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Creating A Dynamic Library At The Heart Of Your Academy

  1. 1. Creating a dynamic library at the heart of your academy Laura Taylor and Pauline Guiney Librarians, Academies Lead Practitioners for Librarianship City of London Academy and Capital City Academy
  2. 2. So which is your situation?
  3. 3. 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
  4. 4. A dynamic school library: is at the heart of a school learning community. It can provide a flexible place for learning where project work, individual study and group research can take place. [It] can provide young people with the means to freely pursue subjects which fully engage them, and promote wider reading. Good libraries can also support teachers in adopting a broad range of teaching strategies. Charles Clarke Improve your library: a self-evaluation process for secondary school libraries (DfES 2004) ‘It is important for headteachers, senior managers and librarians to work together to develop library provision that benefits the whole school and it’s pupils’ Miriam Rosen OFSTED’s Director of Education Good School Libraries; Making a Difference to Leaning (Guardian 21/3/2006
  5. 5. 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)
  6. 6. 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)
  7. 7. Actions 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. “Good school libraries: making a difference to learning”(Ofsted, March 2006)
  8. 8. Which one are you? What skills do you feel you need as a school librarian?
  9. 9. 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. “Information Matters: developing information literacy skills through the secondary school LRC” SLA, 2005
  10. 10. Strategies: ICT “Young people’s engagement with ICT facilitates and motivates literacy rather than displacing reading” (Elaine Millard, Differently literate) • Email and Video – conferencing • Websites • Accelerated Reader • Blogs and wikis- pbwikis, wikispaces, blogspot, wordpress,edublogs • VLEs and intranets- forums, discussions, votes, quizzes, • E-books and audio books • Podcasts- Audacity, Voicethread • RSS feeds
  11. 11. So what is Web 2.0? • Uses the web as a platform rather than having to buy and install software ( googledocs., Slideshare, ) • Encourages sharing, and portability of data – Delicious and Furl, Flickr, Youtube etc • Encourages creating data – blogs, ( weblogs- blogger),social networking, ( Facebook, Myspace)photograph sharing, (Flickr)collaborative resources ( wikis) • Allows information to come to you – RSS feeds
  12. 12. Some Web 2.0 tools to explore? • Phil Bradley- alias the guru! • • 23 things to try • RSS feeds ( Really Simple Syndication) • • • • • • • • • • Filamentality • - in London replacing the LgfL. (COLALibguest1 Acad3my COLALibguest2 Acad3my COLALibguest3 Acad3my
  13. 13.
  14. 14. How can we make use of it in libraries? •Create a weblog •Create a start page : •Share our bookmarks:
  15. 15. Blogs • Stewart's Melville Library • Holmesdale Technology College News • Cumnock Academy Library Resource Centre • Bramcote Hills LRC • =School_libraries • • Joyce Valenza and Hey Jude •
  16. 16. •Create podcasts: •Create games: •Createbooktrailers: 904496941e8700c05b2b9&source=category&category_id =19 •Create your own search engines:
  17. 17.
  18. 18. A Hotlist of Book Websites A Hotlist of Word Games Boox – new website
  19. 19. Strategies: Create a Reading Culture “The school library is ideally placed to bring reading for pleasure to life” Paul Kropp “The Reading Solution” 1995
  20. 20. Creating a Reading Culture Why read? • Gateway to learning, personal and social skills • Develop imagination • Stress relief • Connects us to others • Creative • Helps you make sense of yourself and the world around you
  21. 21. 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
  22. 22. Creating a Reading Culture • School inspectors in 2006 highlighted the fact that a fifth of 11 year olds could not read properly- 150,000 children. These students are at a disadvantage in accessing the curriculum • Although “Reading for Change” placed young people in UK seventh out of 33 countries surveyed in terms of functional literacy skills there was a decline in attitudes to reading as children get older and a long record of underachievement for those with reading difficulties
  23. 23. Health Educational Costs costs: special Costs needs support of crime Very Poor Educational Literacy Cost of costs: unemployment behaviour, and low wages exclusion, truancy
  24. 24. Creating a Reading Culture: How do you go about it? • Reading Challenges, trails or journeys • Carnegie Shadowing and other Book Awards • Book Boxes, reading mornings, review magazines, book sales, assemblies, rewards • Bookweeks –Big Reads, World Book Day, and other national events • Reading Clubs/Groups – staff and students, reading Buddies
  25. 25. Reading Challenges • Portslade Community College Library KS3 Reading Challenge • Our Lady's High School Reading Trail • St Martin in the Fields High School “Hooked on Books” • Library Lines • B and D Publishing
  26. 26. Each line You will also need to use the Library Lines map represents a genre which looks like this: (E.g. Horror, humour, etc) To complete your journey successfully you must select, read and review a book from each line. Your journey is complete when you have collected six stamps in your Travel Card.
  27. 27. Bookweeks •Sell books •Authors, poets, storytellers •Competitions •High profile event across the school •Big Read •posters
  28. 28. back
  29. 29. Other national events • Roald Dahl Day • National Poetry Day • Black History Month • National Childrens’ Bookweek • Swap a Book Day • World Book Day
  30. 30. Reading Clubs/Groups •Joint staff and 6th Form group •Carnegie •G and T •Reading Buddies
  31. 31. • Inside this Issue: • Book Reviews • Meet the Author • New Books • Word Search • Competitions • Staff Interview City of London Academy Library Magazine • Most Popular Authors Issue 1. Christmas 2006 • Vital Statistics Designed by: Ms Webster • Keenest Readers Editor: Ms Taylor TOP READINGTUTOR GROUPS 7D – 236 Books 9A – 149 Books 7A – 226 Books 9H – 99 Books 7E – 226 Books 9C – 98 books Place: COLA Atrium 8E – 99 Books 10F – 60 Books Date: Wednesday 13th December 8C – 89 Books 10C – 55 Books Time: 4pm till 7pm 8D – 75 Books 10A – 40 Books Our School is having a Book Fair and we’d love you to come! A Book Fair is a great way for you to buy the latest titles and with over 200 books on display and prices starting at just £2.99 there’s something for everyone. What’s more, with every £1 you spend at the Fair, our school will receive up to 60p back to spend on books. Enter competition to win a PSP. See Book Award Fair brochure for details. Winning Author £7.99 Have you seen the film or read the book? These titles are all only £5.99 each
  32. 32. Book Awards • Carnegie/Greenaway: • Red House • Bookheads • Smarties/Guardian/Whitbread • Blue Peter • Local
  33. 33. WHY? • 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
  34. 34. The Books!!
  35. 35. The Project •Copies of books available in every participating school for nominated groups to borrow, read, discuss and review •Pupils post reviews, comments and votes on website •All pupils and teachers meet to celebrate the winning book. • rEoWFM
  36. 36. 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
  37. 37. 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”
  38. 38. “ 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.”
  39. 39. We would like to develop… • teacher exchanges so that year 6 and 7 teachers share their curriculum • video conferencing so that more schools can be involved and more contact can be made between teachers and pupils • the role of the year 7 pupils in presenting the shortlist to the primary schools through presentations • Cross- curricular links with Art and Drama depts. •
  40. 40. Strategies: Links with others: Primary Schools • Transition starts before the end of Year 6 • Postcards project and visits to feeder primaries by librarian and students. • Visits, Reading Groups (Torchlight, Greenaway), reading buddies etc • Summer Reading –The Reading Challenge and Reading lists • Southwark Schools’ Book Award
  41. 41. Accelerated Reader • “Gets students motivated about books” • “Reading for fun” • “improves students’ critical-thinking and comprehension skills” • “guides students to appropriate books” •
  42. 42. Accelerated Reader • Renaissance Learning promises to raise pupils’ reading scores by 2 years within 12 months. • Star Reader test. ZPDs. Multiple choice on-line quizzes for which students receive points and a percentage score. Detailed diagnostic reports allow staff to identify which students need extra help, are reading at the wrong level etc. Books allocated levels from 1-12. • Introduced to all specialist secondary schools and academies in England. Already used in 67,000 schools worldwide • £10 per pupil
  43. 43. A diagnostic report looks like this. NB no code means good progress – shower your pupils with praise!
  44. 44. May 2008 Wow! Students in 7B have earned 655 points! Year 7 Star Reader Points Earned 700 655 600 Number of Points 500 374.4 400 303.3 300 166.9 176.2 200 139.3 82.2 100 33.1 0 7A 7B 7C 7D 7E 7F 7G 7H Tutor Group
  45. 45. May 2008 Students in 7B have passed over 100 quizzes. Well done! Year 7 Star Reader Quizzes Passed Number of Quizzes Passed 120 106 100 94 83 76 80 60 39 37 36 36 40 20 0 7A 7B 7C 7D 7E 7F 7G 7H Tutor Group
  46. 46. Advantages? • Fiction and non-fiction texts - wide range 8,000 titles • Networkable so accessible throughout the school • May tie in with Library Management system • Helps guide and motivate students to find books they will enjoy. Kids enjoy quizzes and computers. • Levels now match NC levels • You can write your own quizzes – or get students to do this • Adds to a school’s Reading Culture? Encourages allocated time for reading in the school curriculum. Raises profile of the library.
  47. 47. Disadvantages? • Lacking in quizzes for lower secondary years. Delay in writing quizzes for new books. More aimed at primaries • Expensive as a package and in resources • Need full involvement of English dept, tutors and Learning Support • Labels the kids • Some of the AR Book levels are questionable. Seems to be a purely mechanical assessment of each book based on words per line/per page rather than content/concepts • Points allocated for different length/level of books seem unfair • Short term rewards. Does it really motivate students? Is it just a tick-box exercise which appeals to teachers/educationalists dominated by assessment/levels etc
  48. 48. Issues to consider •Time and cost setting up the scheme. Who will pay for it? •Introduce in a small way or launch across the whole school? •How many quizzes? •Need to relaunch each year with new students and new staff? •Launch via English dept or tutor system? •Does it improve long term reading and critical literacy abilities? •Might the money be better spent elsewhere?
  49. 49. Useful websites for Reading Promotion • • • • • • • • • • • • • • • • • • • • • • • •
  50. 50. STRATEGIES: INFORMATION LITERACY Information literacy is the ability to know when there is a need for information, to be able to identify, locate, evaluate and effectively use that information for the task in hand. National Forum on Information Literacy, USA 2005 The school library offers learning services, book and resources that enable all members of the school community to become critical thinkers and effective users of information in all formats and media. IFLA/UNESCO School Library Manifesto
  51. 51. INFORMATION LITERACY The school library can: • provide an environment suitable for group and independent research; • provide a wide range of resources with opportunities to browse and discover; • stimulate and support independent learning. • take a lead role in teaching information literacy across the curriculum; • collaborate with teaching colleagues to embed information literacy across the curriculum; • provide targeted teaching for pupils and INSET for staff School libraries – Making a difference (DfES/, 2004)
  52. 52. INFORMATION LITERACY Librarians can: •Plan and run induction sessions- Yr 7, 10, 12 •Work with teaching staff to help students improve research skills •Planning research tasks in collaboration with teachers •Produce website and resource lists to support teaching •Work with individual pupils •Encourage students to evaluate sources •Lead lessons on plagiarism, referencing, bibliographies, citation methods for staff and students
  53. 53. So how do you make the library dynamic and at the heart of your Academy? • Work with others and enlist their support • Support from SMT. • Ensure the library appears in key school documents SEF, SIP etc • Money- look for funding • Seize all opportunities and don’t get left out of the loop. Become an expert and indisposable. • Use teachers’ techniques - whole school assemblies, presentations • Have a lot of energy and commitment! And a self belief!
  54. 54. Contact Details • Laura Taylor, • Pauline Guiney, •