themselves as worse readers than they actually are. That is a shame, but it certainly does not mean that you lack the skills to support your child’s reading. Every parent that I’ve worked with in this situation has turned out to be a far better reader than they thought they were – they just lacked self-esteem and practice.
As an experiment I once took a group of struggling teen readers and we used school assessment guidelines to assess the reading levels of various pieces of common adult reading materials – Nuts, Loaded, Hello, OK and the red top newspapers, the kind of thing most often found in their homes. They were surprised to discover that these averaged out at a level 5 – which would be the level expected from a bright ten year old. So it’s not surprising that adults are not finding that their reading ability is improving in adulthood – the material they are reading is not going to help.
But, that’s still ok (no pun intended) you don’t have to be reading War and Peace to help your child with their reading, and you certainly don’t need to be forking out large sums of cash to buy into expensive schemes. Put the self-doubt to one side, you are the perfect person to help your child with their reading because you have the one thing that a scheme or reading package doesn’t – you have their love. Your child loves you and that means that they want to please you and make you proud. At that all important pre-reading stage they will listen to you and that is when you can get books into their lives – before they are reading at all.

Start off by setting the scene – have books in your house so that you can build a reading and booky atmosphere and environment. You can get books cheaply from charity shops and boot sales, and a library ticket is free! You can sign a tiny baby up to the library and borrow books so that they can develop their sight by looking at bright colours and wonderful images in picture books before they even know what words are. The very first step towards your child enjoying reading is to make sure that they see books around the home all the time.

Next, learn with them! If you are really not sure about how they are learning to read at school, be honest and make an appointment with the teacher to chat about it. I have never met a teacher who would not be understanding and helpful to you with this. They too want what’s best for your child’s development and they will help you to help them. They can show you how reading is handled in the school and can give you strategies to support and encourage your child.

Then, enjoy it. We are lucky enough to be living in a golden age of children’s literature. I have worked with children’s books for over a quarter of a century and I have never seen finer books than those being published today. Some people keep harking back to children’s books that were published a century ago but these (though undeniably great) will not interest a modern child. Their world is completely different to those books and reading for pleasure at a young age hinges on the ability to identify with the characters and the story. Books written today will speak to your child in a language that they understand. It doesn’t matter that your child has not read some heap of antiquated classics, maybe they will later, maybe not. In my experience most of the adults who claim to have read the classics have actually seen the movie!

Modern children’s and young adult fiction is stunningly good and varied. I haven’t read a so-called “grown up” book in ages as most of my reading material is for younger readers – and it is superb! High quality books for young readers are published all the time and some of the best writing around is to be found in books for children and young adults. Seriously, read it yourself and share the experience with your children, you won’t regret it! Challenging, thrilling, beautifully written and rewarding books fill the shelves in every bookshop and library. This means it can be a bit of a minefield choosing, so ask the librarian which books are the ones most enjoyed by readers.

Don’t rule out series books, and certainly don’t allow snobbery to creep into your choices. Boys particularly love series books, and there are some that could hook your child for a very long period of time as they wait for the next one along, and devour a huge string of stories. This is all about reading for pleasure, forming a reading habit, and it should be fun. Your child should be allowed to pick up a book that catches their eye and give it a go. It might be something you don’t like… tough!

Most of all the best thing you can do as a parent is to help your child see reading as a pleasurable and everyday activity. It’s not homework, it’s not a lesson, it’s simply something that always happens in your home. If books sit at ease in your family, then reading will become a natural part of your child’s life and a habit they carry with them always.

You do not need to be a “good” reader to support this at home, but you do need to be a book lover – and the two are not the same!

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If you are genuinely concerned about your own literacy levels, or those of someone you know, there are many courses that will support you and help adults in this situation. You are not alone and it is important to remember that. You can find out more information about adult literacy courses by using this link to the National Literacy Trust website or call the Gov.uk courses guide free on 0800 66 0800 .