Moving English Forward – Ofsted, Literacy and the School Librarian

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

Advertisements

e-books, e-readers, e-issues…..

I am a YA writer and school librarian and I run training courses for school librarians. During my courses the one subject that everyone wants to discuss is the e-reader issue.  Here are my thoughts on the matter. I originally posted this last year (so you will notice some of the comments are from then) but have spruced it up with some new thoughts. To be honest not much has changed and I am still being asked the same questions so I felt it was worth posting this again. I’d love your thoughts on the matter, and if you disagree with me!

I am aware that there are many people who do not see the attraction of a Kindle or e-reader, be it for esoteric or logistical reasons – and I must confess that I used to be one of those. I am now, however, a complete convert.  They are undeniably convenient; being able to carry around thousands of books in one simple and lightweight device is an absolute luxury. 

But what does this mean for the industry, and for libraries?

First, we need to consider the use of the e-reader.  I have a large amount of case-history evidence that shows that they provide a great incentive to less keen or able readers.  In the schools where they are already in use it is clear that they can often provide the extra step that less keen and struggling readers require to clear the last hurdle to finishing a book.  The e-reader is defiantly not a book, and for all children who have struggled to read and learnt nothing more than how to hate a book they can be a revelation.  I have personally seen a child who has spent most of their school years fighting every attempt to engage them in reading, not only finish a book using e-readers, but love it too.

So they work.

But do the children who only read e-books ever tackle anything else? Do they learn to love books?  Do they become keen and avid readers in the long term?

Possibly not, time will tell, but they can read and isn’t that the whole point?

There is another argument that the e-book will kill the paper book, but once again only time will tell on that. History has, however, gifted us with many examples of other technological advances that threatened established leisure industries.  Video did not kill the radio star.  DVD did not kill cinema and CDs have not killed the music industry.  Oh yes these industries have all been changed by the rapid move of technology, but the ones who absorbed the change still exist.  Publishers will (and rapidly are) absorbing the changes and will make it their own. Some may not make it successfully; it depends on how quickly they can move with the times and find their own niche.

Kindle owners do still buy books, the Amazon forums show that, and Kindle owners are quite defensive about this fact.  There are many things that an e-reader is still not useful for, revision being a classic example.  Flicking back and forth and jotting down notes? Nope, too fiddly on a kindle and (whilst you can annotate text) it is nowhere near as simple as (book purists look away now) a pencil in the margin.  Course materials and set text books are not readily available in e-book format and, no matter how wonderful the illustrations, indices and layouts become, I have yet to see a method of spreading several connecting texts out in front of you the way you can lay books out.  How many of you have revised by stretching out on the carpet with five books open?  Not on an e-reader you don’t – not unless you have unlimited resources and own several of them!

For study purposes it is doubtful that the e-reader will crush the printed text book completely, but what about fiction?

That is where the e-reader really comes into its own – now you’re talking! Tens of thousands of books available free of charge and out of copyright.  People have free access to the great classics of literature, and they are actually reading them (shock, horror!)  I’ve worked in publishing and libraries for over 25 years and I’ve never seen a rise in interest in classics that matches what we are seeing now.

However the self-publishing e-book industry has flooded the market with dross. I’m sorry if that offends some people but it is true.  There is a lot of great material out there, but it’s drowning in a tsunami of garbage. The buffer is no longer there on dross and it is possible for anyone to throw a book out on the internet for a few quid, and sadly that really does seem to be the case. 
For most of us there is little more guiding us in our purchases than a cheap price and a few reviews from mates with an Amazon account. We, the book buyers, need help from the publishing industry and from high calibre reviewers so that we can keep our heads above the tide of low-grade material. If people are downloading more books than they ever bought in print, then this is a busy marketplace and how do we know if we are wasting our time and money without the label of a trusted publisher?  I know that statement will annoy a lot of people as many find it patronising to suggest that people do not know a good book from a bad one without seeing the name of a trusted publisher – but the majority need to be sure that they can trust what they are purchasing and any help is better than none.  Think about how you buy your clothes and other everyday items? Which do you trust more, a major supermarket and reliable local traders that you trust, or a stranger who pulls up outside with a van that he has loaded up with goods being flogged off on the cheap? You might buy from him, but it’s safe to say you wouldn’t trust the quality. Kindle is the literary equivalent of a fully loaded white van, and readers need help to be able to see if they are being ripped off – not just of money, but of time! I have less and less time to read and I’d like to be sure that I have something good I’m front of me. For younger readers this is even more important as poor quality material can even set them back on their reading progression. We need trustworthy, independent thinking reviewers who can help us find our way through the melee. This is why The Times’ sacking of a reviewer as trustworthy as Amanda Craig is all the more baffling. At a time when we need more reviewers we can trust, they sack one of the best.
So how can we trust the reviews in the newspapers if we suspect that they will only be reviewing the “next big thing”, the sponsored titles, the super-massive authors? How will we find something new and potentially dazzling if there is no one left with integrity to raise it up for us to see?

So it’s back to the publishers, and they are increasingly sending material out in e-galley form to independent reviewers like me, trusting in their books and hoping we will agree. Some of the publishers are moving faster than others with these e changes; Harper Collins is very rapidly absorbing them and it shows. A couple of Christmases ago there was a huge battle of the e-imprints the digital success was theirs. With innovative imprints like The Friday Project they cornered the market in quality e-books. For example, one of their books, (Confessions of a GP) sold less than 9,000 copies in paper that season (admittedly still an impressive number these days) but downloads of the same title were well over 100,000 copies.  Good marketing and creative pricing have shown that it is possible to even knock back The Girl With The Dragon Tattoo (which came second in the top download list at that time.)  Other publishers are quick to catch up, and many will be launching new digital imprints before the end of the year and so it is becoming ever more possible to source well edited, quality e-books. These are books that have been through exactly the same editorial process that a print book has – someone other than the author has vetted it! That’s a great start. Mine was out first in e-imprint and I can tell you that it went through exactly the same editorial process as a print book before it was released, and then went through it all again before going to print. So I’ve seen both routes first-hand.

But what about libraries?  An e-reader may be a useful tool to tackle low literacy levels, but how do you lend one?  One school librarian asked me “if I can’t get back a five quid book, how I am going to get back a hundred quid Kindle?”

She has a point.  So if anyone has an idea on how to handle this, let me know because I cannot find anyone who has a truly successful and secure method of handling this.  I know lots of schools who are using them for specific pupils, or for tackling certain issues with literacy, but not lending on or via e-book. Even if you issue the e-reader out via signature on computerised lending systems, you still have no guarantee of getting your expensive e-reader back.  The only system that I can see as being effective is to keep the devices for use in the library only, and that turns them into just another bit of tech in school to teach and improve literacy and not a lending item.

Public libraries have been issuing e-books for some time with varying success and a growing number of systems, and the whole PLR issue is another minefield and one that can’t possibly be done justice here.  Are authors still able to trust that they will get what is due to them when relying on virtual issues?  What about the book sharing problem?  How secure are these systems? I’ll get back to you on that one – anyone care to comment and I’ll add it to a future blog.

It is a fairly simple thing to lend an e-book and to code it so that it virtually “expires” after a set period and cannot be copied beyond the registered device. However the counties I have spoken to have admitted that the expiration does not work for the book that remains on the e-reader. It expires on your computer, but not on your Kindle.  One county I spoke to (and I won’t say which) admitted that they send an email reminder that the item has expired, and this flags up the library ticket and has to be cleared on the next visit – but they “have to trust” the borrower to delete it from their device once they have read it.

Would you delete it?  I wouldn’t!

I’m sure that this loophole will be addressed, and it is as I write, but we are still in very early days of this technology even though it has been around a long time – if that makes sense!  It is as if we were not paying proper attention and lo! it has crept upon us and now we must embrace or tame the beast before it devours us.

Technology, like language, grows, changes and shifts all the time and we can either absorb and manipulate those changes or ignore them and let it all overwhelm us.  The e-reader is here to stay and it is no longer a question of if printed books and traditional publishing can survive, but how they can.  I do firmly believe that there will always be a place for both e-books and printed ones.  One simple fact that no one can ever deny, will supersede any opinions about the importance of e-books over printed ones – you can’t archive them as effectively as you can a printed book.  What happened to all those items archived on micro-fiche?  Or on floppy discs?  Archives have to constantly absorb new technological changes in frantic attempts to save digital or copied material. All the while the printed books sit like quiet sentinels on their shelves and in their stacks for hundreds of years, and can be instantly accessed without any need to rely on rapidly outdating hardware.

One thing that will possibly protect the printed book is love. I may be a sentimental fool who is too attached to them, but the printed word inspires great devotion and affection in us; people love books, but they don’t love their e-readers.  They remain a bit of grey technology that we find hugely useful, but we don’t really have an emotional attachment to it.  We do not stroke its glorious cover, or flip through its fresh pages, and we do not gaze at it whilst we hurry to finish our work thinking “ooo, new book to read.”  We can’t gift books the same way we have done before. The joy of being able to give a book to someone is something we all know, but our e-readers deny us this. What joy is there in giving a voucher? They also deny us the pleasure of sharing outside the devices paired to our accounts.  I like sharing books, and I must admit that I do miss wandering up to a friend and saying “you’ll love this.”  I have dog-eared, much-loved books that have been passed around for years, I’ll still be doing that.

The simple fact that will ensure the survival of the printed book is that it is the best at doing what it does. Nothing else carries the printed word in such a durable and accessible way. But stories began as shared gifts that fell from the lips of storytellers, and not from shelves, and we should remember that. Ultimately it’s not the format, it’s the story that counts.

Ask a librarian.

As a children’s librarian I have been asked a lot of the same questions over the last decade. I know that parents often have similar concerns about their child’s reading, and so I thought I would share some of those questions with you, and my answers.

I hope you find them helpful.

I have a child in infant school and they don’t seem to be reading as well as the other children, what can I do? Some of the other children are on much higher books, why is my child not the same?

This needs a longer answer, but I’ve already covered in a longer post, and I’ve covered a lot of the issues that cause stress in parents about their child’s reading. Relax, it’ll be fine, they are all different and taking the pressure off is the first step to reading enjoyment.

 My daughter is seven and has read the first two of the Harry Potter books, but I think the next ones will start to get too scary for her. I don’t want to stop her reading or censor the books, but she’s only seven and easily scared!

People tend to forget that just because small people can read a book, it doesn’t mean they are emotionally ready for the content. After all, I’m sure your eight year old boy is more than linguistically capable of tackling all of the words printed in Nuts and Loaded magazines, but would you give him a copy?

The Harry Potter books are a good example of this desire to push books to bright readers too early (not that I’m comparing Harry to Loaded!) Remember that Harry is eleven in the first book, and so his life experience is based around the life of an eleven year old (albeit an extraordinary one!) Some seven and eight year olds are absolutely fine with a story that features an abused orphan who is locked in a cupboard and not allowed to deal with the death of his parents, but many are not. Children are often fine with scary magical elements, but it is the emotional content that may disturb and upset some young children.

You know if your child is emotionally ready for certain books or not, just don’t ever make the mistake of choosing books for much older children simply because you have a bright reader. Take advice, ask a librarian (ask me!), ask a good bookseller (not one that just wants to sell you the latest bestseller.) This is not about censorship, it is about guidance. If in doubt, read it yourself and ask yourself if your child is ready for this material. If your child is too young to emotionally deal with certain material, or too young to bond with the characters in the book, then you will only succeed in putting them off. Save these books for when they are ready to really enjoy them, and are able to fully appreciate the complexities of the plots. Don’t give in to parental snobbery or pushiness (“my daughter is only eight and has already read Twilight/Hunger Games/War and Peace…”) Go with what you know about your child, and be honest about what might upset them and what they might not be emotionally ready for. There is a vast amount of material to choose from, you just might need a bit of assistance to navigate the choice. Take them to a good library and a good bookshop and you’ll find all the help you need. Encourage them to read what they will enjoy, not what they feel under pressure to say they have read.

 The only thing my boy wants to read is comics and comic books, how can I stop him?

Why would you want to?

I almost left that answer there, but I do need to make a bit of an effort to convince you all!

Comics are AMAZING!! Don’t stop your child from reading anything, and don’t be critical unless you have dipped your toe in the water yourself. I grew up on comics and progressed to graphic novels and I’m still hooked. Reading is reading, and comics are a fantastic way for children to contextualise higher level vocabulary using visual prompts.

And they’re cool.

My child’s school doesn’t have a school librarian, does it matter?

Yes. 

OK, so I should say more than that – but it seems glaringly obvious that your child deserves the very best for their education, and you have every right to expect your school to provide that. A good school employs staff members who are qualified for the job. A school librarian has a very specific skill-set that goes far beyond handing out a book. They are supportive of your child’s reading and involved in their progression. They provide the expert advice and support that you and your child require for them to progress with their literacy, and engage in books and reading.  A librarian should be there to ensure that reading is a pleasure, a lifelong habit, and this in itself will have a massive positive effect on your child’s life.

Why would you not want this for your child?

Good literacy will vastly improve your child’s life and their opportunities in the future. Quite simply, they will be smarter if they read more. Fact.

If your child’s school does not have a library and a librarian, ask why.

This leaflet will give you all the reasons why your child deserves this, and what to look for in prospective schools.

 Ok, that’s it for now – more soon!

If you are not lucky enough to have a school librarian, you can always ask me a question.

Essential School Library Training – London – November

 

 

Moving English Forward

Paperwork, Policies, Performance and You

Friday, 29 November 2013 – 9:30am

In 2012 Ofsted published the document ‘Moving English Forward’.  This report set out to answer the question: how can attainment in English be raised in order to move English forward in schools?  But what does it mean to you?  This course aims to address some of the key issues raised by this document, and to support you in your CPD and your school library policy documents and development.

The day will consist of a morning talk and presentation from our speaker (Adam Lancaster) followed by an afternoon of workshops and development activities.

Speaker – Adam Lancaster (School Librarian of the Year 2012)

To book a place contact sconstantinou@apsch.org.uk putting SLG Winter Course as the subject line and giving your contact details.

The cost of the booking includes lunch and refreshments.

The training will begin at 9.30am and end at 4pm.

Booking Information

Event Cost: 
£80 for CILIP members.
£100 for non-members.

 

 

 

CILIP
7 Ridgmount Street
London
WC1 7AE
TEL 0207 255 0500

20131112-153239.jpg

NOT reading lessons!

Your dear little lad has brought home Him, you know the one, the kid who is smart and funny and who you wish you didn’t like because he seems to be perfect at everything. He has normal and regular parents and a normal and regular vocabulary…so why is he already on Gold books?

LESSON ONE…….

STEP AWAY FROM THE BOOKBAG!

And relax…

Seriously, looking at other children’s books is not helping you or your child, it is only putting more pressure on you both and turning what should be an enjoyable activity into homework.

Human beings are hardwired for reading, that’s the good news. Most children have an epiphany moment with their reading somewhere between the ages of five and ten – yes, I said TEN! The epiphany moment is quite remarkable – a child can just suddenly find the right book or the right motivation and they whoosh off with their reading.

So what does the school expect? They probably won’t tell you, but your child will be expected to comfortably reach Level 2 by the time they enter Year Three. This means that they will be assessed through a series of increasingly dull and worthy texts to ensure that they can do things like blend phonemes, understand what a text is about and answer questions about it and recognise the component parts of a book like an index and a glossary. The bare bones of reading are pretty tedious and the chances are your child will be doing this stuff long before they reach transition to Year Three. So relax.

If, however, your child is not quite there, it doesn’t mean that they won’t get there with a little help. A good number of children have issues that may impact on their reading and hold back their epiphany moment, but that doesn’t mean they can’t achieve the basics that will get them a comfortable Level2/3 at infant-primary transition.

  • Read with your child. When they hit a word that they don’t know, remember, they have never met this word before and will need an introduction. Let them try three times, no more than that because it becomes horribly frustrating.
  • Let your child read alone. No help, no input, just let them sit with words in front of their faces. These need to be their choice and it might be something you loathe. Tough!
  • Read to your child. I can’t begin to tell you how important it is for children to be read to. Not just picture books, longer books with chapters that they are not yet ready to read alone. It is a superb way of expanding their vocabulary, gives them something to aim for, and it’s lovely. Do not assume your child is too old for this, you are never too old for a bedtime story.
  • Acknowledge and draw attention to the fact that there are words everywhere. Give them reading with a purpose so that it does not feel as if you are expecting them to carry out a homework-like task. Ask them what the competition is on the cereal packet, put the subtitles on when they are watching their favourite tv show, stick post-it notes on the objects around the house that have new and exciting words to learn (such as television, radiator, refrigerator) Children have incredible powers of assimilation and suck up new words with ease – provided they see and hear them repeatedly.

The most important thing you can do for your child is to enjoy reading yourself and stop making it a chore. Make it a treat and let them soak up any words that they want (I’m a great fan of the literary qualities of the Beano) and stop putting pressure on them to be the same as others. They all learn at different paces and all come to reading in different ways. You probably don’t need to buy any special books or sign up for some expensive plan or club, just look out for reading opportunities everywhere.

Remember – only one in ten adults regularly read a book, and yet we expect 100% of small children to do it. It just might not be their thing, and there may be educational issues that need addressing, but it doesn’t mean they can’t become independent readers who enjoy diving into a book.

Most of all…RELAX!

 

Originally posted on www.beingamummy.co.uk

Dawn Finch is a YA author and for the last decade she has specialised in reading development in young children. She is vice-chair of the London and South East School Libraries Group and a published author. Her book (Brotherhood of Shades) is a contemporary ghost story and is published by Harper Collins.

You can ask her questions about books and reading at www.dawnfinch.com

 

Why your child deserves a school librarian.

Dawn Finch, Vice President CILIP, YA author, school library and literacy consultant.
Follow @dawnafinch

With over a decade of UK school libraries under my belt, and as a YA author, it is easy for me to see why your child needs a school library with a trained professional to run it. I’ve seen first-hand the positive difference this makes not only to your child’s development in literacy, but also to their enjoyment of reading and their linguistic progression. It’s not just about stamping books out, it’s about understanding and nurturing your child’s reading, guiding them so that they can successfully navigate the maze of reading and emerge triumphant and in charge. So much more than Biff and Chip and struggling to the end of a scheme. It’s about becoming a lifelong reader and having something in your life that will change it for the better. That’s what school librarians do, and they do it because it’s their passion and it’s important to them. Your child deserves that person in their life.

You can read the research for yourself – try this survey from Australia that shows the impact school libraries have on children’s literacy.
Or maybe look at what’s being said in the House of Lords.
Or just some common sense from a writer who knows a thing or two about reading. Neil Gaiman’s lecture for the Reading Agency is well worth a watch.

But I know I don’t really need to convince parents that their child deserves a well stocked library run by a qualified librarian. You know it makes a positive difference to their education, and their lives.

Sadly it seems that increasingly the people we need to prove this to are head teachers and SLT members. As parents you need some evidence to prove your case and to get what your children deserve. So, when you are visiting schools to decide which one to commit to for your child’s future – take this leaflet with you. This explains exactly why your child deserves a good school library with a professional librarian. Download it here from the Chartered Institute of Library and Information Professionals, print it and take it with you when visiting prospective schools. It will help you to see if the library you are being shown is a successful and supportive place, or just a room full of books. The leaflet will give you key points to look out for, and questions to ask. This way you can be sure that your child will be getting the support and materials that they require, and deserve.

This is not about a librarian banging on about her profession, it is about your child’s one shot at a brighter future. Their next school might make or break them, so why not expect the best? It is a simple fact that their literacy levels will be much higher if they have access to a real library. We’re not talking a room with books in – this is about real libraries run by professional people who have the right training for the job. This is a highly skilled profession, and your child deserves the right support from trained people. This is your child’s right to a better future, don’t stand for anything less.

A poster from the incredibly talented Sarah McIntyre says it all – a powerful search engine with a heart.

20131102-080925.jpg