Keeping Them Hooked – Research Opportunity

A PhD studentship is being offered at the University of Northumbria, for a research project into the use of volunteers in public libraries. This is a fully funded opportunity and will add to the rather limited research in this area.

What it study might eventually reveal around the sustainability and quality of the volunteer service model remains to be seen but it is an important area that requires a more disciplined and academic approach to gathering and presenting the evidence, which is why I have agreed to highlight the opportunity.

On a personal note I undertook my postgrad in librarianship at Northumbria University. Not only is it a great Library School but Newcastle is wonderful place to study so good luck to the successful candidate.

Keeping them hooked: An investigation into the drivers and barriers to successful volunteer use in Public Libraries

Project Description

Volunteers have become a crucial part of public library delivery within the UK, such that between 2010 and 2016 a quarter of all UK library jobs disappeared, 343 libraries closed, and 15,500 volunteers were recruited (Wainwright 2016). This increasingly mixed delivery of public libraries is part of a more general shift to reduce the role of the state in providing services, and therefore move towards the Conservative Government’s vision of a shared society. Wallace (2013) suggests that we are currently experiencing a dramatic shift from a welfare state to an ‘enabling state’, providing opportunities for the development of new relationships between citizens, communities and public services, however this results in challenges with regard to social inclusivity and fairness.

The use of volunteers to enhance the work of public librarians is not a new concept, however their increasing utilisation as a solution for financial austerity, has resulted in the development of a series of ‘unintended consequences’ that impact on delivery of a user centred public library service (Casselden 2016). Key issues relate to the capacity for social exclusion of the wider community, arising from the existence of key social groups involved with volunteering, reduced service accountability and quality, and a blurring of boundaries between the professional paid staff and volunteers (Casselden 2017). The delivery of an equitable, consistently high quality public library service requires careful thought regarding the sustainability and inclusiveness of the volunteering effort. Therefore adopting a volunteer relationship management approach (similar to ‘customer relationship management’ used in marketing) may enhance communication, build trust and relationships between existing stakeholders, and serve to mitigate some of the key challenges that exist (Casselden 2017). This also provides a base from which to develop digital solutions that would further enhance volunteer sustainability, and inclusivity to more marginalised social groups.

The Libraries Taskforce (2017) proposes that further research is required examining the longer-term impact on volunteers and the communities that they serve, in addition to exploring good practice evident in other sectors. Therefore, this research seeks to investigate and identify the key drivers and barriers to successful volunteer use, and explore more fully the mechanisms that would enhance relationships. It will also explore the ways in which digital technology might best work to support development of these relationships. A case study approach will be utilised, exploring a range of community managed libraries and their immediate community users, in addition to the third sector, and museums. A qualitative method will enable the creation of a rich picture that therefore provides an evidence base for policy development, the creation of technological solutions, and the sharing of good practice and strategies for success in creating a joined-up inclusive UK public library service.

Eligibility and How to Apply:

Please note eligibility requirement:
• Academic excellence of the proposed student i.e. 2:1 (or equivalent GPA from non-UK universities [preference for 1st class honours]); or a Masters (preference for Merit or above); or APEL evidence of substantial practitioner achievement.
• Appropriate IELTS score, if required.
• Applicants cannot apply for this funding if currently engaged in Doctoral study at Northumbria or elsewhere.

For further details of how to apply, entry requirements and the application form, see:
https://www.northumbria.ac.uk/research/postgraduate-research-degrees/how-to-apply/

Please note: Applications that do not include a research proposal of approximately 1,000 words (not a copy of the advert), or that do not include the advert reference (e.g. RDF18/…) will not be considered.

Deadline for applications: 28th January 2018

Start Date: 1st October 2018

Northumbria University takes pride in, and values, the quality and diversity of our staff. We welcome applications from all members of the community. The University holds an Athena SWAN Bronze award in recognition of our commitment to improving employment practices for the advancement of gender equality and is a member of the Euraxess network, which delivers information and support to professional researchers.

Funding Notes

The studentship includes a full stipend, paid for three years at RCUK rates (for 2017/18, this is £14,553 pa) and fees.

References

Libraries Taskforce. (2017) Corporate report: Libraries Taskforce: future research priorities. Available at: https://www.gov.uk/government/publications/libraries-taskforce-research-programme/libraries-taskforce-future-research-priorities.

Wainwright D, Bradshaw P, Sherlock P, et al. (2016) Libraries lose a quarter of staff as hundreds close. Available at: http://www.bbc.co.uk/news/uk-england-35707956.

Wallace J. (2013) The rise of the enabling state: A review of policy and evidence across the UK and Ireland. Available at: https://www.carnegieuktrust.org.uk/carnegieuktrust/wp-content/uploads/sites/64/2016/02/pub14550114991.pdf.

Casselden B, Pickard A, Walton G, McLeod J. (2017) ‘Keeping the doors open in an age of austerity? Qualitative analysis of stakeholder views on volunteers in public libraries’. Journal of Librarianship and Information Science. ISSN 0961-0006 (In Press)

Casselden B, Walton G, Pickard A, McLeod J. (2017) ‘Issues of quality and professionalism of library volunteers: reporting from a qualitative case study’. Performance Measurement and Metrics, 18 (2). pp. 118-126. ISSN 1467-8047

Casselden B, Pickard A, Walton G. (2017) The challenges of delivering a public library service using volunteers: a qualitative investigation examining key stakeholder experiences. In: 2017 Voluntary Sector and Volunteering Research Conference, 7th – 8th September 2017, Nottingham.

Casselden B. (2016) A Delicate Balancing Act: an investigation of volunteer use and stakeholder perspectives in public libraries. Doctoral thesis, Northumbria University.

Casselden B, Pickard A, McLeod J. (2015) ‘The challenges facing public libraries in the Big Society: The role of volunteers, and the issues that surround their use in England’. Journal of Librarianship and Information Science, 47 (3). pp. 187-203. ISSN 0961-0006

Casselden B. (2013) The challenges facing public libraries in the Big Society: focusing on the role of volunteers, and the issues that surround their use. In: Chartered Institute of Library and Information Professionals (CILIP) Umbrella 2013 Conference and Exhibition, 2-3 July 2013, Manchester, UK.

Casselden B. (2016) A Delicate Balancing Act: an investigation of volunteer use and stakeholder perspectives in public libraries. i-School, Department of Computer and Information Sciences. Northumbria University.

Casselden B, Pickard A, Walton G, McLeod J. (2017) ‘Keeping the doors open in an age of austerity? Qualitative analysis of stakeholder views on volunteers in public libraries’. Journal of Librarianship and Information Science. ISSN 0961-0006 (In Press)

Review of Public Libraries 2017

Last year I looked at the possible trends in public libraries for 2017 and unfortunately the challenges I identified remain unabated. The situation has deteriorated even more so and the release of the recent Cipfa data details a sector in continuing crisis. What has remained a constant since the start of austerity is deep reductions in funding, staffing, resources, and hundreds of library closures. Conversely, there has been an increase volunteer led-libraries, co-location, and technology enabled access.

There is no evidence that this trajectory is likely to change under the current administration and all indications are for deeper and more damaging cuts to the national network in England over the coming year.

However, it would be unfair to imply that nothing good is happening within libraries. Library staff have managed to drive forward creative projects and service improvement despite the challenging circumstances. For the best examples of this see the Libraries Change Lives website. Equally, new library builds and improvements are still happening and welcomed by the communities they benefit. Public Library News provides the most comprehensive and regular updates from across the sector including a list of new or refurbished libraries. The Libraries Taskforce blog also highlights good work happening and best practice from other services. Unfortunately as a government funded body, the bias is for highlighting only positive stories rather than acknowledging the difficulties that beset the sector, and as such it lacks both impartiality or gives balanced coverage.

While not entirely doom and gloom the positives above need to be set in the overall context of ongoing funding cuts to local authorities and the continuing drivers of localism and devolution. All of which continue to provide a challenging environment for libraries. Not just public libraries but all those that rely on public funding either directly or indirectly such as schools, FE, HE, and health libraries.

Commercialism

Libraries are increasingly being challenged to adopt a more commercial approach in the way they market and charge for services. In principle this is nothing new and fees and charges have always played a role in raising income; from fines, room hire, photocopying, DVD rental etc.

What has changed is the emphasis placed on income generation as central to the core budget. That is, a failure to meet an income target can have a direct impact on service delivery with the need for further efficiency savings such as reducing the stock fund or even losing staff as a result. This is particularly true of library mutuals I would guess who no longer have the safety net of the local authority to soak up any overspends.

It also highlights the dichotomy as to why library services can attract large amounts of project funding from the Arts Council but still be subject to cuts and closures. Such funding is tied to a specific project work and does nothing to alleviate the underlying structural issues such as revenue funding.

While many in the profession object to libraries being treated as profit making organisations the approach is in keeping with government policy and ideology so is unlikely to change anytime in the near future.

Recruitment

Sadly, years of austerity, hollowing out, and de-professionalisation of the sector have made public libraries an unattractive proposition for new library graduates. An article in the bookseller described the relentless cuts as turning the sector into a ‘war zone’. The sad fact is public libraries are no longer an appealing long-term career prospect.

Speaking at a round table discussion with the APPG on libraries Nick Poole argued that despite the difficulties the sector needed to invest and encourage new talent. Looking at the information sector in the round I would agree. Many opportunities exist and will continue to expand, particularly in the areas of information and knowledge management, specialist libraries, and Higher Education.

However, it’s more difficult to argue a case for public libraries, when both national and local government, and all main political parties regard library staff, including qualified librarians, as replaceable by volunteers.

The recommendation by William Sieghart to encourage and develop the library workforce and especially new recruits and graduates’ seems unachievable now. The ambition to develop a programme similar to the TeachFirst concept for librarians appears to have been dropped by the Taskforce in favour of the more achievable goal of encouraging apprenticeships, although this too is not without its difficulties.

Pay in the public sector will continue to be depressed with either a real term pay cut or wages struggling to keep pace with inflation, also make public libraries less attractive to those entering the profession.

Despite this some councillors seem to enjoy increases or pay outs far in excess of those they expect of their workforce. While no means an isolated case the leader of East Sussex Council is to get a 37% increase in his allowance and proudly states that he is “worth the money and more”. It appears you can volunteer and still be paid the equivalent of a full time wage for doing so!

This from a council leader who is threatening to close libraries unless they are funded wholly by communities or other organisations. Presumably, any volunteers taking over the threatened libraries cannot expect the same level of recompense as Councillor Glazier.

Not to be outdone Paul Blantern former CEO of Northamptonshire County Council and Chair of the Libraries Taskforce enjoyed a pay out in excess of £100k when he quit his post this year. This at the same time 21 libraries were threatened with closure as the council can  apparently no longer afford to run them.

Performance

I won’t dwell too much on the recent Cipfa figures as a very good in-depth analysis has been provide by Tim Coates on UK Library News.

The figures sadly illustrate the continuing decline of the sector, with the Bookseller describing the results as showing the “catastrophic” scale of library closures in Great Britain. Overall the figures confirm huge drops in funding, increase in library closures – 449 since 2012 but other commentators have put this higher – a drop in expenditure by £66m for 2016-7 alone, and a decline in visitor numbers 14% over five years.

However, not all councils have returned their figures so the situation is likely to be much worse.

That the situation requires urgent strategic action on a national scale is obvious. What is not obvious is where this action will come from. All the major players, ACE, DCMS, Libraries Taskforce, have so far fundamentally failed to address or halt the decline.

Part of the issue is also the loss of focus on what public libraries are for and what they should deliver. Some of the underlying problems are due to technological and societal changes, but these effects have been exacerbated by political ideology around public finances and service delivery.

The SCL Universal Offers where partly meant to address this by formalising those areas that libraries where good at and how they could adapt to meet the changing information needs of the public. Despite being a continuing critic of the SCL as a organisation I have always been broadly supportive of the universal offers. However, after years of failing to alter the decline in usage we need now to start questioning the validity of the offers as an effective strategy.

While this might be heresy to some, and I certainly don’t advocate for immediately discontinuing them, I do believe the themes need revisiting to gauge if they continue to be fit for purpose in their current form. Equally, adding to the number of offers is both counter-productive and misguided.

Leadership

There still remains a lack of strategic leadership for the sector within England. Obviously, the government would not accept a body highly critical of it’s policies, which is why the make-up of the Taskforce is as it is. The majority of those round the table are beholden to the government either politically or financially.

That’s not to say that some of the organisations don’t carry out valuable work beneficial to the sector, such as the British Library. However, in 2016/17 79% (£93.9m) of the British Library funding came from the Department for Culture, Media and Sport.

Equally, the SCL has benefited from closer engagement and have been successful in attracting additional money. This year it was awarded £2m over four years by the Arts Council as a ‘Sector Support Organisation’, allowing it to pay up to £65k for a new Chief ExecutiveEqually, six library services were also awarded National Portfolio Organisation status attracting just over £4m in funding between them. As Ian Anstice observed:

“It’s interesting to see that 3 out of the 6 library services to get the funding, by the way, are non-profit trusts. This is proportionately way higher than one would expect. The bids were also not public so it’s unclear, apart from what can be gained from press releases, as yet, as to what they will mean.”

So it’s no surprise that the SCL is heavily involved in promoting a cultural and arts agenda for libraries and advocating support for volunteer led libraries, both mainstays of government policy. As the latest minutes of the Taskforce noted:

“The Taskforce also undertook to provide support to community managed libraries to share good practice, and help develop sustainable community managed library business models and approaches. It is working in partnership with SCL and Locality to support a new Community Managed Libraries Peer Network…”

What was encouraging for those of us critical of the arts path being foisted on libraries with no debate was the Cilip interview with Gill Furniss, Chair of the APPG:

‘I am a bit disappointed. I did think public libraries fitted better in Civil Society. To me they are community assets and don’t go terribly well with arts, museums and culture. I see public libraries serving communities’ information needs and that they should be very much placed within a community and be valued by the community.’

She also believes the arts label comes at a cost. ‘It makes libraries seem very grand when you’re talking about arts and ­museums. We’ve got to get away from grand. We’ve got to be there with our sleeves rolled up in communities. I’d put it with housing and neighbourhoods.’

Whether Labour adopts this approach remains to be seen. Kevin Brennan, shadow library minister, is currently working on library policy but over the past seven years most Labour controlled authorities, including Gill Furniss’ home area of Sheffield, have followed their tory counter-parts in cuts, closures, and the replacement of paid staff with volunteers.

Independent voice

As such there is no independent body, with perhaps the exception of Cilip, that is willing to be publicly critical of government policy. Although a recent APPG round-table discussion in Westminster produced some heart-felt warnings there appears little political appetite to change course from any of the parties.

The APPG has yet to publish it’s list of activities so it’s difficult to know yet what it’s priorities will be and how it will bring together different political opinion into a coherent strategy. The LibDems are as equally to blame as the tories for the current crisis and despite both the Chair and Vice-Chair being Labour, as noted above Labour have a poor record on differentiating their stance in any meaningful way from that of the Conservatives.

What is needed is a clear and meaningful strategy that addresses the structural and financial difficulties besetting the sector, and a strategy that is intent on building relationships with all  stakeholders rather than creating division.

Unfortunately, Sieghart’s recommendations deliberately set to exclude campaigners, unions, and library users from the Taskforce. Given the emphasis on communities having a say it’s rather ironic that the users voice was intentionally left out at national level.

Sadly, the perhaps unintended but very foreseeable consequence has been to create a toxic relationship of distrust, accusation and counter accusation between groups that should be united in fighting for libraries.

Besides being politically petty the decision has built walls rather than bridges and bodes ill for the future should a new administration establish a different body. It would be very difficult for those currently at the table to cry foul if they were to be excluded.

It also raises the question of legitimate engagement and how far library organisations should allow themselves to be part of policies that are so at odds with the good of the profession and sector. Within any situation there is always nuance and complexity. Very few issues are black and white. That said, it is difficult to pinpoint any advantages to public libraries that engagement with the government has brought.

The campaigns run by Cilip in support of public, school, and health libraries, the outspoken criticism from authors and celebrities, all highlight the damage being done. So the question becomes at what point does engagement become collusion or self-harm? At what point are organisations putting their own needs above the good of the wider profession?

As Nick Poole recently tweeted as part of a thread: “Do nothing from selfish ambition or conceit, but in humility count others more significant than yourselves. Let each of you look not only to his own interests, but also to the interests of others.”

Round-up

For myself, I see another challenging year of quiet desperation for public libraries with no obvious solution in sight. The government is too caught up in Brexit to give domestic issues much consideration. That’s not to be overly pessimistic but the evidence leads only one way and as we have all affirmed in the past year #factsmatter. To pretend otherwise is a dis-service to the profession.

For other reviews of the year see Nick Poole’s 2017 Review and Ian Anstice English Public Libraries key trends 2017

 

Merry Christmas 2017

Wishing all library workers, campaigners, & supporters
a Merry Christmas and a wonderful New Year from

Leon’s Library Blog

“A library is a good place to go when you feel unhappy, for there, in a book, you may find encouragement and comfort. A library is a good place to go when you feel bewildered or undecided, for there, in a book, you may have your question answered. Books are good company, in sad times and happy times, for books are people – people who have managed to stay alive by hiding between the covers of a book.” E.B. White 

School Librarians At Their Best!

The last post in the current series on school libraries is by Caroline Roche, Chair of Cilip’s School Library Group. Caroline explains about the work of the group, the work they do with 2000 school librarians, and the importance of collecting reliable data for the sector to help encourage informed decision making.

A peek into the world of SLG – school librarians at their best!

The SLG Committee is composed of around 17 members, and we serve a large group of school librarians – currently about 2000. Our main focus is to support school librarians with resources and professional advice. Our committee is a busy one – we are currently organising our biannual Conference being held in April 2018; collecting book reviews ready to go into our fifth Book Pack to be launched in April; we have just published our School Libraries in View annual magazine which showcases scholarship and research in the profession; and we have numerous other projects.

This year, however, we have been working closely with Nick Poole, CEO of CILIP, on a School Library Data Project. This project has arisen from the work the committee did previously to inform the APPG on School Libraries. The APPG published a report entitled ‘The Beating Heart of the School’ but were unable to proceed any further, both because parliament was dissolved and re-elected, but also because we were unable to provide any meaningful data.

This last point is the crux of the matter for school librarians. Although SLG knows that many school libraries are either closing, or downgrading from having a skilled professional in place to have someone just minding the books (or nobody), we are unable to provide any figures for this. This is because unlike public – and indeed prison – libraries, school libraries are not statutory. Which means, in effect, that every single Head makes their own decision on whether to have a library or not. Neither do Ofsted include the presence (or lack of) a library in their reports, meaning that schools can be rated excellent for literacy and learning without having a library, which is a nonsense in our opinion. Heads therefore feel that cutting the library as a cost saving is consequence free, and in these hard financial times, many close them. As every school is individually run, and school librarians in those schools are often muzzled if they wish to have a good reference from the school, finding out the true scale of the devastation is very difficult.

Nick Poole therefore set up the School Library Data Group to see if we can devise a way of ascertaining what library provision is available in schools, ensuring this information is detailed enough to exclude books in classrooms, or a room with books in that is occasionally open some lunchtimes. We are negotiating with both the Government and Ofsted to see if the questionnaire we are working on can be endorsed officially. We are due to have the questionnaire ready for some time in 2018 – we only get one shot at getting this right! SLG are working in partnership with the School Librarians Association, The National Literacy Trust, Booktrust and other partners on this project.

As part of this campaign to find out better information and statistics so that we could feed back to the APPG, Dawn Finch, past president of CILIP and previous school librarian, composed a letter to the Education Secretary Justine Greening asking her to halt the closure of school libraries. This was signed by over 200 authors and notable educators, and was reported on by the BBC, the TES, the Guardian, the Independent and the Bookseller. That campaign is ongoing and we are looking to build on that success. In addition, we are also working with Ofsted to see how they can include school libraries in their inspections. This in itself is controversial amongst school librarians.

Most don’t want to be inspected by Ofsted directly because what a school librarian does in a school is determined by the Head. Some act as teacher librarians teaching many periods of library lessons, some administer reading programmes, some (like my assistant) run the Extended Project Qualification and some, like me, have their main focus on books, eBooks and wider resources, as well as library strategies and projects. Coming up with a common standard to judge us all by would be a nightmare – but that doesn’t mean we should be ignored during an inspection either which is usually the case.

Raising the status of school librarians and ensuring that we are all treated as professionals is one of our key objectives in SLG. Schools will often appoint people with no qualifications so that they can pay them less. However, even qualified school librarians find that they are often lumped in with the secretaries and maintenance crew, and are paid and treated accordingly. One of the keys to a school librarian being able to work successfully in a school is being considered a member of the academic staff and working on a par with other heads of department. We continue to fight against the deprofessionalisation of school librarians, which seems to be wholly driven by economic reasons, and for us to be recognised as academic Heads of Department and paid accordingly.

SLG is also striving within CILIP to ensure that school librarians are visible. Some appear to believe that because we work in an academic setting, that we are more or less the same as university or college librarians, but that is not the case. The role of a school librarian is much wider and all encompassing. We do everything from buying the books, cataloguing, covering, mending, issuing, stocktaking and weeding resources. We answer queries from staff, students and parents, set up online databases, buy furniture, advise teachers on resources and create reading lists, arrange author visits – and those are only the ‘library’ jobs we do, let alone the teaching side. University and academic librarians tend to specialise in one or two of those areas. No other librarian job I believe covers everything from stock purchase to disposal, and everything in between! So we have been advocating to get our voice heard at Conference, at Careers events, and other special CILIP events where we generally have to ask to be included. But we’re a determined bunch – we have to be to work in schools! – and we are slowly getting there.

Please continue to support us by tweeting and retweeting @CILIPSLG, by following #schoollibrariesmatter and if you are a parent going round a school, checking to see if the school has a library, and asking why not! And if you would like to add SLG as one of your groups, we would be very happy to have you.

Building the Reader of Tomorrow Today

The penultimate post in the current series on the importance of school libraries is by Matt Imrie, from Farringtons School in Kent. Matt quite rightly points out that school librarians help make tomorrows reader today by encouraging and developing a love of reading in pupils.

Literacy is the single most essential life skill and the importance of a good education in enabling social mobility cannot be over-emphasised. One of the ways the government can encourage this is to fund school libraries.

The Importance of School Libraries

Often overlooked by campaigners and just about everybody not actively involved in schools and education, it is easy to underestimate the importance of School Libraries and their contribution to learning, literacy and reading for pleasure.

In recent years (since the advent of austerity) many former Public Librarians unwilling to leave the work they love have found alternate employment as School Librarians. The irony that a non-statutory service is marginally safer for employment than a statutory service is not lost on many. It is akin to jumping out of a collapsing building and landing on a field composed largely of quicksand, but even with uncertain futures School Librarians do press forward with their duties.

Building the Reader of Tomorrow Today

School Libraries often work in intangibles, ‘reading for pleasure’ is one such example – impossible to measure but easy to identify. I do not think there is a school librarian alive that has not seen the look in a reader’s face when they find the book/magazine/comic/fan-fic that makes their love for reading come alive. Nurturing this tender and fragile love can be done at home and in public libraries but for children with parents that do not read or take them to the local library and in areas where the local library has closed, it is usually their School Library that first opens their eyes to reading as a pleasurable activity.

Once children get too old for the Summer Reading Challenge and they enter their teens, their library use often tapers off and for many it stops entirely. For these students it is often the School Library that remains their only regular access to books, information and professional assistance in using them.
School Libraries have a captive audience, and unlike public and university libraries, many of the students that come in for reading and library lessons do not want to be there. Integrating a class consisting of students that want to be there, others that may be ambivalent and some that indulge in active disruption is a skill that School Librarians learn fairly quickly. Turning the latter two groups into the former is an activity that takes time and individual attention; this is something that School Librarians are well-equipped to do as they see the same students regularly and can work on breaking down the barriers that troubled students have towards reading and learning.

Once the School Librarian gets to know their students they are able to recommend books that cater to their individual tastes and for those that struggle with reading many school libraries use programmes such as Accelerated Reader to help them improve their reading levels.

Returning to the Summer Reading Scheme briefly, in the run up to the end of the summer term, Children’s Librarians often visit schools to promote the SRC. These visits are usually organised with the School Librarian as the initial point of contact. If the library service is unable to provide a librarian to visit a school then usually posters and joining forms are sent to the School Librarian to distribute to the classes old (or young) enough to participate.

Transferable Skills

Most School Librarians offer regular Library Lessons to equip students with information literacy skills that work on a cross-curricular level. From introducing research skills (finding and using information as well as citing sources) to identifying fake news, making use of reliable online resources, becoming aware of and avoiding plagiarism and enabling students to use the library catalogue and Dewey Decimal System to find the books they are looking for and locating the information required within the book in as short a space of time as possible. Included with these skills are critical thinking, improved social skills from teamwork to taking responsibility for completing ones work and more.

It is best to embed these skills early and this is where School Librarians that work with primary school students can get involved with making sure that their students do not fall into the trap of seeing the internet in general and Wikipedia in particular as the be-all and end-all of research.

These skills not only enable them to do homework for school but also prepares them for college or university where they will often not have a librarian on hand to help them locate everything they need. These skills are also usable in public libraries, as school librarians and teachers often recommend that their students broaden their access to resources by making use of their local library where possible.

Connecting Students with Technology in the School Library

The third in a series of posts on school libraries is from Lucas Maxwell, school librarian at Glenthorne High School, Surrey. Lucas highlights the effective use of technology to enhance the student experience and challenge the apathy many students feel towards reading both for pleasure and educational purposes.

Connecting Students with Technology in the School Library

In the school library I manage, I use educational technology on a daily basis. My hope is that it will connect students to their favourite books, authors and other students around the world with similar tastes and interests. Over the past few years I have identified some effective ways to use technology in the school library. These tools have been very effective in the war against boredom, apathy and line every school librarian hears: “I hate reading.”

Skype
Skype has been an amazing tool and we use it in several different ways. One way is to bring authors from around the world into the library. Most authors will Skype with your library for free, so it’s worth taking the time to seek them out. Many of the books our students love are written by authors living in the United States and getting them on a plane to visit would be almost impossible. However, using Skype we can bring them straight to our door for no cost. It’s a good idea to have students prepare questions in advance and to promote the author’s books heavily before the visit. This will ensure a much more enjoyable experience for all.

We also take part in several Mystery Skypes every year. We bring in Geography classes to Skype with other classes around the world, asking Yes or No questions to try and determine where they are in the world. It combines both new and old technology as students use the library’s geography collection along with iPads to try to narrow down the other school’s location. I also appoint student leaders to organise and collect the information gathered about the other schools. It’s a great way to put leadership in the hands of the students and to create a memorable experience where students get to know other parts of the world.

 

World Read Aloud is also another great use of Skype. Our Year 7 and 8 students read picture books to four and five year old students in the United States. Last school year we took part in several of these and they were some of my favourite programs.

Twitter
Twitter has been a huge asset to my own professional development but our students also use it to connect to their favourite authors. Every month our students take over the Library’s Twitter account to ask an author a series of questions. We attach #booklingschat to every question because our book club call themselves The Booklings. This is a completely student-lead program with our Student Library Assistants taking the lead, organising and typing the questions that we project on a large screen for everyone to see. We have had some amazing discussions about writing advice, surviving high school and of course tons of recommended reads!

Padlet
Our students love Padlet. We use it primarily to connect with other book clubs around the world. We recently shared our favourite book recommendations with a class in Colorado and in Scotland. In Padlet, you create a “Wall” where students can add text, images and videos. As an administrator, you are sent an alert whenever a new post arrives. You can also protect your wall with a password that only you and the other book clubs can access. I have also used Padlet to allow students to recommend books that the library should purchase and our Manga Club has used to it to share their artwork with others. The best part is that Padlet is updated in real time so you can instantly see what your students are adding to the wall.

 

Nearpod
Nearpod allows you to create fully interactive library lessons for your students. We have used Nearpod to teach students digital literacy skills. One feature of Nearpod allows you to pose a question to your students. Using its interface you can monitor which students have responded and what they have written. After all responses have been submitted you can share a student’s response with the entire class. Whether on tablets or computer screens, all students using Nearpod are viewing the same thing. Students also have the option to dra

FlipGrid
I cannot recommend Flipgrid enough, it’s a video discussion forum that is perfect for school libraries. Administrators can create their own space on Flipgrid (called a Grid). Within each Grid you can create a topic of your choice. Students can then respond to the topic by recording 90-second videos. We have used Flipgrid to share facts about our hometowns and cities with places around the world, recommend our favourite books and also as a Mystery Flipgrid where we provide hints with other groups as to where we are in the world. Just like the Mystery Skype, we try to guess where in the world they are. In the future, we plan to use Flipgrid to connect with experts in different professions to assist our eleven and twelve-year-old students with various research projects. For more information on Flipgrid and libraries, Librarian John Iona has published a great article in the School Librarian magazine.

I’d love to hear about your favourite ed-tech tools and how you use them to connect your students with others?

(Lucas can be found on Twitter @lucasjmaxwell )

School Librarians and Why Our Children Need Them

This is the second in a series of five articles about the importance of school libraries. Elizabeth Hutchinson is Head of the Schools’ Library Service, Guernsey, and a strong advocate that access to a good school library is a right of every child.

In the following post Elizabeth argues strongly for the role a professional school librarian and the positive benefit it can bring to schools, teachers and most importantly students.

 

School Librarians and Why Our Children Need Them

I offered to write this to raise awareness of the importance of school librarians, which may seem a bit strange as the head of a Schools’ Library Service (SLS) where we are the only professional librarian support on our Island of Guernsey. It may seem that I am trying to do myself out of a job but that is not the case.

Even where schools do have a full-time professional school librarian the support from an SLS can save schools money and be invaluable. I feel that if schools understand the role of the school librarian they will also begin to understand what is on offer from SLS’s too benefiting schools, teachers and most importantly their students.

The relationship between teachers and the school librarian is a special one. The best schools are those who have school librarians, where the Head teacher has employed them for the very fact that they are qualified. Providing a specialist who can help embed research skills and support literacy development across the curriculum. These schools have Senior Leadership Teams where teachers are expected to work with the librarian when they are planning any kind of research or where the focus is on literacy.

From using the school library for books or online resources, teaching digital and information literacy, supporting literacy intervention to encouraging reading for pleasure these schools understand the benefit of collaboration for their student. This relationship leads a better understanding of the needs of the teacher and students, which in turn leads to time saved, better quality resources and students who are independent learners.

These nurtured relationships also lead to collaborations that is not immediately associated with the school librarian such as help to organise international collaborations, attending parents evening to support students and parents outside school, create makerspaces, help with coding and yes, librarians still have time to run book clubs, reading initiatives and as Barbara said in her last post, also be there for that child who needs a quiet space and someone to talk to at lunchtime.

In the last year alone librarians from SLS have co-taught from reception to 6th form. We have planned schemes of work and curated the right resources for our students. Our librarians have connected our students with students from America, Mexico and India and have plans for many more. We have increased the use of online resources through teaching in the classrooms, we have taught referencing and copyright to e-safety lessons helping to engage students in critical thinking and independent study.

We have brought authors and experts into the classrooms and with the support of our public library run numerous events from Carnegie and Greenaway lunches to Non-fiction November and World book day quizzes bring students from different school together to celebrate books and supporting literacy. We have run training sessions for teachers, created reading lists, written blog posts, attended parents evenings and generally spent time raising awareness of the importance of school libraries to a child’s education and the world of work. However, none of this would be happening if our teachers and schools did not understand the librarian’s role in teaching and learning.

If every Head Teacher, Senior Leadership Team member and teacher understood that this is what happens when librarians are engaged and supported the benefits to their students would increase seven fold. Schools need access to qualified librarians and Head Teachers need to understand why it is important.

Over the years as school budgets were cut the school librarian was commonly the first person to go. When schools started to use the Internet many thought that school librarians were no longer essential and books were no longer important as there was another way for children to get all the information they needed. They did not realise that an important skill set that was currently being taught was at risk of being lost and was going to be needed more than ever.

Now whilst I agree the opportunity to find information has become quicker it is also essential to teach our students the skills to assess, evaluate and find good quality information. Schools who no longer have a school librarian do not have this skill set available to them and we risk having a world of people who don’t have time or understand the importance of making sure that the information they read is correct. Unfortunately, teachers who have grown up where they as children were not taught or had the opportunity to use a school library do not always understand the need for them and along with that do not have the skill set to teach their students these essential research skills.

What can teachers do?

Your starting point is the school librarian. Go and find out what books are in the library for the subject you teach. Arrange a meeting with the librarian and talk about what your curriculum topics are and find out if there is any budget left to order more. What else do you need to ask?

• Does the library have any online resources that can support your topic?
• Can the librarian help you search these resources and explain how the citation tool works?
• Do they have any tools to teach referencing?
• Are they willing to teach your students these skills?
• Can they help you with global collaborations?
• Are there any online tools that they have used that would be useful for you to know about?
• Do you have any reading lists for my year group or topic? If not can you make one for me?
• Is there a book club for students/teachers?
• Little Jonny (not his real name) is not performing well do you know how much he reads? Can you help to find a book he might enjoy?

Students the message to you is simple. Go to the school library, if you read you will do better in school.

Parents, the last message is for you. Go and find out if your school has a good library and a qualified librarian. If not then ask them why. Your children deserve the best and this is the perfect place to start.