Category Archives: School Libraries

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

 

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.

The Oft-Hidden Role Of The School Library

The following post is written by Barbara Band, School Library, Reading and Literacy Consultant, Features Editor of The School Librarian, and Ex-President of Cilip.

This is the first of a series of guest posts around the importance of School Libraries and in support of the recent letter from Dawn Finch to the Secretary of State for Education, Justine Greening to highlight ‘the shocking decline of library provision and the numbers of qualified librarians in state-funded schools and colleges in England.’ The letter has over 150 co-signatories including authors, illustrators, presenters, the Bookseller Association, National Literacy Trust, and Society of Authors.

All publically funded libraries; public, school, FE etc, are facing a sharp decline in funding, staffing, and resources. That’s why it’s important we work together to highlight the essential and valuable work done by libraries across all sectors.

The Oft-Hidden Role of the School Library

The figures concerning mental health and young people are rather alarming. Sixteen million people in the UK experience a mental illness with 75% of these starting before a child reaches their 18th birthday. Figures also show that 75% of young people with a mental illness are not receiving treatment causing many of them to self-harm, become suicidal, violent and aggressive, or drop out of school. The mental health and well-being of students needs to be addressed so they can develop – socially, emotionally and academically – a young person who is dealing with mental illness is unlikely to reach their full potential with consequences both on a personal level and for their future within society.

At a time when a young person is transitioning from child to adult, when they have a need to be accepted and find their place within the world, the school environment can feel very hostile. Busy days are measured out in short periods of time, punctuated by bells ringing and people rushing about – the pressure is on to achieve, meet targets and deadlines with the resulting increase in stress and anxiety.

The school library is a unique space. It is often described as “the heart of a school” yet I also feel that it is frequently an “oasis”, an area of calm within a frantic milieu. A place that supports the whole child – their reading and literacy needs, their study and curriculum needs, and their well-being. This latter pastoral role is too often overlooked and undervalued.

The school library with a librarian provides a safe environment with a member of staff who is not a teacher and does not have to rush off to deliver a lesson to a class somewhere. We have very different relationships with the students; when I was nominated by two students for the SLA School Librarian of the Year Award, one of their comments about me was “It’s a formal relationship but we think of her as a big friend”.

During break and lunchtimes, students are able to step back from what they have been doing in the classroom and “just be”. Many of them hang around the desk, chatting, and it’s at times like these that an often seemingly innocent remark can ring alarm bells – all school librarians will have received safeguarding training. In my previous school, students who were dealing with stress, anxiety, panic attacks and depression, and were unable to cope for the whole of the school day, were often sent to the library. Some people may see this as “babysitting” and yet I recognised that I was providing a distinctive service they could not get elsewhere.

How much worse would these students have been if there hadn’t been a library for them to use? What would have been the impact on their long-term mental health and academic achievements? Over the years I have supported so many students in so many ways.

Benefits

– School librarians are able to provide authoritative and trustworthy resources to those who, perhaps, have just heard a family member has cancer, have been told they have dyslexia, are being bullied, want information on managing exam nerves, coming out or improving their self-confidence. Alongside this comes the time to just listen or answer questions.

– Bereaved students can often feel overwhelmed in the school environment. As an adult, I know how grief can suddenly overtake you and yet I am able to step away from my desk to collect myself. Students aren’t able to do this – they have no other option and they don’t want to cry in front of their peers. Many times such students were sent to the library – I would give them the box of tissues and space, or stop what I was doing and let them talk, depending on their needs.

– Students with Asperger’s Syndrome can find school a confusing and sensory overloaded environment. Being able to spend “downtime” in the library at breaks enables them to reset and cope with the rest of the day. Many of my Asperger’s students would have their “own” chair and table where they would sit and read, ignoring everyone else, and I made sure that nobody disturbed them.

– I had a very active pupil library assistant team, many of which had SEN (Special Educational Needs). I nurtured their strengths so they could become active and useful members of the team, gaining valuable workplace skills and increasing their self-confidence. The then Headteacher remarked that “it was no surprise that all of them found the transition to University life straight forward”.

– Break-times can be tough on those who have not yet found their “place” at school. This is especially true for younger students who have come from smaller schools and find the larger older groups of students a bit intimidating, as well as those who are not sporty, arty, musically inclined or part of the “popular clique” – the school library gives all of these a place they can escape to until they find their feet.

– The school library is an ideal place for projects and activities which bring diverse groups of students together engendering a sense of community and belonging. In the past I have seen miscellaneous students connect over a chess board or Warhammer game; in fact, it is rather wonderful to see those slightly lonely souls being drawn into the group by a common interest, and to see them laughing and interacting with the others.

The school library has a huge role to play in the well-being of students which should not be underestimated. If we are serious about improving the mental health of young people then we need to recognise that school libraries and librarians are part of that agenda.

Stronger Together

I make no apologies for this post being unashamedly a recruiting drive for Cilip after seeing on Twitter that membership is still falling by 3%. However, as with everything, the context needs to be understood to see this fall as a positive and not necessarily a negative.

For years I was a harsh critic of Cilip, not because it had lost its way, but because it didn’t have a way forward at all. It was floundering under the pressure of austerity and the resulting widespread hollowing out of public libraries with the loss of jobs and thus membership. Worse of all, this was happening without Cilip speaking up for the profession or advocating the advantages of retaining a professional workforce.

It also faced the challenge of arresting the decline in membership. My own opinion was that members where leaving because they could no longer see the relevance of belonging to a professional body, and paying expensive subscriptions, that was too far removed from their everyday experience of year-on-year budget and job cuts.

But all this has thankfully changed. Cilip now has, and continues to develop, a strong voice in defence of its membership and championing library services in different sectors; public, schools, health. It challenges Government policy and intervenes, as much as it can, in local decisions to reduce services. Cilip is becoming the professional body its members need it to be.

I contacted Nick Poole for further information about the fall in membership and he sent this reply:

“The current rate of attrition is just over 3%. That’s actually around half what it was 3 years ago, but it’s still a declining number. We follow up with people who don’t renew, and the underlying reasons are informative. A significant proportion are due to retirement, which is why we’re working to improve the offer the retired members. Similarly, we see a significant drop-off in the transition from free student membership to full membership. We have seen a decline in the number of people leaving because of dissatisfaction with CILIP.

 Of course, over the past 10 years, the most significant decline in sector terms is membership among public library staff. This is one reason why we launched the new Careers Hub on the CILIP VLE – to provide support for public librarians who find themselves having to make a transition to other parts of the library sector. We know that public libraries are changing, but we see it as essential that public library staff are encouraged to engage with their professional body, develop their skills and maintain the connection to the wider library and information profession. This is why we are pleased to be working with SCL on the new Public Library Skills Strategy, which will help address some of these issues.

 We know from the workforce mapping project that there are around 69,000 people in the library & information workforce in the UK. With around 12,500 members, we currently represent around 18% of that workforce. The average for professional association membership in other sectors is around 20-22%, so there is scope to grow our membership base. It is important for us to do this because the more of the sector we can represent, the more credible we are when advocating for librarians and information professionals.

 When we went out to the wider profession, we found that a lot of people want to be part of CILIP as their professional body but don’t currently regard membership as affordable. The new membership model on which members are currently voting is designed to help us retain and support our existing members, and reach more of those people. We also found that there are a lot of people who want to be part of the profession but aren’t yet ready to commit to Professional Registration. Welcoming these people to the CILIP community and encouraging them to take up Chartership has been a major factor in the design of the new model.

Ultimately, the sector needs a strong independent voice – I’d argue now more than ever. We understand that people expect value for money from their membership, and we are working hard to deliver that. This is a model for growth and we are really hoping that members will support it and empower us to reach out to those people who could and should be members, but currently aren’t.“

All I ever wanted from my professional body, what I had the right to expect, is that it speaks up in defence of its members and profession. Cilip is absolutely doing this, which is why I have changed from critic to proponent for the body.

I absolutely understand why library workers have drifted away from Cilip in the past but I genuinely believe it has changed and would encourage all library and information workers, especially public library staff, to stay connected to the profession.

Here’s some very simple reasons I think you should stay with, join, or rejoin Cilip:

  1. Advocacy: a strong voice for the profession
  2. Lower subscriptions and better value for money
  3. Advice & support including access to employment law advice
  4. Professional development and networking

Ultimately, we are stronger together, and I look forward to Cilip expanding towards the 69,000 target.

Please do forward your question and indeed criticisms via the comments area and I shall ensure they are passed on to Cilip to answer.

Further information:

Cilip VP Election – Rita Marcella

This post is written by Rita Marcella, one of the two candidates for Cilip Vice-President. I asked each candidate the same five questions with the opportunity for an opening and closing statement. The questions reflect my own interests as a public librarian but are hopefully also relevant for the wider profession as well as campaigners. 

The successful candidate will be elected Vice-President and “…will become CILIP President in 2018. The Vice-President and President are honorary roles and their duties include being an ambassador and spokesperson for CILIP.” 

Many thanks to Rita for sharing her views.  

Details on how to vote can be found at: Elections for the CILIP Board and for Vice-President 

rita-marcellaAbout me

I have been a librarian since my early twenties when I first went to work in a university library after graduating with my Diploma in Information and Library Studies. After having my first child I became an academic teaching cataloguing and classification, user studies and bibliographic and reference work. My research and teaching interests have varied far and wide over the years and I honestly believe that there is not an aspect of library and information service that I have not reflected upon over that time.

However, despite varied interests and work with public library services, advisory services and special libraries in government and business, my chief personal research interest has always remained that of supporting the library and information user to access the information they need to help them in every aspect of their everyday lives. I like to look at the issue from both sides: from that of the information service provider and of the information service user, understanding the motivations, context and challenges of both.

Over the last 15 years as Dean of a business faculty my focus has been on interaction with industry and management of resources, both of which have given me keen insights into the challenges facing organisations in both the public and private sectors. I have also been involved in numerous charities and non-exec boards, in particular in work to enhance equity and diversity.

1. What is the core message of your manifesto?

I feel passionate about the value of library and information service and about our profession – I believe that the enabled access that we in the profession provide is critical to people’s lives in a huge number of ways and I would appreciate the opportunity in the role of Vice President to support the profession in maximising the impact of that message.

We need to provide more tangible evidence of the ways in which access to information and knowledge empowers individuals, organisations and societies. It is my view that there has been a steady erosion of the funding of, investment in and commitment to libraries and information service support in all kinds of spheres in the three decades of my career and that this erosion has been mirrored in academia, where our discipline has found itself swamped by an organisational incorporation into ‘bigger’ disciplines to the detriment of the subject. I’d like to bring the whole profession – practitioners, academics and those entering the profession together to assemble the evidence of the impact of libraries and information in an even stronger way. Through CILIP we have the base of professional partnership on which to make that work.

2. If elected what is the one area you would like to see CILIP tackle?

I should like CILIP to tackle the notion of empowerment through information both by celebrating the successes and illustrating the impact of information access but also by exploring further the ways in which people, organisations and societies can be disadvantaged through not having access to relevant, reliable and robust information. This is very much in line with my own chief focus in so much of my work but I believe that it is an agenda that it is at the heart of what CILIP is seeking to achieve.

3. What would you like to see the Taskforce’s Ambitions document contain?

I’d like a clear action plan on assembly of evidence and its powerful communication. I think that all of us who are involved in LIS understand and believe passionately in the vital role that libraries and information services play at every stage and in every context. What we have perhaps been less good at doing is having a targeted strategy for how to tackle the attitude that allow us to be packaged up as something that is ‘nice to have’ in good times but under threat at others. Strengthening and reinforcing powerful advocacy and building on work CILIP has already done is crucial.

My own particular contribution to the debate whether or not I am successful in this election will be to develop our understanding of how access to libraries and information more generally enables people and in particular disadvantaged groups to overcome barriers to success and exclusion from society.

4. In your opinion are public and school libraries facing a crisis or opportunity? 

As ever there are no threats without opportunities – that is an accepted truism in business practice. The threat is real and has resulted in the erosion I describe above – and not just in public and school libraries, but in every kind of library and information service imaginable. But the opportunities are there too: indeed arguably too many opportunities. For another truism in management is that if you have 83 priorities, you’ll fail: if you have one or two you have a far greater chance of success. And one of the ways in which the profession and academia needs to work together is on identifying and focusing on the most high value opportunities, the biggest wins – is that the extent to which libraries and information services support the health of our economy? That’s a big ticket item for sure.

5. What is your opinion of the My Library By Right Campaign & did you sign the petition?

I agree that all of society should have free and equal rights to information through libraries and other forms of provision and I support the My Library by Right, as I did the American Library Association’s Declaration for the Right to Libraries. I was very happy to sign the petition and wish the campaign every success. It is it seems to me a fact that LIS professional communities across the globe share the same set of common values about libraries and information and we need to work together through IFLA and other fora to drive forward such campaigns.

My final thoughts

Standing in the election for Vice President of CILIP has given me a very welcome opportunity to reflect back over a career spent working in Library and Information Science, a career of researching information use and need amongst citizens, business, decision makers in government and so on – but also a career of recruiting young people into the profession and preparing them for a career in library and information service. Those 35 years have seen many changes but ultimately at their core the library and information professional is dedicated to excellent service to people, to organisations and to society. We have a huge amount to celebrate in that but some messages to convey to policy makers about how and why that is important.

I want to conclude by saying that while I would be honoured if given the opportunity to take on the role of Vice President of CILIP, I will not be downcast if I am not successful for having read the post of my fellow candidate in the hustings, Ayub Khan, that I completely support everything that he says.

Cilip VP Election – Ayub Khan

This post is written by Ayub Khan, one of the two candidates for Cilip Vice-President. I asked each candidate the same five questions with the opportunity for an opening and closing statement. The questions reflect my own interests as a public librarian but are hopefully also relevant for the wider profession as well as campaigners. 

The successful candidate will be elected Vice-President and “…will become CILIP President in 2018. The Vice-President and President are honorary roles and their duties include being an ambassador and spokesperson for CILIP.” 

Many thanks to Ayub for sharing his views. 

Details on how to vote can be found at: Elections for the CILIP Board and for Vice-President 

ayub-khanAbout me

I started my library career as a Saturday assistant more than 25 years ago. I have hands-on experience of all aspects of library services – at nearly every level. For the past few years I have been working hard in Warwickshire, steering county services through much change and many economies.

I have been a member of CILIP for more than two decades so I have a good understanding of the organisation, its membership, values and ambitions. I have been heavily involved in the national and international library scene, through various professional bodies, helping to develop new strategies and programmes whilst steadfastly adhering to traditional library values.

I would describe myself as a moderniser and problem-solver – and someone who is prepared to hard-sell library services at every opportunity. I am equally comfortable presenting to Government Ministers, or chatting to customers. In 2013, I was awarded an MBE for my services to libraries.

1. What is the core message of your manifesto?

Despite the challenges of recent austerity years I remain enthusiastic, committed and optimistic about the future for libraries. I believe CILIP has a pivotal role to play in providing a positive narrative for libraries – and pressing for positive action – as the leading voice of a vibrant and forward-thinking profession.

2. If elected what is the one area you would like to see Cilip tackle?

If elected as Vice-President I would focus on libraries’ future potential, as well as their proud traditions. My priorities would be workforce development, advocating the key role of knowledge workers, partnerships and technology.

 3. What would you like to see the Taskforce’s Ambitions document contain?

I would like to see the Taskforce come up with some practical, funded actions for change. There have been several reports, in recent years, looking at the future for libraries – but relatively little has changed as a result. We need to move forward now, with a clear purpose, ministerial mandate, and a properly-funded action plan.

4. In your opinion are public and school libraries facing a crisis or opportunity? 

Libraries have certainly had a tough time over the last few years and, for many of us, there are more cuts to come. We need to capitalise on the wider range of services libraries now offer – and their unique role. There are real opportunities for libraries around information literacy, data security  and information governance.

There has been plenty of commentary on the wider benefits of libraries – for health, literacy levels, education and job prospects, social inclusion and cohesion, the cultural wellbeing of the nation….. One anecdote sticks in my mind. Author Neil Gaiman, during his 2013 Reading Agency lecture, said he once heard a talk in New York about private prison provision in America. Apparently they forecast the number of cells that would be needed in 15 years time based on the percentage of 10 and 11-year-olds unable to read.

More recently, the October 2016 Libraries Taskforce meeting focused on ‘healthier and happier lives’ – one of its seven key outcomes. Members stressed ‘the importance of libraries marshalling evidence to advocate their strengths’ so they could promote library services – to health commissioners – as a prime delivery channel, particularly in terms of the self-management agenda.

What shocked me was the fact that, in one of the richest countries in the world, more people die from loneliness than smoking. Surely we need no other incentive?

Digital developments present all kinds of exciting opportunities for libraries. Advancing technology will enable library services to work together more effectively – and to offer more and better services to both physical and online customers.

Blowing our own trumpet: the opportunities are out there. I would encourage the profession to sing its own praises a lot more, and to shout about the power and importance of libraries. I know we tend to be modest types by nature but we are underselling the wider impacts we have on society. Libraries need to be seen as the solution, not a problem. Evidence-based advocacy – and the confidence to deliver it – is crucial.

5. What is your opinion of the My Library By Right Campaign & did you sign the petition?

I signed the My Library By Right petition as an individual citizen and support the campaign in principle. We need to take our voice to a national level – because it was national policy that created the austerity agenda. And we should capitalise on the massive public support for libraries of all kinds. We need others to be our advocates – as this would be more powerful.

Finally

It may sound corny but the library profession has given me so much that I want to give something back. I have a hands-on background but plenty of high-level strategic experience gained from the ‘day job’ and various voluntary/honorary roles I have undertaken, over the years. I believe my experience would bring a broader perspective to the Vice-Presidency, and I would welcome opportunities to influence policy, ensuring grass roots concerns and aspirations were fully considered.

 

Access & Choice: the importance of libraries

The following guest post is from Barbara Band, immediate past President of Cilip and Head of Library & Resources at Emmbrook School in Wokingham with 1,200+ students aged 11 to 18 years. Barbara has been a school librarian for over 22 years and believes vehemently in the value of libraries. She was also the driving force behind the successful Mass Lobby in support of School Libraries.

candypic_lobby_group

School librarians make a vital contribution in the school system towards teaching and learning, as well as helping children develop information skills and improve literacy, the subject of Barbara’s post.

In the fight to protect public libraries sometimes it is easy to forget that our colleagues in other areas; schools, FE, HE are also fighting their own battles against funding cuts. I would like to thank Barbara for reminding us of the vital importance of school libraries and the work they do in improving children’s life opportunities.

Further details of Cilip’s advocacy work for schools can be found here as well as the SHOUT ABOUT campaign

Access & Choice 

If you’re reading this blog then it’s fairly safe to assume that you are interested in libraries and also that you are aware of the sorry state of affairs regarding public libraries; the decimation of a service that used to be the envy of many other countries, the erosion of a vital community facility that provides value above and beyond its costs. You’re probably also aware that I’m a professional librarian and am passionate about the benefits of libraries to the whole community. I have always been an avid library user and still am, visiting my local library around three times a month for various reasons – and yes, I do have one and recognise that I’m luckier than many.

Much has been written about what libraries do – other than issue books – and about the value-added that professional librarians bring to the service so I’m not going to repeat that here. What I’d like to do is question how various current literacy initiatives do not recognise the role that libraries and librarians can have in their agenda.

For a developed country, the UK has appalling low literacy levels. One in five children aged 11 years cannot read at the expected level and this figure increases to one in three in disadvantaged areas. Children with low literacy levels will grow into adults with literacy problems, they do not just suddenly become able to read and understand text. This will impact on their job prospects, their health and well-being and, by default, have an economic impact that affects everyone.

The government recognises this is a problem and many organisations have set up initiatives to deal with it. The latest of these is the Read On Get On campaign to tackle early language and reading skills which seems eminently sensible; if a child does not develop a range of verbal skills then they are unlikely to learn to read well, and if they cannot read then they are unlikely to be able to write. There are many other initiatives and I am not going to list them here but what they all have in common is the failure to acknowledge the huge role libraries can play in improving literacy.

Early years’ language and reading skills are a good place to start but throwing everything at nurseries is not going to work because that precludes children who do not attend them, for whatever reason – and there are many that don’t. You also need to start earlier, when that child is a baby and listening to sounds. So where can all parents and children have exposure to professional expertise to help them develop these skills – maybe the public library could help? Many already run baby rhyme and story time sessions that are incredibly popular, it would be fairly easy to expand the programme to include a range of other relevant activities and reach the local community.

Teaching children how to read is one thing but if you want them to develop into higher level readers with the accompanying literacy skills then you need to engender a love of reading because then they will choose to read, rather than read because they have to. Reading programmes have their place but do not work with everyone.

Books in classrooms can help but it is unlikely that every classroom will have a wide enough range of both fiction and non-fiction books to appeal to every type of reader. And without a knowledgeable professional to select stock and guide children, you are likely to end up with a strange random collection. Some teachers may be aware of what is published but many of them are not, they are focused on their subject; for librarians, books and resources are our tools, regardless of the format, subject or level.

Access and choice – those are the key words when it comes to engendering a love of reading and improving literacy. Schools and communities without libraries have neither.

Barbara Band