I was lucky enough to be invited to the announcement for the new Children’s Laureate and am thrilled that the role has been accepted by children’s illustrator and writer Chris Riddell. Chris is an outspoken and dedicated supporter not only of children’s books, but also of school libraries and librarians and he used his acceptance […]
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.
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.
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.
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.
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………
CILIP advocacy pages
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 firstname.lastname@example.org 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
Shortlisted nominees will receive:
£50 worth of books
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.
For this post we welcome aboard our Tardis YA author Helen Grant. Helen writes the most wonderfully scary and atmospheric books and her latest (Demons of Ghent) is due out today. It is the second book in her Forbidden Spaces trilogy, the first being Silent Saturday, and the latest in a rake of fabulously scary books. I am a great fan of Helen’s work and so am thrilled to read her choice for a Tardis Destination, and a tale of a delicious mystery…. over to Helen!
Tardis Destinations from Helen Grant
If I had a Tardis, I know exactly when and where I would go: the city of Ghent in Flanders (the Dutch-speaking part of Belgium), 1426.
Although I spent every summer in Belgium as a teenager, I never visited Ghent until 2011, when we were living in Flanders. I fell in love with the city instantly. It has such a strong sense of times past: there are many beautiful old guild houses, magnificent churches and even castles. If you stand at the top of the keep of the Gravensteen castle, you can see the three famous towers of Sint-Baafs cathedral, the Sint-Niklaaskerk and the Belfort (city belfry).
It’s amazing to think that if you had stood there five centuries ago, you would have been able to see that same view.
Ghent is also intersected with canals. There is one particularly beautiful waterfront area called the Graslei where the gorgeous old buildings are reflected in the glossy water.
Altogether, it is an enchanting city.
When we visited it in 2011 I was working on the first of three books set in Flanders, and I decided there and then to set the second one in Ghent. It is hard to write convincingly about a place when you have only spent four hours there, so I went back for a week in December 2012, and spent days walking about, taking photographs, writing notes and asking questions.
I loved everything I visited in Ghent, but the place that spoke to me most of all was Sint-Baafs Cathedral. Built in the 14th-16th centuries, it is a massive Gothic church with a huge square tower, a vaulted crypt and lots of interesting side chapels. Best of it, it houses the Ghent Altarpiece, the enormous panelled painting sometimes called ˝The Adoration of the Mystic Lamb.“ It was largely this painting that convinced me that I wanted to set a book in Ghent, and indeed it features in my new thriller Demons of Ghent.
I’d like to go back to Ghent in 1426 because I would love to satisfy my absolutely raging curiosity about the Ghent Altarpiece! There are so many unanswered questions about it. It is described as being by ˝Van Eyck“ but there were two Van Eyck brothers, Hubert and Jan, and nobody seems to know for certain who contributed what to its creation.
Hubert Van Eyck was the elder brother and he is thought to have been commissioned to create the Altarpiece around 1420. However, he died in 1426 and the work was apparently taken over by his younger brother, Jan. It was evidently completed by 1432 because that year it was installed in the Vijdt chapel in Sint-Baafs.
Over the years there have been many theories about who was responsible for what part of the painting. It has been made much harder by the fact that there is virtually no other surviving work by Hubert for comparison. He is thought to have started a painting called The Three Marys at the Tomb but someone else finished it – perhaps Jan. There is a latin verse on the painting’s frame that praises Hubert and describes Jan as ˝second in art“, but this might be a piece of brotherly generosity. In the past, Hubert’s very existence has actually been questioned, because of the lack of evidence of his work.
There is also a weird story that Hubert Van Eyck’s right arm – presumably his painting arm – was cut off after his death and preserved in a casket over the cathedral door. The rest of him is buried somewhere else in the cathedral. How strange is that?!
I think writers, with our overactive imaginations, make great conspiracy theorists. I heard all of these disparate details – the confusion over who painted what, the death of Hubert before the painting was finished, the severed arm thing – and some truly wild explanations suggested themselves to me. Some of those ideas became the backdrop to Demons of Ghent.
I’d love to travel back to 1426, just before Hubert Van Eyck died, and see what was happening. Did Hubert hand over the brushes and the pots of oil paint to Jan when 95% of the painting was finished, or did he leave his younger brother with little more than sketches? If I could ask Hubert about the rest of his now vanished oeuvre, what would he tell me – perhaps even show me? Did his contemporaries really think that Hubert was the greatest and Jan was second best – or was that a piece of humblebragging from Jan? Did they really cut Hubert’s arm off his cooling corpse and stick it in a box over the door, like a particularly grotesque bit of interior decor?
Maybe Jan stood there watching while they sawed the arm off, thinking, “Ha, that will serve you right for leaving me with a handful of sketches and six years’ work on your blimmin’ design.”
That’s the main reason I’d go back, to find out what really happened. But there’s one other thing about the Ghent Altarpiece that fascinates me.
The central focus of the painting is the Mystic Lamb on its red-and-gold altar. On either side of it are crowds of saints, prophets, pilgrims, hermits and so on. In total the painting has 170 figures gazing into the central panel at the Lamb, or casting their eyes down, sometimes to read holy books. Amongst the red-robed clerics at on the right, a single bishop stares out of the painting at the viewer, his head inclined, a challenging expression in his eyes.
When I first noticed this figure, I found him distinctly creepy. Are we, the viewers, meant to notice him? Why does he, alone, attempt to connect with us? Is there some significance to his challenging gaze? I’ve often wondered – all the figures must have had models, so was there something special about that one? Did Hubert, for example, put himself into the painting? Since the only portrait of Hubert I’ve been able to find was a woodcut made long after his death, there is no way to know now. Unless….I had a Tardis.
http://closertovaneyck.kikirpa.be A website showing the Ghent Altarpiece, with the ability to zoom in on any part of it.
http://www.randomhouse.co.uk/editions/the-demons-of-ghent-forbidden-spaces-trilogy-book-two/9780552566766 Random House website entry for Demons of Ghent, including click function to read a sample of the book.
http://www.helengrantbooks.com My author website.
So, it’s all aboard the Blog Tour as part of #mywritingprocess!
We have chugged along the line and stopped at some fantastic places and have now arrived at my little station in the woods thanks to an invite from the ever charming Sally Poyton and you pop over to visit her wonderful blog about books, reading, writing and dyslexia here!
Ok, on platform one we have the ever popular question – What are you working on at the moment?
At the moment I’m currently working on a YA project about a serial killer, as well as the sequel to my book Brotherhood of Shades. I’m usually working on two or three projects at a time, and a few other side projects as well. I like to keep busy but I think I could do with a holiday at the moment.
My favourite project at the moment is not one of my own. I am Author in Residence at a school in Hertfordshire and there is a ten year old girl there who is currently working on an amazing novel and we spend time every week sitting in the school library sounding out her ideas. She is quite remarkable and it is great fun working with her and one day I expect her to say thanks to me by sending her private jet out to fly me to her private island when she is rich and famous.
Over to platform two and it’s – How does your work differ from others of its genre?
Errr, ummm, it’s written by me?
Ok, that’s a bit of a cop out, so let me think…. Ah, I have been told that it is unusual to have your main character die in the opening chapters. He does come back as a ghost so obviously he does need to die first. I’ve always loved ghost stories and really wanted to write a classic ghost story but in a modern setting. Mine is unusual because it does move from the past to the present day, and has a modern feel but touches on historical events like the Great Fire of London.
The locations in my book are all real and can be found in London, and there is soon to be a map of the locations so that readers can see if they can find all the places mentioned.
Platform three is ready to leave with – Why do you write what you do?
Although I write contemporary fantasy, I feel that what I’m actually writing is all about real life (and death!) experiences. When I was a small person I wanted so much to believe that there was more to the world than that which you can see. I wanted to believe that there was another world that operated just outside our reach and that has heavily influenced my writing. I always say that it’s all about the world out of the corner of your eye.
I’m sure it’s there, we just need to find a way to see it.
Standing room only on platform four as the Blog Tour is almost ready to leave with – How does your writing process work?
Well, nothing like ending on a biggie!
I know that there is this whole Planner vs Pantster thing, but I’m honestly a bit of both. I don’t have a strict plan but I do rough a lot of the story out and know where it’s going. I often rough out dialogue and even pace out some of the scenes to be sure that they will work. I keep a timeline of events, and a whole mass of post-its with ideas that have popped into my head.
A writing day tends to start with me doing my emails and clearing the mental clutter that might rattle around in my head and stop me from concentrating. I do a bit of social networking and read the papers online in this time too, and drink tea. All of this is often done from bed with a biscuit accompaniment as I find this is a good time for consume something for energy (that’s my excuse and I’m sticking to it.) I get to my desk by ten (which is not tricky as it’s only on the other side of the bedroom) and I get on with my work.
My desk is in a funny little wardrobe so that I can a) shut it all away at night without having to tidy it up and b)not stare out of the window. I live overlooking a street where something is always happening so it’s not wise to be facing it. When I’m stuck on something I’ll go for a walk, or I’ll get a good long chunk of vital Staring Into Space time in. I do think that a good amount of daydreaming is essential to plot development and so I feel no guilt about sitting in front of a nice breeze watching clouds and trees.
I try not to write past eight in the evening, but that’s not always possible if my characters (or deadlines) decide otherwise. I’m just a puppet in their hands and so if they are really nagging me then it is just easier to give them the attention they require rather than fight them.
I do write seven days a week, 365 a year. I’m quite bad at taking days off but I’m working on it!
Ok, as the last train of the Blog Tour chuffs out of the station with a lonesome whistle and an enigmatic whirl of steam we jump quickly on board and look forward to the next destination.
I’m passing my Blog Tour ticket on to one of my favourite writers and illustrators – the completely fantastic Thomas Taylor. Visit his blog and he’ll tell you all about himself, and his latest projects, including (and I’m so excited about this that I can hardly say it…) a collaboration with Marcus Sedgwick. Click on the Scarlett Hart link to find out more.
Every year during the week of World Book Day we authors get out and about doing all sorts of book related things. One of my visits during this week was to Burlington Danes Academy in North London. I’d read a lot about the school before I went and was greatly looking forward to visiting an “Outstanding” school.
I had lots of contact with school librarian Elizabeth Gardner before the visit, and so I was confident that I would be visiting a well run library and some keen and eager pupils – and I was not wrong. It was easily one of my favourite school visits and I felt very welcomed. I had two sessions with year seven, and in the middle a brilliant picnic lunch in the library with the pupils who make up the school’s Literacy Squad. I must say, I love the idea of the Literacy Squad. They help out in the library, go on buys for library stock, and work hard to keep up the profile of books and reading in the school. The Squad are a mix of all sorts of people and they were superb fun to spend lunch with. As we ate and chatted they wrote down their questions for me and I was handed a bowl full of slips of paper. The questions were brilliant, but sadly we ran out of time before I could answer them all and so I’m putting them all here on my blog with my thanks to the dazzling pupils of Burlington Danes Academy, and their wonderful library staff.
Thank you so much!
A few people asked what influenced or inspired me and where I get my ideas. (Felix, Aishni, Polinu, Maisie, Jai, Christian, Mariam, Zahra, Beth, Kareem)
I love stories and my whole life has been spent either hearing them or telling them. To me the best stories are the ones that lift you from your world and place you somewhere else. I’ve always written stories, right from when I was small, and writing them is one step better than reading them! To read a story is to be Somewhere Else, to write a story is the be the master of the Somewhere Else.
I find my inspiration everywhere, but the best inspiration comes from the world around you. I think it’s important to keep your eyes open and your head up and spend as much time as you can in the real world. The world is strange and amazing and in it you’ll find all the inspiration you’ll ever need.
What are your favourite things to write about and what’s your favourite genre? (Felix)
Even though Brotherhood is fantasy, I feel that I’m still writing about real people and their varied life (and death!) experiences. I like to write about real life, but with a twist. I like to think of it as the world out of the corner of your eye – the world that might possibly exist if only you could see it. I write in my favourite genre and so the books that I read are along these lines too.
When you write and read scary stories does it scare you at night? (Polinu)
Fear is a strange thing, and we are often most scared of things that can do us no harm whatsoever. Human beings are incredibly brave and can overcome the most extraordinary things. I am sometimes scared at night, just like everyone, but it is possible to take those fears of things that are unreal and turn them into a thrill and enjoy it. It’s a bit like that fear that you feel at the peak of a rollercoaster just before it plunges down. I think it’s important to understand that fear is part of our lives and can make us stronger.
What would you tell a pupil who wants to be an author? (Jai)
Oh that’s easy- write down all the things! Writers write, all the time. When you see something interesting, funny, intriguing – write it down. When you get an idea – write it down. When you have a flash of inspiration – write it down. You need to have a big store cupboard of ideas so that you have the ingredients to write a story when you need it. It seems like a big task when you start but writing and reading are habit forming and if you let them into your life it all becomes a habit and no longer seems like work.
What influenced you to write about ghosts? (Christian)
I’ve always loved ghost stories and love any story about the unknown and the unexplained. The world is full of the most amazing mysteries and I’d love to write about lots more. I think that we all secretly want to believe that there is more to the world than what we can see, and that makes for great stories.
What do you like about horror? (Moo ha ha ha! Evil laugh from Mariam)
To be honest I’m not a huge fan of what people think of as horror because I’m a total wet blanket and easily scared. I find that the horror genre is full of blood and gore and I’m not a splatter fan. I do like creepy suspense that makes me jump and makes me wonder what that movement was in the shadows…. I’d like to read a lot more horror that wasn’t just about slaughtering teenagers and was more about spooky situations and creepy mysteries. There is a lot about, and most of the best stuff is written for young adults so it’s a great time to be a fan of that kind of book.
Oh-and I don’t do zombies (*shudders*) because there is just no reasoning with them, and now they can run!! Ghastly.
What is your objective with your books? Do you want to entertain or change things in the world? (Reece)
Hmmm, that’s a tricky one. I think that every writer wants to do a little of both, but if pressed for an answer to that question they would really just want to tell a good story. The other details come in later when we are refining the story and thinking about the mechanics of it. At the heart of it we get an idea for a story and grows and grows until it’s all we can think about, and then we want to tell it. I think that maybe if you started off trying to tell a story that was designed to change the world it could end up preachy and patronising.
How do you publish your stories and where do you go for this? (Johnley)
First of all, finish your book. That’s the best advice I can give you, actually finish it properly. Then give it to other people to read. Make sure that these are people who you can trust to give you an honest opinion and not just say nice things about it!
There is a wonderful book called the Writers’ and Artists’ Yearbook and you can find it in every good library. It will give you all the advice you’ll ever need to get your book out to publishers and it has lots of great contacts.
How do you feel when you finally complete a book? (Tamara)
Relieved! Honestly, it’s hard work writing a book. It’s not hard work like digging holes or building houses, but it’s hard work on the head and eyes, and you don’t get much time for socialising and fresh air. The first thing I do when I’ve finished a book is take a day or two off and catch up on some sleep and seeing friends. Then I start with the editing process and so it’s a deep sigh and back to the beginning!
What has growing up been like? (Tamara)
Not always easy, not always hard. It’s been a challenge at times but challenge in your life makes you a better person. If everything was easy in your life you would be a dull and boring person. We need lots of different things to happen to us in our lives to make us interesting people.
I’m not sure I’m qualified to answer this question as I’m not sure I’m quite grown up yet!
How long does it take from a publisher agreeing to print your book, to it reaching the store shelves? (Aaron)
Well, that’s a question with many answers! It can take a few months, it can take a couple of years. Publishers try to think of the best time of year to publish books and so that might mean that you have to wait for several months for them to get your book out. There is a long process before a book is published too – all the editing and design stuff – and that can take a very long time. One of the first things you learn when you start working in this area is that you need to be very very patient.
What do your parents think about your book? (Jamal)
Honestly, they could not be more proud. I think that my dad’s friends are probably sick of hearing about me as he talks about me all the time. My parents have both been incredibly supportive and they love my book – but then they would say that, they are my mum and dad!
I’m very close to my sister, Angie, and she’s great at making me get out of the house and away from my computer. She keeps my feet on the ground and is great fun to be with. She is proud of me too, but never let’s me get too big headed and I love that.
What do you have to do to get in “the zone” with your writing? (Maisie)
One of the most important things to writing a good story is to spend a good deal of time just thinking about it. I’m a great believer in the importance of daydreaming and staring into space. I often find music that ties into the work that I’m doing, and I sit and stare into space listening to music. When I’m clear on my ideas then I have a splurge of writing lots of things down. When I’m doing my writing I have to make sure that I’m not facing the window. Human beings are fascinating, and if I am facing a window I will end up sitting watching the world go by instead of paying attention to what’s going on in my head!
Do you have a favourite book? (Jordan, Juliana)
I have thousands! I have books for every mood and every season, and what is my favourite one day might not be my favourite on another. I do love classic Gothic novels, so books like Mary Shelley’s Frankenstein and Bram Stoker’s Dracula are pretty high up on my list of favourites.
As a child I loved Edgar Allan Poe, but that’s a bit on the creepy side. I really enjoyed writers like Ray Bradbury and John Christopher as they wrote about these amazing worlds that were completely different to my life, and for the longest time I wanted to go and live on another planet.
Generally speaking my favourite book is usually the book I’ve just finished reading. If I don’t like a book then I don’t usually stick with it to the end, that means that if I’ve finished a book I must love it.
What tips would you give when trying to create suspense in writing? (Alice)
Firstly, don’t give your reader all the details. Hold back some of the key details so that your reader can speculate and guess at some of the things going on. Give them some spooky suggestions that things are going on behind their back, and then let their imagination fill in the details. Generally speaking people are very good at scaring themselves!
Secondly, make your villain just human enough to believe in, and then take away their humanity. It is our humanity that makes us good people with a sense of right and wrong. If you take away a character’s humanity, their ability to judge what’s right and wrong, then the normal rules of society don’t apply to them and that’s very scary.
If you could have a super power (that is not invisibility) what would it be? (Jamal)
Gaahhh!! I was going to choose invisibility! I’d love that. Hmmm, let’s think… I love to travel and have been lucky enough to visit some amazing places around the world, but getting to places is incredibly tiring and expensive so I think I’d like to be able to travel by just clicking my fingers.
I was going to think of something noble and world improving, but I’ve opted for something thrilling and fun instead!
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_
Clark, C. (2011). Setting the baseline: The National Literacy Trust’s first annual survey into reading – 2010. London: National Literacy Trust. Retrieved from
Cliff Hodges, G. (2010). Reasons for reading: Why literature matters. Literacy, 44(2),
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
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!
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 .
In 2012 Ofsted published the document – Moving English Forward. Their concept behind the document was to attempt to answer the question: how can attainment in English be raised in order to move English forward in schools? CILIP School Libraries Group for London and the South East felt that this was such a huge and complicated issue that it warranted a training day to help us understand what these new changes meant for school librarians.
We invited Adam Lancaster (2012 School Librarian of the Year and literacy champion) to be our guest speaker to help shed some light on this issue and introduce us to the implementation of the document. It was a fantastic and incredibly interesting day and I have taken the time to summarise the key points here, but there was so much in the day it was very difficult to encapsulate it all. I hope I have done the day justice.
We had as our starting point the new Ofsted inspection criteria and the latest government White Papers as well as Moving English Forward. The new Ofsted framework has been updated to take into account the falling and low literacy levels of young adults and children in our country. The Ofsted inspection framework now makes specific mention of reading for pleasure, and of creating a specific reading for pleasure policy within schools. Ofsted inspectors will now be reading with children (with a particular focus on year 7 and 8 pupils of high and low ability) and are expecting pupils to be reading materials “deemed appropriate for their age.” (Ofsted quote) The biggest change in the framework is the push to ensure that literacy is interwoven with every single subject on the curriculum. Literacy should now be considered everyone’s business and not just an issue for the English department.
With that all in mind we welcomed Adam to CILIP HQ to help us understand what this all means for school librarians.
Firstly, Adam talked about Literacy in schools and the need for teachers to be preparing pupils in advance for all subjects that they will study. “Teachers talking to pupils about their research beforehand makes their work more purposeful” This all makes sense, and we know that a prepared pupil comes to the library with the tools that they need to help themselves. To support this Adam recommended the PLUS method of learning at these stages – Purpose, Location, Use, Self evaluation. The concept behind this is at the root of the guidelines for what makes outstanding teaching – the development of a pupil who is a successful independent learner.
We then talked about how we see ourselves as school librarians. In the discussion we saw ourselves as nurturers, supporters, facilitators, energisers, readers, presenters, event managers, organisers and general dogsbody! But it was clear that not many of us see ourselves primarily as educators. Adam discussed how we should raise our profile within the school and engage fully with the educational process.
“Know the game and play it!” Every school is different and has a different feel, it is vital for school librarians to know who can be helpful to you and why. It is also important to be reading all available policies and documents on the teaching of literacy. Be informed. Link what you do to what others in the school are doing, intermesh your work with theirs. This is not just about sticking with the English department – as we say, literacy is everyone’s business and it is important to work with other departments. Map your aims against the school’s policies – and be certain that you can always deliver, and over-deliver!
Something that came through very strongly was the need for school librarians to be more pro-active in their schools. “Don’t be, or be perceived to be a victim!” It is time for school librarians to take a stronger stance for what they can do, and to show what they are capable of. To do this the key is obviously to be fully informed about literacy issues, and about documents like Moving English Forward.
School librarians should know and be able to quickly identify low level readers and have a strategy to deal with them. They should also know how these pupils are being taught in class, and how they are being assessed. What is specifically being done by you to raise the reading levels of pupils? To know this it makes sense to understand the assessment process in school, and to feel comfortable using higher level linguistic and literary terms – just like a teacher.
It wouldn’t be a challenging talk without a bit of controversy, and Adam does believe that school librarians need to take on a role that is more intermeshed with the teaching of reading and literacy within the school and to change the way we see the school library. Librarian as teacher is a hot topic at the moment, particularly in these days of performance related pay. Personally I feel that the school library is part of an educational establishment and therefore needs to be part of a pupil’s education. I do feel that school librarians should see themselves as educators. There is an average of twenty five teaching hours a week in school, and every single moment should be getting something new into a child’s head. It is a tiny part of their lives – and I don’t feel that it is unrealistic for them to be learning for every bit of the time that we have them – including in the library.
That is not to say that these need to be lessons in the strict sense, as school librarians we are using our knowledge and passion to inspire and enthuse pupils about reading, and that’s still learning. We want them to enjoy reading and to form the habits for it so that they progress and always have reading in their lives. To do this we must understand the educational nature of progression, as well as still making it fun and enjoyable. We are school librarians, and thankfully the nature of our job is one of multitasking!
A bit more controversy…. Dewey (brace yourselves) does not always suit your pupils, and so be prepared to arrange your library to suit your pupils. Ok, now this one raises a lot of eyebrows and is a detailed issue that I will cover in a longer post later. I’ll just say that I have seen Adam’s shelving scheme in action at another school and it really does work. He has rearranged the stock according to termly requirements and the demands of the curriculum. The books do still have their spine labels, but are split into a number of parallel arrangements around the library. Pupils can come in and quickly work out where the books that they need are, and take them out. Simple. Adam’s argument for this is that we should be teaching pupils that when they enter a library they should first be aware that the room has an organisation system, and next they look at the plan to see how it is arranged.
As I say, it’s a contentious issue and one that I will give more space to in a longer blog post – but I warn you in advance, you’ll be looking at Dewey very differently after!
And on to Ofsted inspections. I know how frustrating it is for librarians to work flat out and then, when the inspectors come, they don’t even step in the library…. Adam says they shouldn’t have to! Now, this sounds like more controversy, but hear me out, it makes perfect sense and is a bit revelatory. A fully integrated and successful school library is evident from the moment the inspector walks in the building. The positive impact of the library should be evident in the building and in the teaching and it should show. The library will be referenced in teaching and in the very fabric of the building – in posters, displays, but also in the written work that the children generate. Before the inspectors come they will have researched the school and the library should be on the website so they can take a look at the space there, but they have a very limited amount of time inside the building and a visit to the library will not always be top on their lists. If you are doing it all right and the library is a vital part of the school, and an essential cog in the machine of their education, it will show in every classroom they enter.
Almost all schools now would claim to have a whole school reading ethos – but do they really? Are pupils actually reading for pleasure and can this be seen in every classroom and in every teacher? Does the school genuinely and actively embrace reading or is it lip-service? We need ALL teachers from every subject to be actively demonstrating their enthusiasm and love for books and reading in every classroom and every lesson.
So, summing up the key points of Adam’s talk…
As school librarians we need to prioritise – are we spending time on things that will have a positive impact on learning? That is why we are there after all. This is an educational establishment, not a public library and so our priorities should be different.
Show the impact of your actions – has it made a difference? We need to ensure that everything that we do links into teaching and learning. Make it enjoyable! When a child says “I don’t like reading” what they are actually saying is “I don’t like the process that I’ve been put through in the pursuit of reading success.” Is it all working? Are we having a positive impact on the reading in our school? Would your reading ideas work better than those currently in place?
Be informed about literacy teaching. You are part of this process and therefore you should understand fully how the pupils are taught and assessed. Stay on top of government and Ofsted changes and reform, read the White Papers. We have opted to work in an educational environment and that should have an impact on how we do our jobs. Being informed means that you are talking the educational language that the children are accustomed to, and it makes it easier to find things that they will enjoy and yet still be considered part of their reading progression. We need to use everything we can to set up reading habits that they will carry for life.
Use individual teachers. We have a tendency to assume that the SLT are going to be the ones that will help us to implement policies and library related engagement, but why are we doing that? I for one was sagely nodding at the “get the SLT on board” comment from others – but I was wrong! Adam is on the SLT and knows how hard it is to get teachers to take on a scheme that they are not fully engaged with. At a grassroots level the only schemes that really work in schools are the ones that the teachers like and support. If you want something done it is far better to show individual teachers how it can benefit them and have them support your ideas up the chain. Work your way up the chain, not down, and you’ll have better success than yet another policy or idea mooted out by the SLT to resistant teachers. Understand the politics, remember, know the game and play it!
And one of the most important points – don’t be precious! You have to be prepared to separate what you think is best for the library, from what might be best for the educational needs of the pupils in your school. It’s not personal, and it’s not about you, it’s about what is best for the educational needs of these pupils.
The most important point though – believe in the importance of what you do! What we do as school librarians is incredibly important. We are giving these young people the ultimate transferable skill to vastly improve the quality of their lives – reading.
Footnote – the afternoon of this day was spent on library policy documents, Reading for Pleasure policies, and evidence gathering and these will be covered in separate blog posts so please follow this blog for further info, and on twitter follow @dawnafinch or use #slgtraining.
To find out more about Adam Lancaster please visit his website and follow him on twitter @dusty_jacket