Slides from my SLANZA presentation outlining some of the excellent ideas for promoting reading for pleasure that I discovered during my scholarship trip to the UK in Feb/Mar 2017.
This is a collection of quotes of why libraries are great community and national resources and what we can do to help those who don't have access to them.
Victoria Sanchez and Mary Madigan share the story of how and why the Milwaukee Public Library have shifted the focus of their Summer Library Program to outside the library, positioning the library staff as literacy leaders in the community.
Slides from my SLANZA presentation outlining some of the excellent ideas for promoting reading for pleasure that I discovered during my scholarship trip to the UK in Feb/Mar 2017.
This is a collection of quotes of why libraries are great community and national resources and what we can do to help those who don't have access to them.
Victoria Sanchez and Mary Madigan share the story of how and why the Milwaukee Public Library have shifted the focus of their Summer Library Program to outside the library, positioning the library staff as literacy leaders in the community.
A photo report on the SLA School Librarian of the Year Award Ceremony at Dexter House, Tower Hill, London, 1 October 2012. The award was won by Adam Lancaster of Monk's Walk School in Welwyn Garden City.
Also awarded was the School Library Design Award, on its second year. Winner was The Duston School in Northampton. The school library, known as "The Hub" was praised by the judges for giving students "ownership of their own space and their own place. Funky furnishings, a bold colour scheme, creative space planning, natural and artificial lighting, effective acoustics and ever changing, motivating signage and graphics make The Hub a destination like no other."
Kevin Crossley Holland, author and chair of the SLA, in praising the finalists for the awards said: "Make no mistake about it! School libraries and school librarians are under real pressure – political apathy, cuts in their budgets, threats of redundancy, status within their schools. But all over the country, individual librarians are doing imaginative and valiant and, frankly, quite crucial work, inspiring a love of reading within their schools and communities. They’re not only custodians of the storyhoard, the river of poems and the building blocks of information but brokers of the relationship between books as physical artefacts and the Digital Age. Now, the very best of them have been shortlisted to be the SLA School Librarian of the Year. It’s an award that matters, and it should be recognised by each and every one of us.”
Sponsored by Scholastic Children's Books, Raintree Publishing, and Demco Interiors.
Photographs/Report by Candy Gourlay www.candygourlay.com
In an open discussion format, participants will gain valuable insights gleaned from Kelly Gallagher’s acclaimed book, Readicide. Are we killing reading in public schools? If so, how? What can we as educators do about it? How do we get students motivated and interested in reading? Come for this important reflective discussion about the current reality of reading in our schools and how we have the power to initiate change and support students to help them become readers.
Reading Rewards Overview Presentation for TeachersReading Rewards
This presentation provides a solid general overview of Reading-Rewards.com, and highlights the features and benefits of the Basic teacher account, as well as the Premium account for teachers.
The PCEC "1000 X 5" Children's Book Recycling Project is a community literacy initiative whereby free books are provided to families with young children (birth to 5 years) living on the Saanich Peninsula. It is our hope that all young children will have at least 1000 books read to them by the time they are five years-old.
A new not-for-profit organisation founded in 2014 (led by Miranda McKearney formerly of The Reading Agency)
Empathy Lab’s vision Read stories Build empathy Make a better world
37 Ways to Help Kids Learn to Love ReadingEdutopia
A love of reading doesn't happen automatically. It needs to be nurtured and guided until it flourishes into a well-read, well-rounded human being.
That's why we put together a presentation of some of our favorite ways to help kids learn to love reading, gathered from the contributions of Edutopia's educators and parents.
A photo report on the SLA School Librarian of the Year Award Ceremony at Dexter House, Tower Hill, London, 1 October 2012. The award was won by Adam Lancaster of Monk's Walk School in Welwyn Garden City.
Also awarded was the School Library Design Award, on its second year. Winner was The Duston School in Northampton. The school library, known as "The Hub" was praised by the judges for giving students "ownership of their own space and their own place. Funky furnishings, a bold colour scheme, creative space planning, natural and artificial lighting, effective acoustics and ever changing, motivating signage and graphics make The Hub a destination like no other."
Kevin Crossley Holland, author and chair of the SLA, in praising the finalists for the awards said: "Make no mistake about it! School libraries and school librarians are under real pressure – political apathy, cuts in their budgets, threats of redundancy, status within their schools. But all over the country, individual librarians are doing imaginative and valiant and, frankly, quite crucial work, inspiring a love of reading within their schools and communities. They’re not only custodians of the storyhoard, the river of poems and the building blocks of information but brokers of the relationship between books as physical artefacts and the Digital Age. Now, the very best of them have been shortlisted to be the SLA School Librarian of the Year. It’s an award that matters, and it should be recognised by each and every one of us.”
Sponsored by Scholastic Children's Books, Raintree Publishing, and Demco Interiors.
Photographs/Report by Candy Gourlay www.candygourlay.com
In an open discussion format, participants will gain valuable insights gleaned from Kelly Gallagher’s acclaimed book, Readicide. Are we killing reading in public schools? If so, how? What can we as educators do about it? How do we get students motivated and interested in reading? Come for this important reflective discussion about the current reality of reading in our schools and how we have the power to initiate change and support students to help them become readers.
Reading Rewards Overview Presentation for TeachersReading Rewards
This presentation provides a solid general overview of Reading-Rewards.com, and highlights the features and benefits of the Basic teacher account, as well as the Premium account for teachers.
The PCEC "1000 X 5" Children's Book Recycling Project is a community literacy initiative whereby free books are provided to families with young children (birth to 5 years) living on the Saanich Peninsula. It is our hope that all young children will have at least 1000 books read to them by the time they are five years-old.
A new not-for-profit organisation founded in 2014 (led by Miranda McKearney formerly of The Reading Agency)
Empathy Lab’s vision Read stories Build empathy Make a better world
37 Ways to Help Kids Learn to Love ReadingEdutopia
A love of reading doesn't happen automatically. It needs to be nurtured and guided until it flourishes into a well-read, well-rounded human being.
That's why we put together a presentation of some of our favorite ways to help kids learn to love reading, gathered from the contributions of Edutopia's educators and parents.
Prime Time Family Reading Time is an innovative family reading program designed for low-income families in communities where student reading scores do not meet Nebraska state standards. The six-week program is hosted by local libraries and led by a storyteller and a discussion leader. Since 2005, when the Nebraska Library Commission funded student interns to work with Prime Time, bilingual student assistants have contributed to the programs while also learning about library work. Erika Hamilton, state coordinator of Prime Time, Nebraska Humanities Council Program Officer, will share her experiences in encouraging parents and children to read award-winning illustrated children’s books, to recognize and discuss humanities topics in the stories, and to become active public library users.
Kate McGuinn and Alison Sharman, University of Huddersfield
Broaden my Bookshelf (BMB) is an initiative to increase the range of authors represented in the University of Huddersfield Library. The main focus is on books written by marginalised people (e.g. from a Black, Asian or minority ethnic background and/or who identify as LGBT+). It was launched in October 2018 and is delivered in collaboration with the University of Huddersfield Students Union (UHSU). It grew out of our desire to work with UHSU on improving the quality and breadth of reading lists, along with a growing awareness of issues raised by the Why is my curriculum White? Campaign.
BMB also aims to encourage and assist lecturers to diversify their reading lists. This led to the creation of a Reading List Toolkit in 2020. The Toolkit provides a rationale for decolonising and diversifying reading lists with testimonies from minoritized students. It also includes a checklist for lecturers to self-assess their lists, also access to the BMB book collection and relevant journal collections as well as less traditional resources, including video playlists and podcasts.
Throughout the period since 2018 the BMB team has worked to raise awareness of the campaign by organising events such as panel debates and an author event with the author and photographer Johny Pitts. We have also taken BMB out to the schools of the university with “roadshow” events and gathered feedback from students about their experiences of the curriculum from a diversity perspective. We have also promoted BMB each new academic year using a variety of print and social media, including videos created by the UHSU Education and Equalities Officers. Our latest promotional event was a Human Library which we ran at the university Teaching and Learning Conference on 28th June 2023.
This presentation was delivered at Reimagining Higher Education: journeys of decolonising at De Montfort University, Leicester, on Wednesday 8th November 2023.
From School library to learning centre to… What are the challenges in the fut...Slamit
From School library to learning centre to… What are the challenges in the future? Associate professor Dr. Ross Todd, Rutgers University, New Jersey - presentation held in Porto, Portugal for Slamit6 course
School’s out for summer, as you’ve probably noticed because of the recent influx of tots and teens participating in your story hours and book clubs. Public librarians with experience in youth outreach will spend this hour sharing what has worked and what has not when it comes to reaching this patron population at their libraries. Bring your own best practices to share with the group as well.
The reader’s ghost. Books and libraries in teen’s imagination, by Beatrice El...Luisa Marquardt
The PPT Presentation concerns the videorecorderd speech by Beatrice Eleuteri, PhD Student at Roma Tre University in Rome, on "The reader’s ghost. Books and libraries in teen’s imagination".
Abstract (EN)
We often believe that a child, yet a young adult, only needs to be taught how to read and write for us to feel in the right to reproach him if he doesn’t actually do it or if he’s not really good at it.Well, knowing how to read is not enough to motivate reading. Reading is an “habitus”, a suit that could fit tight, or loose, that we need to try on a couple of times in the dressing room before choosing to buy it. The school library is a guest-house, a place in which kids, especially culturally deprived ones, must feel safe and welcome to talk about stories, experiences, opinions. A forum to meet books of course, but also readers. A workshop meant to sew our personal reader’s habitus, rejuvenating it from its old mousy image and preparing it for us to grow inside it.
Кachak: Reading as a tool of children's development from 6 monthsZoryana Kulyk
Reading as a tool of children's development
from 6 months:
project "All of Ukraine Reads to Kids"
Tetyana Kachak, candidate of Philology, Associate Professor of Precarpathian National University named after V.Stefanyk, member of the Ukrainian Research Center of Children’s and Youth Literature
Infomagic: Unlocking the wonders of information books - practical strategies for their use and enjoyment. Lin and Liz Smith, optional session, SLA Weekend Course, Manchester 2014
Anne-Marie Tarter: Our Common Future (SLA Weekend Course 2013)SLA
Anne-Marie Tarter – Our Common Future: What the Learning Commons approach could mean for school libraries. Plenary session at 2013 SLA Weekend Course in Belfast
Presentation by Gill Trueman, Library and Information Manager, Peasedown St John Primary School, near Bath, for School Librarian of the Year Award 2012.
Geoff Dubber - The Big Leap: Library Transition from Sixth Form into Higher E...SLA
From the SLA 2009 Weekend Course. Moving from the familiarity of the school library to using complex HE library resources and services can be a challenge especially when basic study and information literacy skills also need honing. Come along to consider and reflect on the issues.
Lyn Hopson and Lesley Hurworth - Local Book Award: A Match Made in HeavenSLA
From the SLA 2009 Weekend Course. How to set up a local book award, including how to form partnerships with public libraries, schools' library services, extended schools, local education authorities, museums and the private sector to create a reading community.
Alec Williams - Author Allies, Poet Partners and Story Stars: Working with Cr...SLA
From the SLA 2009 Weekend Course. Writers, storytellers, illustrators... creative visitors to school can give a boost to borrowing, a highlight in a book event, and a great way to partner with other teaching staff. This session looks at good practice in organising visits: essential preparation, top tips, and all-important follow-up.
Barbara Band - The Snowball Effect: Creating LayersSLA
From the SLA 2009 Weekend Course. An interactive workshop that looks at how you can build on a simple idea or event to create a cross-curricular project involving internal and/or external partnerships.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
26. “ To read is to soar, to fly to a point of vantage”
Editor's Notes
Slightly surreal - Last here at a Bhuddhist retreat… Since I always start with sharing what I’m reading …TNH’s Mindfulness and Peter James Love how complicated human beings are…amazing job to be helping those rich and complicated young minds develop and they’re going to have to be remarkably nimble in these strange times…create our shared reading list
Tricia has asked me to talk today about my main area of work and interest – partnerships between schools and libraries And I’ll take a look at this new world we find ourselves in and what opportunities and challenges there are for school librarians But want to start with a quick heads up on some key bits of research which highlights the challenges/ the job to be done, and important things to think about Most research material on literacy teaching and research focus on the technical aspects of reading. But There have been some important relevant pieces of research in the last 2/3 years looking at the affective aspects of reading – motivation , attitudes, reader self concept. And that’s backed up by evidence from important programmes and projects working on the ground with young people. Last year did some research with ACE with the public on their perceptions of reading… Fascinating about the value some people attached to it in their lives, how they felt they had become readers, and the barriers to enjoying and doing it
This is what we all hope the young people we work with will be saying by the time they’ve grown up, isn’t it? Love when you see people reading walking along, bumping into people
Research identifies the importance of the work you’re doing in helping lay crucial reading foundations
And sobering how the less engaged readers in the sample saw their experiences in school as having thrown up barriers to their development as readers… We’re all in this room about breaking those barriers down, about not letting them get thrown up in the first place
Need research to understand the barriers so we can dismantle them. Some big challenges to our practice and perceptions And to understand the new world young people are living in Loads of research around, around NLT 2008 research showed significant chunk of young people don’t associate reading with positive things – significant proportion see readers as geeks, or as clever people not like them. Gap between what they read in leisure time – magazines, websites, emails – and what they think is valued at schools/ makes people a reader – fiction. If young people don’t see being a reader as something desirable, encouraging them to become a reader won’t work. Highlights importance of validating what they do read, so they recognise them selves as a reader and associate it with positive things. and Role models: 24% of YP don’t see a link between reading and success. Sig opportunity to use role models to shift this and to inspire reading, especially family members, for teens as well as younger children. Critical to get YP oin FSM more likely to pick sports role models. Even if celeb not famous for reading skills Y/p would follow their reading reccs., Writing seen as bigger issue – standards improved up to 2006 but levels not increased recently. Just like reading skills, crucial for education and economy. 75% said they write regularly using tech based formats. 56% has a social networking profile, 24% their own blog. People with a blog more likely to enjoy reading and writing
research confirms the importance of motivation and enjoyment for children’s reading development and attainment And the transforming role of particular books. In case studies, teachers indicate that …books chosen help many children to experience the kinds of emotions and responses which can hook them into reading Children’s reading attitudes have changed as a result of their involvement with the project. The percentage of children judged to be ‘can and do’ readers increased from 49.56% to 77.88% in the project year Oct 07 to Jul 08 (statistics included in the attached report). Attainment levels have been significantly raised as a result of the project. Over 67% of children progressed by 2 or more National Curriculum sub levels (statistics included in the attached report) There is a significant role for creative teaching approaches for children’s engagement Continuing to develop their professional knowledge of children’s literature should be a priority for teachers in order for them to engage children with books and reading Teachers’ knowledge and experience of books affects the extent to which they use literature in the classroom The Power of reading project has developed teachers’ confidence and enjoyment of teaching and their sense of autonomy
UKLA’s Teachers as Readers: highlighting the critical importance of teachers’ book knowledge , where of course the LRC mgr can play a huge role. Plus underexploited potential of public library partnerships. And then the importance of a sense of young people’s agency…
So…we know just how essential it is for young people’s life chances, to be skilled readers. Don’t need in this audience to tackle that one!! But this recent research and fast moving world throwing up profound challenges around how we engage young readers: rapidly changing world which means reading is changing, so old ways of encouraging won’t work…becoming more social; technology changing way we read, no longer linear (Times research). Encouraging lots of writing too, lines becoming blurred. . need for self direction and autonomy. Need new solutions in a new world, need to redefine reading and how we promite it. Great to see xxxxx in School Librarian on using IPOds etc
We know lots of children falling through the reading net, think reading just isn’t for them, families not seeing reading as an activity to share. How to solve this? Whose responsibility? new understanding of what it means to be a reader in 21C…importance of ownership, creativity, social engagement, different kinds of literacies, seamless blend of on and off line, importance of talking and writing… Still so much of the dialogue still assumes it’s the responsibility of schools alone to make sure every child grows up to lvoe reading. . I think this is dangerous. And the challenge is so big need all the bits of the system working together. Very interested in UKLA research making clear distinction between learning to read and choosing to read, between a reading instruction and a reading for pleasure agenda. And lots of bits of our system have an ability to support that r for pleasure agenda and an interest in prosecuting it. Reading shown to have a relationship to crime and democratic participation. It’s important in so many contexts and therefore to whole range of partners . We need to hardwire partnerships into cracking the problems and I suggest the school/public library one is pivotal and in need of development, with SLS as essential glue. So how might that pivotal partnership flourish? V interested in Estelle Morris’ comments at recent SRC conference about perception that schools and libraries have moved apart, that schools don’t need public libraries – and that libraries are not seen as modern/fit for purpose
Of course lots of libraires aren’t fit for purpose still, but hugely changing. I’m sure you’ll all have links, and some of you like Tricia prob from pub lib background? One of great things in TRA is you get quite an overview across country, and time after time in library programmes we work on, hear about children/y like these Bolton and kent y people – disengaged young people who are reshaping library spaces … buying stock for the library, helping programme reading activities. doing things which amaze the school, but which could really helps schools in terms of a reading for pleasure agenda that highlights need for fostering readers’ independence and sense of agency, a shift in control So libraries’ are changing in ways that could really help schools and really important shared concerns – community cohesion …student voice .
So what else do p libs bring to the party? If you’re from Norwich, Manchester, Newcastle you’ll know there’s been a quiet revolution in the building stock…obviously not universal. Some councils are investing majorly…Manchester £165m, Birmingham major new central library But much more than that… In last fifteen years, UK libraries have effecting a radical shift in how they promote reading and learning. No longer just rows of books – the best are buzzing community reading hubs. much livelier offer – challenges, reading groups, rhyme times, author events, promos, family reading support, adult literacy support, youth offer etc a much more developed national scene – shared programmes, often developed with support of third sector. With us involve 725k children in SRC. With BT do BookStart. universal computer access, vital for those young people with no computers at home more understanding of outreach/ connecting to communities and more embedded in local authority partnerships.Big family emphasis
New public library activity has so much to offer schools, needs to be plugged into a seamless way of working that joins up the support of public, school and SLS. If all these bits worked together as a whole offer teachers serious package to help boost young people’s love of reading and writing . Reader motivation and development CPD Curriculum support Comm partnerships/extended services Family involvement Lots of important work happening already – hands up if doing joint work around library led local book awards around Carnegie But I’d urge that we need broader strategic understanding and action on uniting the bits of the system to develop reading in children and families in a radically improved joined up way. This is happening with schools and museums, CCE’s work on creative learning…whole new era of joining up around informal education…bonkers for it not to happen with libraries where the joins are much more obvious because reading such a central pivot Hands up if you’re happy that you are working with the community library in the most effective way possible.Log for later action planning
Some dreams …imagine if… Different professional relationships based on new understanding of joint work. And importance of creating seamless sense for child of their reading world – blur the boundaries between home, school, the community…Systematic planning for developing reading for pleasure alongside reading instruction. Shared planning systems between schools, SLS and public libraries, with partnership work hardwired into key plans like School Improvement Plan, championed by head teacher and local authority children’s plan. Linked to new inter agency planning frameworks to develop a rich extended school offer . Every child joined to library at birth and helped by joint work libraries and children’s centres etc to arrive at school knowing how to handle and enjoy books, rich vocab through library rhyme times Mike Rosen’s nice idea of when children join the school, family get a map of what reading support entitled to, and reminder about using library …reminders all the way through – eg older children using libraries’ homework clubs UKLA TAR found “serious under use of valuable service and expertise” so…a regular joint school/library visits/events programme – librarians to schools, schools taking classes to library, shared author events, parents being involved in library joining vents, rich out of school learning opps being promoted harnessing potential of public libraries’ community based activities – volunteering/ developing citizenship, creative opps through working with authors, bloggers, manga artists, joining reading groups… and libraries’ partnerships being wired into support for families with parents in prison, youth services for young teen parents etc
Making these dreams a reality PP Estelle Morris new pivots for joint work So, getting practical….how do we take existing seeds of great shared work to a whole new level, so every child has seamless reading and writing inspiration wherever they are?. Changes I described earlier mean that there are crucial new pivots for joint work.Really practical places to start. Want to talk about a large scale, catalytic programme - SRC, implications . far beyond the six week summer holiday . Important in terms of cuts – libraries talking about consolidating/building on what they already have . EM and Alan Y core is primary school age 4-11, but extends younger through partnership with Bookstart Book Crawl and older through extra materials for Year 6 to Year 7 transition. Linked to Booked Up. Encourages new students to use the library at secondary school and continues links with local libraries Shared school/library activity in summer and autumn term. Community sandwich. Free/ disadvantaged families. PP Space Hop this year’s theme – some authorities linking to+ adult literacy 6 Book Challenge PP skip SHop PP UKLA research in 2009 - shows how partners can work together in really practical way. Headline findings Children: helps prevent the summer reading dip PP Children : widens reading repertoire, boosts inclination to read at home and talk about reading. Crucial activity in relation to speaking and listening PP: libraries a rich resource for children and teachers PP: links – new understanding of rich possibilities of the pub library world PP: headteacher : critical diff made by support of headteachers – school imp plan the aim So……research shows impact and importance of joint work. Can be a community reading sandwich, all about reading for pleasure – lots of joint promotional/prep work in the summer term – using website etc , family reading Webster primary school in Moss Side has 240 pupils; over ¾ of the children have free school meals and almost all are from ethnic minority groups – over ¾ speak EAL. They have mobile library visiting the school, and good links with the Powerhouse Library for young people. Jeremy Jackson (head teacher at Webster Primary School), his team and the library staff involved understand the importance that environmental factors, social interactions and teaching of library skills play in the development of lifelong readers and library users. This is demonstrated in the working relationships between the school and the libraries that serve the local community. They used the SRC for the first time last year, to encourage more families to use the libraries over the summer. The children who undertook the Challenge were extremely positive; they responded well to the incentives and rewards. Those who undertook the Challenge read far more books over the summer than those who did not. Jeremy and his team value the local library services and the working relationships that have been made between Webster primary school, the mobile library services and the Powerhouse Library. They feel that the Summer Reading Challenge has raised pupils’ awareness of what libraries have to offer. They recognise that they can now build on the successes of this year’s Challenge by being innovative and finding further ways to engage parents and children. Re: Miranda/SLA -- he's very happy for any of the quotes from him in last year's impact research to be used in Miranda's speech. Are you OK to pull these out for Miranda, or would you like me to?? He also adds that what they have learned over the past couple of years is the importance of: a) promoting SRC as a school-wide thing, rather than to individual classes b) The importance of getting parents on board, and selling SRC to the whole family -- hence this year they are holding a parents' meeting about it.
Teachers/head teachers encouraging children in the whole school to join the SRC; promoting it using materials from libraries (and library visits), free downloadable materials (from www.summerreadingchallenge.org.uk /schools ), and using the website (currently www.spacehop.org.uk ), following up in the autumn term with a celebration of the children’s achievement, and classroom displays for showing children’s favourite books they read during the summer (our A1 classroom wall display) Some schools are targeting groups of children who they think would particularly benefit from taking part and are working with libraries to give them special attention and support: for example children from EAL families, or families with difficult circumstances where there is little support for children’s reading and no library membership. SRC is being used for transition from primary school to secondary school. School librarians or transition staff will hand out information when Year 6s visit for induction; they encourage the children to take part in the SRC and use activities/prizes as a starting incentive for library use when they start school. We have our new resources for this age group, which are a simple set of activities based on the theme, just to get the kids thinking creatively about stuff they’re reading, so a more grown-up extension of the Challenge. This year’s is called Space Hop – the Next Frontier. Werneth School in Stockport (transition). Just heard about a model being researched in Durham, too, using a learning project with families who aren’t library users, to extend the impact of the SRC. Nikki Heath at Werneth is on the SLA committee so she’ll be there at the conference. She did a workshop on transition at our conference (and came with us to the pub afterwards!). These are all the ways Nikki will using Space Hop to encourage year 6s to join at their library, and to encourage their reading in their school library in the autumn: She prepares a CD to give to year 6 teachers & liaises with them at local library class visits. It includes: lesson plans/activities from TRA, plus the link to the www.summerreadingchallenge.org.uk website so that they can see what else is there; a letter telling them about the SRC, and the link to the Space Hop website, too. Also a Welcome Lesson on there so they can see what Nikki has taught. From Nikki: I will be speaking to the students at their local library class visit and will be going in to assemblies with the local librarian to push it too, where I can get out to do so! We'll have part of the Y6 taster day looking at the Challenge and I'll do some follow up work in Y7 when they arrive. This will probably only be very brief, but I will also have a party for those who completed it, too! She’ll be using the Next Frontier notebook and Book Buzz cards to get pupils talking about books they’ve read, and recommending their favourites to eachother.
Have gone into some depth because SRC libraries’ biggest shared reading promotion, happening pretty much everywhere and really immed and practical opps to use it to strengthen partnerships. Kent and Reading Recovery team, research schools in Brighton and Wilts put in SDPlan But of course rich tapestry of p/lib work to tap into across the year for all ages – pre school, primary, secondary. Research recc around following up SRC with all year round book talking activities… in some areas schools and SLSs linking into public libraries’ Chatterbooks reading groups . Knowlsey here? Chatterbooks Parton JW, established in libraries, quality tool, support network, newsletter, training, models of good practice, lots of publisher offers. As youth led as possible. PP Extended this year in BC CC pilot, linking English schools with schools abroad to share experiences of texts and big issues – important links to Global dimensions aspect of the curriculum, and community cohesion now subject of inspection, Here are children at the pyramids Now being offered to schools…. Material in your pack. 36 SLS. Really interesting models targetting diff groups – gifted and talented to the unengaged. Staffs fyunded by Adult and Comm Learning to run 2x5hr Widcer Family Learning sessions delviered by lib staff and including a lib vist. Sefton running as part of the extended school activity with teachers walking groups to the librayr afetr school. Derby school and librayr jointly run boys groups targetting schools identified by CYPS with wide gaps between boys and girls’ achivements. Stope running groups in schools for 6 weeks at a time – diff themes, like Yuk, revolting… There's Great Baddow High School in Chelmsford - they plan to run a Chatterbooks group for children from year 6 from their feeder primaries. Tx Tricia: a bit more info on this…”school librarians who have been to our training and are planning to use Chatterbooks with their feeder primaries as part of their transition work” – an example of a school and how they would use it for transition work would be great Lynne: could you give me a bit more detail on Werneth School in Stockport (transition). ? Very many thanks Mx
5500 young people helped create 20 cutting edge library environments called HeadSpace. 2000 took up creative participation leadership roles. In four regions we involved 9000 young people in new creative activities. We launched groupthing.org for word based creativity, and ran a great writer mentor programme for 9 young people. One mentor, the rapper Akala, was so fired up he adopted us as his Pledge charity.
And on the teen side: masses of libraires running postive activities for y people - SRC volunteering, new ways of shaping lib service, .GT for teenagers, helping libraries blend on and off line reading promotion…another pivot for joint work, in use in third of public librayr network
So a rapidly changing world, and a challenge to change working practices Exciting to see such great work emerging Research suggests that these are the success factors of work to promote reading for pleasure And everything we’ve done indicates what you already know that the more strategic you can be – getting the support of the HT, getting partnership working into the School Improvement Plan , has to be the way forward Will be fascinating to see reccs of School Library Commission
So…I’ve been talking a long time…time for a bit of action…stand up and give yourself a shake Have a postcard…going to spend five mins on action planning…in the world of a new govt, new research, breathtaking tech change, how can you as a school librarian position the work you are doing most effectively? What changes do you need to make? What immediate opportuniteis are there for you? As the landscape shifts and we all try to read the runes, got to be really canny to ensure chidlren get the school library provision they need…and get the right supporters – have to applaud the efforts of writers – Alan Gibbons and Mike Rosen who really understand the issues Can you demonstrate clearly what difference you make in relation to reading and information literacy ? If the evidence base for the improtance of the school library is not strong enough, do you need to put in palce a new evaluation strategy Can you evidence the cost effectiveness of the school librayr in terms of being a conduit for collective buying across the school and the value of your skills to evaluate the best resources to buy? Can you play a key role in managing the VLE? - could you be part of strategic new thrust on community partnerships, working with SLS and public library? Could planning on SIPLan and library plan have a point of intersection? What role can you play in extended projects if you’re in a school with Diplomas or the Baccaleuriate How can you link your young people into new reading based volunteering opportunites in the community? As more academies come on stream, how can you harness case studies of those great academies where the librayr is really integrated in school improvement . If you’re from SLA, how can you get closer to the Academies? How can you harness the new research which shows the improtance iof reading for pelasure – how can you be a powerful reading champion in the school and beyond
So…front foot…not is not the time to despair or retract … In times of change it’s the innovators who’ll survive. Who knows, in ten years time we could be like Japan where 50% of all nvoels are published on mobile phones… But I’d content that in the maelstrom of all that change, there is an enduring human need for the human contact that can turn a child into a reader….Charlie LeadBetter, improtance of relationships in effective public servies. You are a crucial animateur and champion of reading. story, for narrative, for reading …which this quote sums up. We are hardwired for it, and you have an enduring role to play in helping every child, from whatever background, harness its joys
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