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Institute of education
 

Institute of education

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  • PIRLS – Progress in International Reading Literacy Study conducted in England by the NFER PISA Programme for International Student Assessment A love of reading is more important for academic success than a family’s icome or class. Evidence from 31 countries showed that children from deprived backgrounds did better in tests than those from more affluent homes if they enjoyed reading comics, magazines, newspapers and books. Colorado Study has shown that school libraries can have a positive impact on reading scores and that students with access to well resourced libraries with well trained staff tend to achieve higher than average test scores regardless of catchment area
  • COLA Joint 6 th form and Staff book group. Students doing English A level are required to attend or they will lose their EMA! Meet twice a term in library after school Run by librarian and English teacher but attended by a wide cross-section of staff Budget? Staff buy own books Richard and Judy? Students select titles they would like to read. Mixture of the classics and some popular modern literature. First meeting get everyone to bring along a book they have read and enjoyed and would like to recommend – use that to draw up list of books to read over the year.

Institute of education Institute of education Presentation Transcript

  • Laura Taylor Librarian City of London Academy Academies Lead Practitioner for Libraries Good School Libraries : Promoting Literacy, Inspiring Reading
  • Key Roles of the School Library
    • Supporting teaching and learning
    • Providing accommodation, resources, support, expertise and knowledge in support of the curriculum
    • Developing independent learners
    • Developing information literacy skills
    • Promoting reading for pleasure
  • Good school libraries: making a difference to learning (Ofsted, March 2006)
    • In the most effective schools :
    • well trained specialist librarians had a positive impact on teaching and learning.
    • librarians were regarded as key middle managers and encouraged to work closely with other members of staff.
    • pupil librarians were also seen as an essential part of the best library teams.
    • librarians used a wide range of effective strategies to promote reading , planned lessons alongside subject teachers and used different ways to evaluate the impact of the library on pupils’ learning.
    • libraries were well funded
  • Good school libraries: making a difference to learning (Ofsted, March 2006)
    • Weaknesses identified:
    • funding for libraries varied significantly
    • use by pupils once they entered key stage 4 declined
    • too few opportunities for pupils to carry out research or work independently - many pupils struggled to locate and make use of information.
  • Good school libraries: making a difference to learning (Ofsted, March 2006)
    • The most significant element in bringing about improvements in school libraries was:
    • the commitment and support of effective headteachers
    • (The most effective headteachers had a vision for the library’s key role in raising standards of literacy and making a difference to learning)
  • Good school libraries: making a difference to learning (Ofsted, March 2006)
    • Action to improve:
    • increase use of the library by teachers and pupils throughout the day, especially Key Stage 4 pupils
    • develop the quality and coherence of programmes for teaching information literacy to provide better continuity, challenge and progression in pupils’ learning
    • promote pupils’ independent study by more effective use of the library
    • improve evaluation of the library
    • Those responsible for advising and supporting schools in developing their libraries (SLS?) need to work with SLT, as well as librarians, in order to develop provision and integrate developments with other whole-school priorities .
  • “ Information Matters: developing information literacy skills through the secondary school LRC” SLA, 2005
    • Inspection teams in all parts of the UK are keen to see:
    • Well staffed, resourced & used libraries
    • Clear curriculum links between LRC and curriculum staff who work in partnership
    • Effective use of library ICT
    • Knowledgeable & motivated LRC staff actively promoting effective use, information literacy & reading
    • LRC links to out-of-hours learning
    • A library portfolio of evidence of LRC work: copies of policies, the LRC development plan, data from performance measurement, examples of work done by pupils who used LRC resources and guidance.
  • “ The school library is ideally placed to bring reading for pleasure to life” Paul Kropp “The Reading Solution” 1995 Strategies at City of London Academy: Creating a Reading Culture
  • Creating a Reading Culture
    • PIRLS - Reading all over the world
    • “ Children who read most frequently for fun were also those with the highest score on PIRLS”
    • PISA 2000 - Reading for change
    • “ Being more enthusiastic about reading and a frequent reader was more of an advantage, on its own, than having well-educated parents in good jobs.”
    • Research shows that reading for enjoyment is “more important for children’s educational success than their family’s socio-economic status”
    • (OECD, 2002)
    Progression in International Reading and Literacy Programme for International Student Assessment Organisation for Economic Co-operation and Development
  • What do we do here?
    • Fortnightly timetabled library based English lessons for Year 7 and 8
    • Southwark Book Award- Year 6/7 transition project
    • Bookweeks and Big Reads
    • Reading Buddies Year 7/12
    • Carnegie Book Group- G and T- Year 8-11
    • Manga and creative writing groups
    • Staff/6 th form Book Group
    • Accelerated Reading- Star Reader Year 7/8
    • Reading Champions
    • PLRS – Premier League Reading Stars
    • Exploiting our VLE – forums, blogs, votes etc
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  • Southwark Book Award
    • Lack of information about Year 6 reading experiences
    • Evidence of students’ academic regression by end of Year 7
    • Build relationships between key partners
    • Empower students
    • Encourage reading for pleasure
  • The success of the project
    • The enthusiasm of librarians, teachers and pupils
    • Nearly 1,000 pupils involved
    • Nearly 1,000 reviews posted on the website
    • Over a third of our Year 7 intake involved
    • http:// www.youtube.com/watch?v = opaOmrEoWFM
    • Teachers’ comments
    • “ I thought it was perfect! What a fantastic way to end year 6”
    • “ Pupils’ reading speed increased with the children trying to outdoing each other”
    • “ It opened my eyes to the benefits of online blogging and the blog motivated them to read more”
    • “ I got to read some interesting books and got to know the librarian and teachers at Bacons. We are really interested in doing some teacher exchange visits for next year”
    • “ It was great to meet the primary teachers and discuss the children’s reading. They wanted to know about our Year 7 curriculum and I learnt a lot about Year 6 teaching.”
    • “ It was wonderful. All the children were motivated to read more. We would like to explore video conferencing for next year.”
  • Bookweeks
    • Sell books
    • Authors, poets, storytellers
    • Competitions
    • High profile event across the school
    • Big Read
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  • Other national events
    • Roald Dahl Day
    • National Poetry Day
    • Black History Month
    • Swap a Book Day
    • World Book Day
  •  
  • Reading Clubs/Groups
    • Joint staff and 6 th Form group
    • Carnegie
    • Manga
    • Reading Buddies
  • Reading Buddies
  • Monthly sales of books via tutor groups
  • Accelerated Reader
    • “ Gets students motivated about books”
    • “ Reading for fun”
    • “ improves students’ critical-thinking and comprehension skills”
    • “ guides students to appropriate books”
  • May 2008 Students in 7B have passed over 100 quizzes. Well done!
  • May 2008 Wow! Students in 7B have earned 655 points!
  • http:// www.fronter.com/southwark
    • “ No single place at school is more important in developing reading than the school library” (Paul Kropp, The Reading Solution)
    • “ My vision of learning for children and young people in the future, has the library, in all its forms, at its heart.” Professor Tim Brighouse
    • The way to get children reading is to leave the library door open and let them read anything and everything they want. ‘Terry Pratchett’
  • SOME READING STARS!