Thursday, 2 November 2017

NON-FICTION: THE UNSUNG HERO OF THE SCHOOL LIBRARY

As a librarian, I consider “reading” to cover anything that involves the printed word and in any format; I also think “visual literacy” is quite important, especially in the world we live in, so picture books (with or without words) count too. But I talk to quite a lot of students about reading and it’s interesting how many of them assume I’m just referring to fiction books.

There also hasn’t been a single Open Evening where I’ve not had a parent come into the library with their child and announce “he’s not a reader” (sadly it tends to be boys) – what the parent usually means is that they don't read fiction. And I've worked with teachers who hold this viewpoint. Yet when I think about my own reading it definitely includes non-fiction, books that I will pick up and browse, either because they tie in with my interests, intrigue me or I’m drawn to the illustrations.
The importance of reading for pleasure has been well documented with academic, social and health benefits, and reading non-fiction feeds into all of these.
·        It helps you learn about the world, history, other cultures; reading non-fiction will give you an insight into how the world works and increase your general knowledge. Children leap from one interest to another and we never know which is going to be influential in steering their future, impacting on their career and life choices. It is imperative that we enable this exploration to happen. Children need to be able to explore and investigate the random topics that pique their curiosity.  

·        Non-fiction exposes you to new words and information. So many stories are embedded in facts, especially historical novels, with references to people and events. Without this background knowledge, you can lose the context and essence of the story. Imagine reading “The Boy in the Striped Pyjamas” by John Boyne without any awareness of the Holocaust? I recently read “The Miniaturist” by Jessie Burton in my book group, and investigated the period and place in which it was set (1680s Amsterdam). I knew absolutely nothing about this time in history and the knowledge enriched the book for me, adding depth to the characters.

·        Non-fiction helps develop the information literacy skills of locating, evaluating and using information, supporting comprehension and offering increased engagement with texts through personal interests. If you understand how information is organised and presented, it will help you to find and organise information yourself.

·        Non-fiction exposes you to different styles of writing – text, captions, annotations, explanations. Reading non-fiction sets you up for the more complex texts you are likely to meet, not only in further and higher education, but also in many workplaces. Writing non-fiction also requires recognition of the building blocks of language – how to introduce and conclude, argue and compare – exposure to these techniques will inform your non-fiction writing the way exposure to fiction informs creative work.
 
·        Non-fiction is often more appealing to visual learners as well as EAL and SEN students. It is also important in helping to lure boys into books. Research indicates that boys read non-fiction, autobiographies and newspapers; we need to send the message that reading these texts is just as valued as reading fiction.  

·        Non-fiction engages the mind and allows you to become “lost” in the text the same way that fiction does – I have seen this many times in school libraries with students totally absorbed in information books.

So, make sure you promote non-fiction in your libraries. Some easy ways of doing this include:
·         Having lots of choice – magazines, newspapers, atlases, information books on popular topics, etc.

·         Value all sorts of reading – different books require different reading skills and they are all needed.

·         Mix fiction and non-fiction in displays.

·         Link fiction with relevant non-fiction. For example, “The Bubble Wrap Boy” by Phil Earle with books on skateboarding and graffiti art.

·         Add the relevant Dewey numbers to genre book lists so students can find appropriate non-fiction titles that link with the stories.

·         Use titles and covers to hook them in – toilet humour works well, such as “Why Eating Bogeys is Good for You” by Mitchell Symons.

·         Promote books about things they can relate to, something that is happening in the world or that ties in with recent events, or utilise a local interest – one of my schools had a large contingent of ice-hockey fans due to the local team.

·         Have a non-fiction book of the week – displayed and promoted.
Later this month, on 22nd November, the School Library Association Information Book Award winners will be announced. Have a look at the shortlists (and those of previous years) for some great non-fiction suggestions for all ages.

I know the Holy Grail is to have every child reading fiction for pleasure and we should not abandon this ideal or stop encouraging students to read stories but it is important that we do not diminish or downgrade non-fiction whilst aiming for this. One of my pleasures is to spend an afternoon browsing the shelves of my local library – as well as fiction, I always come home with a very esoteric pile of non-fiction books too!
 

Monday, 18 September 2017

WHAT'S ALL THIS FUSS ABOUT GENDERISATION?

There’s been a lot of talk recently about the decision by John Lewis to stop labelling children’s clothes as “boys or girls” – I never realised quite how divided things were until I became a grandparent and discovered that even baby wipes are marketed in both blue and pink packaging (despite the contents being identical)!

I’m not sure why some people are up in arms about children’s clothes being labelled with just an age range. If you look at boys and girls clothes, the differences are ridiculous, especially considering all children like to do the same sort of things ie: be a child. Clothes need to be adequate for the task in hand which means coats should keep them warm, shoes should be tough enough to withstand kicking balls whilst keeping toes safe, and trousers  thick enough to protect knees when they fall. A glance at the girls’ ranges in almost every shop will show you that the majority are totally unsuitable for any of these activities … they are thin and skimpy in pale pastel colours that get dirty the minute you put them on.
I have nothing against pink or sparkly - my 3 year old granddaughter loves sparkly things and I’m rather fond of a bit of glitter myself (though prefer it with black or red) but it’s the messages we are sending with different styles of clothes that I object to – “just sit and look pretty little girl, you’re not meant to get dirty or play and explore the world because your clothes aren’t suitable for doing that”. And it’s not just the implied message via the types of clothes; the actual messages on them are appalling. Go and look at ANY range of clothes and you’ll see what I mean – girls just want to have fun, girls are pretty and lovely whilst boys are clever and strong and adventurous (and don’t get me started on “suggestive” messages on T-shirts for 5 year olds)!

The argument that you can buy from any section is fine except that parents are taking on board this message about boys v girls and will say “you can’t have that because it’s in the boy’s section (believe me, I’ve heard them). They also seem to be concerned about the social stigma of having somebody ask why their daughter is wearing a boy’s top or is mistaken for a boy. Of more concern is a child being bullied for the same reason (and yes, this happens too). I’ve also been in a situation where a girl has turned up wearing a boy’s t-shirt that a boy in the same group also happens to be wearing … and the boy has been teased over this! If they were wearing “just” a children’s t-shirt, this wouldn’t happen.
Let’s move on to toys and books.
The majority of shop displays have a definite split between the type of activities considered suitable for girls and boys - you can probably guess what it is but if you aren’t sure then take a look at the fantastic “Let Toys Be Toys” campaign! All children need a wide range of play to develop different skills. The reality is that 51% of the population is female and if we don’t encourage girls to look at science and technology as being valid to them, to stop sending the message that playing with construction toys or science kits is for boys and that craft activities are for girls, then we are losing out on a huge source of creativity and inspiration that is important for our future economy.
Not all of our future scientists, inventors, entrepreneurs and business leaders are going to be men! There’s a saying “You can’t be what you can’t see” and this applies to both boys and girls, though particularly to the latter.
And what about books?

Fortunately, the majority of librarians I know are pro-active in supporting diversity and inclusion within their stock (and this is one of my most popular workshop topics) – they have books with strong female characters, stories about boys who are emotional and cry, tales with both boys and girls fighting evil and saving the world. Unfortunately though, many publishers still seem to market books aimed at one or the other sex … either via the cover design or using gender-labelling in the title or blurb. The latter is, happily, becoming less common but any glimpse in a book shop will show you a plethora of pink and glittery covers that are obviously aimed at the “girlie” market.
I will be the first to admit that I’ve used these covers to lure students into picking up (and then hopefully reading) a book. Anything that gets them reading is my motto, and I will unashamedly be manipulative and use any means to achieve this. But it is a sad fact that, whilst girls are frequently happy to read a wide range of books with varying covers, boys will rarely pick up a book that they think looks “girlie” which is a shame as the covers often hide a fantastic story (the secret is to wrap it in brown paper and run a lucky dip in the library!).

You would imagine that my granddaughter, having a rather outspoken grandmother, a mother working in the emergency services and an aunt who is an adventurer, would be immune to any of this. But no … a few months ago she announced that “girls don’t play football”(much to our horror)! This was soon corrected with the use of a rather wonderful book (“What Are You Playing At?” by Marie-Sabine Roger) but goodness knows where she got this message from – at the age of three.

I do find the statement “boys are boys and girls are girls” rather odd because what’s the definition of a boy or girl within the context we’re talking about … ie: the colours they like, the games they play, the toys they enjoy or the books they read? There isn't one. There’s nothing wrong with girls liking pink or boys playing with cars. Nor is there anything wrong with girls liking rugby or boys being interested in art.
But pink shouldn’t be the only choice available to girls (or cream if you’re lucky) and by sending the message via their clothes that “girl’s stuff” is pink, they automatically veer towards pink toys, which we’ve already ascertained are restricting their play and thus their development.

Also by constantly focusing on appearances we are creating generations who value what they look like above everything else. This applies to boys too - we expect them to be strong, brave and fit into a specific mould. Any child that doesn’t conform to these “norms” struggles and that’s where the problems start.

Girls and boys who are different, who do not imitate what society expects of them - girls who don’t like pink and pretty or boys who don’t like football and rough stuff - are often targets for bullying. Bullying reduces self-esteem and self-confidence as does feeling that you are not accepted. This results in an increase in mental health issues including self-harm, depression and suicide.
One of the most important (yet often undervalued) roles of the school librarian is the pastoral aspect and I’ve spoken about this before in a previous blog. I know from experience that this role has increased over the years and statistics reflect this yet there’s only so much we can do and so much support we can give; to truly combat this issue we need a healthier approach to letting children develop naturally and not trying to label them or put them into boxes.

You might think children’s genderisation isn’t important, that it doesn’t really matter. If you get a chance try and see the BBC TV programme “No More Boys And Girls: Can Our Kids Go Gender Free?”  - in which a class of seven year olds state that “boys are cleverer and have better jobs” and that “girls are pretty and look after children” - these perceptions were actually affecting the children's belief in their capabilities within the classroom as well as their self-worth and self-confidence. At seven years old!
Now imagine they are receiving the same signals time and time again via their clothes, their toys, their books, not to mention media and society for the rest of the time they are growing up? Do we really want to programme our children’s brains – and thus their futures – in this way?

I was recently in a high street shop where the girls t-shirts had the message “Fun All Day” and “Funtastic” whilst the boys said “I want to see the World” and “Create the Future”!!! Come on parents (and grandparents and aunts and uncles ...) … don’t you want your daughters to see the world or your sons to have fun? They’re not mutually exclusive …

Tuesday, 5 September 2017

BACK TO SCHOOL - A READING LIST FOR LIBRARIANS


It’s back to school time (although my colleagues in Scotland went back a few weeks ago) and I’ve noticed a few “top ten books for teachers” lists doing the rounds so thought I’d come up with my own one for school librarians. This is NOT a definitive list! I have at least a couple of bookshelves full of library/education-related books, all of which I could have included – although that would make this a bit of a tedious post so … a short but sweet selection! These are all books that deal with reading or managing a school library but as we work in the education sector, many books aimed at the teaching profession are also invaluable to us in our roles.
In alphabetical order by author (because I’m a librarian), these are books that I find myself recommending and talking about at workshops I run, and going to for ideas and advice.
·         The Reading Environment – Aidan Chambers
First published in 1991 but still relevant today, this gem of a book looks at the reading process and environment, as well as considering ways to engage students with books. There is a companion volume “Tell Me” that deals with the discussion of books.

·         Reading by Right – Joy Court (Editor)
A collection of chapters, written by expert practitioners, that looks at successful strategies for overcoming reading barriers, from birth to teens, to ensure that every child can “read to succeed”. Case studies are backed up with international research, and the book has excellent references and appendices that enable you to explore this issue further.

·         Unlocking the Reader in Every Child – Susan Elkin
This book is jam-packed with ideas for creating and sustaining readers, from young children through to older teens. It covers learning to read and looks at reading in different situations as well as the use of various formats.

·         Free Voluntary Reading – Stephen Krashen
A series of articles that were originally published in a variety of journals, Krashen has supported his arguments with extensive references. If you are unsure whether FVR has any value, this book will give you food for thought.

·         Innovative School Librarian Second Edition – Sharon Markless (Editor)
Considers various models of library practice and explores the wide range of issues that librarians face in their differing roles within schools. Adopts a strategic approach with examples from “real-life” situations.

·         The Book Whisperer – Donalyn Miller
No idea where I discovered this book but I’m so glad I did! The by-line is “awakening the inner reader in every child” and it’s full of clear, practical advice about getting and keeping students reading. Whatever your situation, you’ll find something to inspire you. US-biased but relevant to librarians everywhere!

·         The Rights of the Reader – Daniel Pennac
There can’t be many who haven’t seen the poster illustrated by Quentin Blake (and I would hazard a guess that many school libraries have this on display) – this book discusses those rights and covers all sorts of ideas around reading. It’s an absorbing and fascinating book that gets you thinking.

·         The CILIP Guidelines for Secondary School Libraries – Sue Shaper (Editor)
This covers every area of school librarianship from staffing and policies through to information literacy and promotion. It provides guidance and support regardless of your situation, and has recommendations, suggestions for further reading and examples of best practice. One to give to your senior management team!

·         Stop What You’re Doing and Read This! – Vintage (various)
My last book isn’t so much about the practicalities of running a school library or suggestions for reading-related activities but a collection of ten essays by authors and people in the publishing industry talking about why they consider reading is important. Every reader will find something of themselves in these chapters.
I’ve stuck to printed books for this list but there are many superb blogs and online resources that I also go to regularly for ideas and inspiration. And there are also several excellent books that I’ve left off … probably everyone who reads this blog will have a favourite that I’ve not included. If that’s the case then please do add details in the comments … I love getting book recommendations!
NB. I realised after I'd written this blog that I had missed off a source of information on school libraries that I use constantly ... and that's the fantastic School Library Association publications http://www.sla.org.uk/publications-list.php (probably because they're kept in my study rather than in the bookcase). These publications cover every aspect of managing a school library and are suitable for all types of schools. They are written by experienced practitioners, full of good advice and excellent value-for-money. You don't have to be a member to buy them (although if you are you'll get a discount).  

Monday, 7 August 2017

WHAT VALUE A LIBRARY DEGREE?


I’ve noticed a recent trend with employers in the education field, when making librarians redundant or downgrading their positions, stating that their degrees are no longer relevant.
Now this is an astonishing thing for any educational establishment to say.
Do they really want to send the message to their students that “doing a degree is worthless” because that’s what this does. It indicates, to me, that those who say this have no idea what a library and information science (LIS) degree actually encompasses but also that they do not have a clue as to the benefits and value that can be obtained from undertaking any sort of degree. Benefits that include:
·         Proof of a certain level of educational ability

·         Time management skills, including the capability to meet deadlines

·         Independent thought and analysis, including problem solving

·         Team working, collaboration, leadership abilities

·         Effective communication incorporating written and verbal skills
These skills are advantageous to most employers, regardless of their industry. They should also be encouraged amongst students at educational establishments and anyone who has been through an FE process can show good practice and teach others in their use – I delivered a time management module as part of a Higher Project Qualification to Year 9 students who, invariably, would tell me how useful it was when doing their GCSEs and revising.
You don’t become a qualified librarian by learning how to shelve books or by entering bibliographic data into a library management system; you learn a set of skills in an interdisciplinary field that can be used outside of libraries. These include the ability to organise and navigate information as well as ways to preserve, prioritise and manage information on all types of media; not to mention the exploitation of research data, knowledge management, and the planning, marketing and delivery of information services.
LIS degrees cover the fields of informetrics, applying the practices and tools of management, information technology and education, dynamically combining theory and training to produce reflective practitioners – CILIP have highlighted some of the values of trained information professionals. Education has changed and thus libraries have evolved, becoming a complex educational, recreational and information infrastructure supporting a wide range of students with multifaceted needs - in schools, FE and HE establishments. It is also important to recognise that many librarians proactively undertake CPD (often outside contracted hours) to maintain their skills and experience, to remain relevant in today’s world and to provide services needed by their communities. Nurses are required to undertake 35 hours of CPD over 3 years; CILIP advises 20 hours per year for Chartership revalidation.
Furthermore, librarians in education:
·         Work in collaboration with academic staff to provide unique and personalised support and thus have an impact on student learning

·         Are able to offer training to students, both formally and on an ad hoc basis, providing opportunities for the development of information literacy skills

·         Deliver directed CPD to teaching and support staff, helping to reduce training budgets

·         Communicate ideas, information and knowledge – the lifeblood of education

·         Have an overview of the curriculum and a wide knowledge of resources including literature, periodicals, video and electronic formats enabling them to develop a relevant collection, based on user requirements, that provides value-for-money

·         Are able to ensure library resources and services are inclusive and diverse, meeting the needs of a multi-cultural student population

·         Manage staff, space, resources – often under tight budgets, and pressing priorities and deadlines
Many businesses recognise the value of LIS professionals and employ them in various roles – in research, law, media, health, the list is endless – so it’s rather ironic that establishments whose role is to educate (usually via the use of information) do not see the value in employing a qualified librarian. And you have to question what sort of library service are they offering their students and staff? Certainly not one that is the best it could be …

Tuesday, 18 April 2017

HOW CAN YOUR SCHOOL LIBRARY SUPPORT VOLUNTEERING?


Last month saw the third Pupil Library Assistant of the Year Award, an award that recognises and celebrates the voluntary work carried out by students in their school libraries. Like all awards there was a winner, Victoria Langford from St Hilda’s CE High School in Liverpool and, as with previous years, selecting the finalists and winner from the nominations was not easy. The calibre of entries was high, the work that each and every student did was outstanding, and they all wrote so passionately about their individual libraries and the difference being a pupil librarian had made to them.

So why have this award? In schools it is quite common for sports achievements to be acknowledged, for drama and music aficionados to take centre stage in assemblies … and whilst some schools do have internal awards that recognise pupil library assistants … many do not. Yet these students give up their time, week after week, often for many years, to help run their school library. And make no bones about it, many libraries would not run as efficiently or be able to offer the level of service that they do without the help of these students. They are wonderful advocates not only for the library but also for reading and influencing the rest of the student population.

But it’s not a one-way process. Listening to the finalists, you realise that being a pupil library assistant has enriched their school experience and given them skills they will take into the workplace; skills that are valued by employers such as customer service, teamwork, and communication. Additionally most of them have gained social skills and an increase in self confidence that enables them to interact with staff and students alike, to connect with peers and younger pupils, and to represent the library to visitors, be they parents, authors or local dignitaries.

Pupil library assistants are also very loyal which is why vacancies are rare and in all my schools I have always had a waiting list to join the team. This can be difficult if you want to provide volunteering opportunities for students but there are other avenues you can explore:

Arts Award:
Arts Awards inspire young people to develop their arts and leadership capabilities and as “arts” in this instance includes reading, the school library is a natural place to deliver and support this. There are five levels of award, ranging from Discover (an introductory award aimed at children age 5+) through Explore (aimed at children age 7+), Bronze (age 11-25 years,), Silver (14-25 years) and Gold (16-25 years). The level of activity varies at each stage but it can lead to a national qualification. However, someone at the organisation needs to train as an Arts Award adviser.

Duke of Edinburgh Award:
The DoE provides opportunities at three levels: Bronze (14+), Silver (15+) and Gold (16+) although if you are in Year 9 and only 13 years old you may be able to start your Bronze Award. Each level includes volunteering and skills sections, both of which are ideal for the library environment. The amount of volunteering varies from 3 months for the Bronze Award to 12 months for the Gold Award but as they are relatively short-term, it would be easy to accommodate DoE students within a pupil librarian structure. The skills section lists library and information skills but also mentions things like event planning (author visits? competitions? book weeks?) as well as reading, newsletter production and writing – all of which can be encompassed into school library activities.

Reading Hacks:
Reading Hacks is a voluntary scheme organised by The Reading Agency. It involves young people (13 – 24 years) running activities that have reading at their heart, and gaining skills and experience that they are able to put on their CVs. Most are delivered via local public libraries but there are a few schools that support reading hack programmes – enabling students to use the library, organise activities and inspire others to read. Young people are also able to get involved with the Summer Reading Challenge – a scheme aimed at children age 4-11 years but supported by volunteers. Although this occurs outside the school library, volunteers help staff run the scheme, help children choose books, get involved in craft activities and create displays – and these skills can be put to good use back in the school library!


This is by no means a definitive list; there are many opportunities for students to get involved in volunteering opportunities that link with books, libraries and reading. However, if you do have a long waiting list of students clamouring to be involved with the library, perhaps some of these might offer them alternative avenues to explore?

And don’t forget, next September nominations open for the Pupil Library Assistant of the Year Award 2018 …

Tuesday, 8 November 2016

TOO MUCH TO DO, TOO LITTLE TIME? TIME MANAGEMENT HELPS ...


There’s been a lot in the media recently about teacher work overload and it’s well known that the teaching profession work many hours outside the school day but there are very few school librarians I know of that also don’t work beyond their contracted hours, either taking work home or coming in early/staying late. Every single week. That’s a lot of librarians doing a lot of extra hours.
Fine if you’re paid full-time because you can balance the additional hours worked during term-time with days off in the school holidays; however, most school librarians are on term-time only contracts, which would be fine if the job was either “librarian” or “library manager” – and believe me, these two roles are very different – so, as solo librarians, they have to combine them and fit everything into their 37 or whatever hours a week. Almost impossible to do.
It’s a bit like expecting the doctor or nurse at your local surgery to also staff the reception desk, answer phones and deal with patient paperwork. Think about it … school librarians keep the library open during the school day and are permanently “on call” behind the issue desk, they have regular classes timetabled as well as ad hoc lessons (and I had several days when every lesson was booked), and are on duty at breaks as well as before and after school. You are also likely to have a constant stream of interruptions from students coming into the library looking for books and information, from phone calls and emails. So, no time to do any of those manager-type tasks that are needed to ensure the library runs smoothly, that resources are up-to-date and relevant, displays changed, activities organised, no planning or long-term strategic development work … it’s an endless list which never gets completed. No wonder that stuff gets taken home.
Sure, we could walk out at the end of the day and leave it all behind but I didn’t. Why? Because I love my job, I wanted to provide the best service I could and I would have felt that I was selling myself, the students and the profession short if I didn’t. I also knew that working in the evening meant a less stressful day to follow. But there were a few things I learnt to try and keep work in perspective and under control. It probably helped that, before I became a librarian, I was a project manager and even way before that I was one of those people who organised things … cake sales at school, the sixth form charity concert, PTA jumble sales. So how do you manage a crazy workload?
Time management (TM)  – ie: organising and planning your time between specific activities. Sounds easy although is actually quite involved with several aspects to consider, and sometimes the thought of stopping and taking a step back can make you feel a bit panicky when you’re already overworked. But getting yourself organised will result in greater productivity, increased efficiency, less stress and you’ll also work smarter. Most school librarians are very good at managing their time – they have to be! Nevertheless, it can help to rethink the process:
·         Write down everything you need to do, no matter how large or small. Break down larger tasks because just having something like “weed books” will never get done whereas “weed fiction books authors A-C, weed D – F, etc.” is more attainable. You are also far more likely to do something when you feel you actually have a chance of finishing it.

·         A to-do list is fine but the temptation is just to work through it which may mean that the important tasks get left. So prioritise the list. This will ensure you work on the most urgent/important tasks first (more about that shortly) and it will also help you remember what needs to be done. However, don’t just carry the list on from one day to the next; it needs to be dynamic with items added/taken away and re-prioritised.

·         Note: this is your list – there’s nothing wrong with deleting something that is no longer a priority or that you don’t have the time to do. The tendency is to want to carry on with initial ideas or projects but if you discover something is taking too long and eating up way too much time, causing you to fall behind with your schedule, then revise your target and/or expectations. One of my faults is that I can be a bit of a perfectionist which means I’m always convince there’s a “better” source of information to find or that I can improve a poster with a different font … if I took this to the extreme, it would mean I’d never actually “finish” anything! So I’ve had to accept that the important thing is that the task is completed and that no-one will notice whether I use green or grey as a background colour!

·         Think about why you are doing things. What is the purpose of your tasks, what are you trying to achieve? You should be focusing on results, undertaking activities tied into your goals as sometimes we carry on with actions automatically. If you’ve always ran a specific competition, for example, it’s very hard to stop doing it but if you only get a couple of entries, perhaps it’s time to rethink. Things have a sell-by date!

·         Break the library development plan down into actions and assign targets to each one. This is important because your activities should link into these actions and the targets will enable you to identify when you have succeeded. Be ruthless about sticking to tasks that feed into your goals; there’s always something new coming along and it’s easy to get distracted but make a note and put it to one side if it’s not relevant right now.

·         Actions need to be SMART – specific, measurable, agreed on, realistic, time-based. Having a phrase such as “supporting teaching and learning” is too broad because everything we do could be put into this category. “Source book review trailers” could actually be never-ending so give the action a time limit (60 minutes) or an explicit number (20 trailers). The problem is that although we have goals specifically for the library, for example, we may want to increase our graphic novel collection by 50% (to attract reluctant readers, to provide a wider range of graphic novels, to purchase graphic novels that link with films, etc.) because we are a whole-school resource, our tendency is to take on board ALL the school goals. Don’t even try …

·         Look at your list and decide which activities are: important and urgent – these are usually things left to the last minute, planning will help to reduce the number of these although there are always unpredictable actions that turn up; important but not urgent – these are the activities that will help you achieve your goals and if you don’t give yourself time to do them they are likely to become urgent; not important but urgent – these often prevent you from achieving your goals and usually come from other people; and finally, activities that are not important or not urgent. Ignore these! I do an exercise with my Extended Project students based around this and it’s interesting how many unimportant and non-urgent tasks they put at the top of their to-do lists!

·         Having got your tasks sorted, schedule them into your week. The easiest way to do this is by using your school timetable (with additional spaces for outside hours work) although as I’m a sucker for stationery, I use a nice colourful weekly planning pad for this purpose. Enter the lessons you have booked and then slot in when you’ll do your other tasks from your list (and include your own outside interests), making sure you start with the top priority ones. Be realistic as to how long things will take you and allow for contingency time because you’re bound to be interrupted.

·         Although tasks have been given a priority rating, think about which ones you need to do without interruptions as it’s unlikely you’ll be able to work on them during the day, even if they are top of the list. Look at other actions that need to be done but that you can stop and start … and slot those into your timetable. This will ensure you effectively use your time. One of the worst time-wasting activities is trying to do something that needs your concentration and being interrupted so that you have to almost restart it every time.

·         Keep these timetables as evidence of what you’ve done, make a note of interruptions and what’s prevented you from completing tasks, jot down any ideas that occur to you (having a space to note down those random thoughts that occur will ensure you won’t forget anything and will reduce stress) AND make sure you add any additional hours worked. These will be useful for informing meetings with your line manager, appraisals, future planning or even just to give you an idea of who or what is consistently stopping you from working.

·         Managing interruptions is almost impossible in a school library! I regularly had teachers come and “hide” in the library when they had work that had to be done but I didn’t have the luxury of going off to another space myself. One trick, which sometimes works, is to move out from your desk to a table in the library. When I’ve done that, staff have said “oh, you’re busy, I don’t want to interrupt” and don’t … didn’t have the same effect if I stayed behind my desk. However, be aware that we can also create our own interruptions … checking emails, looking at the latest publisher’s catalogue that arrived in the post … and try to minimise switching between tasks.

·         Learn to say no. I find this hard myself but I’ve had to get better at it otherwise I would have been horrendously overloaded at times. One trick when asked to do something is to say “yes but I can’t do it until Monday (insert day of your choice here depending on your workload) as I need to get XZY done for Mrs Smith and I have library lessons to plan for tomorrow”. If the person can’t wait that long then they’ll probably do it themselves … or find somebody else. Keep in mind that your tasks should be linked to your library goals not to somebody else’s. Our mindset is to help everyone that asks us as we work in a “service” but you also have your own job to do so it’s a matter of balance.

·         Delegate. To your student librarians. Yes, I know they may not complete tasks to the same standard but in the long run it’s not really important if the date label is crooked. I know it’s hard, I’ve had to make myself step back at times and just let them get on with the job but it can help to cut down on non-essential chores. Use their strengths. I had a boy who went pale at the thought of sticky-back plastic (and having seen his attempts at book covering I can understand why) but he loved sorting the magazines into order so I let him get on with that.
TM is obviously an extensive topic that I usually cover in a workshop rather than a blog (and I haven’t even mentioned procrastination!) but I don’t want to make this too long so I’m going to finish with a summary:
REMEMBER:
·         Set SMART goals

·         To-do list linked to your goals

·         Prioritise and schedule

·         (Try to) manage distractions and interruptions

·         Don’t take on too much

The work-life balance is different for everyone so you have to create your own, find whatever works for you. I recently went on the National Libraries Demonstration in London and, whilst some people might consider that work, I didn’t think of it as such. Likewise author events and book launches … sure, I’m invited as a school librarian but I’d still go even if I wasn’t in this profession because I love books and reading. We cannot buy time so make sure you use yours efficiently and don’t forget to add the things you’d “like to do” to the list … these often get pushed aside by the things we have to do and the things we are expected to do but without them, the job can become lacklustre and monotonous. 
Finally … accept that some days will just be chaotic and the list will go out of the window … my solution to this is a large glass of red wine!

Tuesday, 11 October 2016

HOW TO CREATE A BAD READING EXPERIENCE


I’ve always been a reader for as long as I can remember and will read (almost) anything; I’ll read the back of cereal packets or adverts on the underground if nothing else is available. I’m also never short of things to read … I have piles of books all over the house and keep a TBR list on Goodreads. Then there are the post-it notes with recommendations from friends plus photos on my phone of books I’ve seen in shops and libraries.
Just setting the scene … lifetime reader, librarian, house full of books, never short of something to read …
So why did I join a book group a few years ago?
Over time, most of my reading has veered towards teen/YA with the occasional new novel by a favourite adult writer thrown in during the holidays. Nothing wrong with that but it wasn’t always the case. Once upon a time I read only adult novels, wasn’t even aware that teen/YA books existed but exposure to these writers as a school librarian meant that slowly things changed and I wanted to extend my adult reading again, discover new authors, try something different. I know I could have done this by asking for recommendations or browsing the shelves in my public library but there’s something about sharing the experience of reading a book. Whilst reading itself is a solitary activity, each book will tell a different story to every person who discovers it and listening to others talking about what they got out of a book, how they identified with the characters, what they picked up on and noticed, adds additional dimensions to your own reading experience. It’s good to share.
It worked. I wouldn’t say I enjoyed every book we read and some of them I wouldn’t have finished if I hadn’t been listening to an audio version during my daily commute. But there were certainly a few books which encouraged me to read more by the same author.
Then I moved, joined a new book group and it’s been a bit of a disaster!
I have struggled with every book. Every single one! Even when I was able to find an audio version, I would not connect in any way with the story and my thoughts would drift off so that I missed chunks of it. I found myself resenting the time I had to spend reading these books for the next meeting, glaring at them sitting on my bedside table and covering (aka hiding) them with other, more appealing, tomes.
This surprised me. I’m not sure I’ve ever felt such animosity towards a book in my life before plus I found myself not wanting to go to the book group, which got me thinking about why? How had something that was such an integral part of me, something that was as natural as breathing, been turned into something I was actively avoiding?
I recognised it was because I didn’t want any more books that would result in a bad reading experience as each of these felt like a failure. Everyone else was able to read the book, and most of the group enjoyed them, so why not me?  There was also an element of guilt involved as I felt I was letting down the other members of the book group. And I realised how awful it must be for those children who really couldn’t seem to find a book that they connected with and yet were forced to read. How, if they tried book after book after book, only to give up half way through, or only ever read books chosen by their teachers and which they didn’t like or enjoy, they would soon come to the conclusion that all books were the same and that they hated reading. I don’t think I’d ever really been able to truly understand this because I’ve never felt like that towards reading.
Students today have huge demands on their time so reading often isn’t a high priority and if they don’t find it a pleasant experience, why would they actually choose to do it? This makes connecting the right book with the right child so important. It also means that they need to be able to try, and give up, books that they don’t enjoy … without any pressure. And they need to be able to choose their own books, not be directed by a reading scheme or a book list or a teacher’s choice for the whole class. Sure, guidance from a knowledgeable librarian helps but ultimately, it has to be their choice because they will be the one reading it.
As for my reading group, a busy time and the summer holidays provided a natural break, and the next book was one that I actually wanted to read so that aided a natural move back into it. I have also given myself permission to “not” read a book if I don’t want to …