These are challenging times for school librarians. This book has been developed by a group of experienced school library professionals to help and support newly appointed school librarians and those new to the information profession. At a time when school librarians can feel they are undervalued and under-appreciated there has never been a greater need for experienced professionals to share their knowledge and expertise with those at the beginning of their careers. Many schools are appointing someone with no library experience or qualifications to run their school library in the role of Librarian, Library Manager, Library Resource Centre (LRC) Manager, Library/LRC Co-ordinator or various other titles. For the purpose of this book, we will use the term ‘school librarian’ to refer to the person who has responsibility for running the school library.

The authors have all served on the SLG Committee and have 169 years of accumulated experience in school libraries between them. Caroline Roche has been Chair of CILIP's SLG for six years and this book was born out of her passion to ensure that every school has a trained librarian in post, in addition to a great school library. The individual chapters reflect areas of expertise and, as a whole, provide an indispensable aid to assist the newly appointed school librarian in navigating their way through the myriad of challenges they will face as they find the right path for developing their own school library.

The book reflects our position as librarians in England and uses terminology common in the UK, but we hope that the content will be equally relevant in other parts of the world.

At the time of writing, school libraries are not statutory in England, Wales and Northern Ireland and school librarians could be considered an endangered species. Yet school librarians use their knowledge and skills and, yes, their passion on a daily basis to inspire, encourage, empower and equip our young people with the skills they need to navigate the world of information.

Introduction

This chapter deals with the basic technology tools you can use to showcase your library to others. It will also inform you about the role that e-books and online resources can play in your library and what you should look for when choosing the best fit for your school. Remember, it is not only the students who need to know about your library; the parents, teachers and governors can also have a positive influence on your service. Furthermore, using technology can be a great way to connect with authors and publishers.

The library website

Your website is how you show off your library to the outside world, as well as internally to your school. Your library can appear in several different places – on the school website, on the school intranet pages and on your library management system (LMS), if you are hosted online.

One of the first things to establish is whether the school library is mentioned on the school website. If it isn’t, then make it your priority to ensure that it can be found there. The library is a major investment for any school and they should be championing the work that you do. Placement is also important – it should be in the curriculum area, not tucked away with sports facilities.

When writing about the school library for the website, make sure you emphasise all the good things you do – author visits, competitions and reading awards, etc. But make it generic – you don't want to have to change the script every year. Ensure that your name is on the entry as well, so parents or other enquirers know who to ask for. And if you have an online LMS then include the link there too. Other information you may find usefu are opening times, how many items can be borrowed and for how long, and whether the library is open before and after school.

If you have a school intranet then, again, it is important that the library has pages there too. Don't worry if you can't design them yourself, ask for help from the IT department or have a look at other departments’ pages and find the one you would most like to imitate.

Introduction

A library does not stand alone within a school. Its character is determined by the support it receives and how libraries are viewed by the school community. It can be a buzzy exciting place that is at the centre of the school or a rarelyused room stuck in an outbuilding. The library environment includes several features: the physical space; the resources held within it; the visual aspects; the staff; and the character created by all of these. A school library is greater than the sum of its parts and therefore all its features need to be considered.

The physical space

School libraries vary considerably in size. Those in primary schools tend to be smaller and are often found along a corridor, situated in an open space within the building such as the reception area, or even housed in a portacabin or decommissioned bus in the playground. Secondary school libraries, generally, are located within a purpose-built room, large enough to accommodate several students as well as an extensive resource collection. However, this is not always the case: some primary schools have purposebuilt libraries whilst some secondary schools have libraries squeezed into small rooms. Nevertheless, the Great School Libraries survey reported that ‘the nature and use of school library spaces varies significantly, with primary schools less likely than secondary schools to have a dedicated library space (as opposed to an open plan/multi-purpose space)’ (2019).

There are several factors to consider with regards to the physical library:

• ■ As a whole school resource, it should be centrally located, accessible and welcoming to all members of the school community. If it is tucked away in a corner of the school or up a flight of stairs, it is unlikely to get ‘passing traffic’ – an ideal location would be near the reception or dining area, somewhere that students visit regularly or pass by during the course of their day. Accessibility for disabled students and staff also needs to be considered.

• ■ It should have sufficient lighting, preferably natural, and adequate ventilation and heating. Working in a dim, stuffy room is depressing for both students and staff and can make concentration difficult. Low lighting may also cause issues for students with visual disabilities, but if the lights are too bright, they can cause glare and reflections on screens.

Introduction

This chapter considers the theory and practicalities of teaching information and digital literacy. We learn about the different formal models we might use and how to plan and deliver lessons through collaboration with subject teachers.

The National Literacy Trust defines literacy as ‘the ability to read, write, speak and listen in a way that lets us communicate effectively and make sense of the world’ (2021). Within a school, this is the type of literacy that is assessed in an inspection and there may be a specific committee dedicated to improving these learning goals. Many other more specific literacies are now referred to within education and two of importance to school librarianship are information literacy and digital literacy. Essentially, these terms relate to the understanding of the use of information in all its forms and similarly for digital products. However, the use of this terminology is not always consistent. It is open to interpretation. For this reason, some organisations have tried to define the terms more explicitly.

Defining digital literacy

Many people mistake digital literacy for the ability to use basic computer skills in relation to hardware, software and online resources, and applying these in context. Others regard digital literacy as the ability to operate digital technology and related resources in a safe and secure way. Whilst e-safety and security are essential aspects of digital literacy, this is far from the whole picture. Digital literacy is about being able to operate in the digital world in its widest sense and this embraces a range of skills that are needed for life.

The American Library Association's Digital Literacy Task Force offers this definition:

Jisc suggests it is ‘the capabilities which fit someone for living, learning and working in a digital society’ (2018). In the UK, the Jisc Model Seven Elements of Digital Literacy (2018) is the most recognised by higher education. It incorporates:

• ■ media literacy

• ■ communications and collaboration

• ■ career and identity management

• ■ ICT literacy

• ■ learning skills

• ■ digital scholarship

• ■ information literacy.

Note on the terminology used in this chapter: The term ‘primary school’ encompasses any primary and preparatory (prep) school setting. The term ‘primary school librarian’ encompasses any adult who runs a state or independent primary school library, from a trained and/or qualified librarian to someone with no prior experience of the role.

Introduction

This chapter explores primary school librarianship issues, including essential skills; library resources; support organisations; developing the reading culture; information skills teaching; and the differences between primary and secondary school libraries and non-library-based book collections. Case studies based on primary and prep school librarians’ experiences are included to provide context.

It is hard to generalise about primary school libraries as each one is run in a different way with variations in their size, stock and staffing. This whole book is relevant to primary school librarians. The aim of this chapter is to look at some key issues rather than to offer a comprehensive guide to how to set up a library. For information about establishing and running a primary school library, see the ASCEL, SLA and CILIP Primary School Library Guidelines website (https://primaryschoollibraryguidelines.org.uk), the LIPSSEE website (https://preplibs.wordpress.com) and the references listed in the Further Reading section at the end of this chapter.

Some UK primary schools do not have a library. Others may not employ a dedicated school librarian. Few have a full-time, trained librarian. The library may be the responsibility of the literacy co-ordinator with a teaching assistant (TA) looking after it for a few hours a week in between their other duties. The Great School Libraries survey findings show that just 38% of primary schools with library space have a designated librarian, as opposed to 95% of secondary schools (Great School Libraries, 2019). This disparity may have a negative effect on students’ enthusiasm for reading at primary school, particularly for those from disadvantaged homes and those who do not own books. One in eight children who receive free school meals do not own a book, with one in eleven of all children claiming not to have any books at home (National Literacy Trust, 2018). There is currently ‘significant inequality of provision in different Nations and between independent and nonindependent sectors [which] points to a clear picture of inequality of opportunity – in turn, impacting on social mobility in disadvantaged communities’ (Great School Libraries, 2019).

Introduction

This chapter looks at how school librarians can plan, market, evaluate and demonstrate their value and impact. It also considers how you can advocate for your role and why this is important.

Advocacy

Research shows that school librarians can make a difference to students’ educational standards:

However, there is little UK evidence-based research about the impact of school librarians, a situation that threatens jobs and contributes to negative public opinions about their necessity in the internet age.

What is needed across the entire UK is a school library strategy as demonstrated by Scotland in its Vibrant Libraries, Thriving Schools report (Scottish Library and Information Council, 2018). It is not enough to know that the school librarian's work makes a difference and to assume that school stakeholders appreciate it. This knowledge must be demonstrated and communicated within and beyond the school, in fact to governmental level – a mission undertaken by the Great School Libraries campaign (www.greatschoollibraries.org.uk):

School staff may have little idea of what a librarian can achieve, their crosscurricula role and their specialist skills of improving the uptake of wider reading and teaching vital information and research skills.

Introduction

The fundamental role of the school library and librarian is to support the mission and aims of the school, to support teaching and learning, and to provide for the needs of the school community. Some schools see the library's role as mainly supporting reading and, if this is the case, it is often under the remit of the English department and the librarian may have little contact with other departments. Other schools will view the library as a more academic space to be used for learning and quiet study, particularly by older students, and the librarian may find themselves in a more supervisory role.

Libraries operate within an environment that is constantly changing. Each year, a new cohort of students with varying needs arrives and older students leave; the curriculum changes, sometimes through legal requirements, at other times by staff choosing a different topic to study; there are educational initiatives announced by the government that require schools to change their priorities; and senior management set new targets and objectives for the school. In order to remain relevant, libraries must respond to all these changes.

The resources and services offered by the library can vary from school to school and will be impacted by how the school views its role. These may include:

• ■ supporting learning to read, particularly in primary schools

• ■ supporting initiatives to improve literacy levels

• ■ promoting and supporting reading for pleasure

• ■ providing a study space for students

• ■ supporting teaching and learning in all curriculum areas  

• ■ delivering an information literacy programme

• ■ providing a space that feeds into the wellbeing and mental health of students

• ■ providing a range of extracurricular activities.

In an ideal world, every school library would be able to provide all these services. The reality is that many school librarians are solo workers with an endless to-do list, many only work term-time or part-time hours, and the management and administration of the library and its collection takes up a lot of time, making it difficult to consider a more strategic and long-term overview.

This chapter considers how the role of the library can support the school via its School Development Plan (SDP) and how this feeds into the Library Development Plan (LDP).

School libraries and their skilled librarians deserve a higher profile. Far too often, the work they undertake, the opportunities they provide and the relationships they build with young learners remain under-appreciated and unacknowledged. They merit increased recognition and respect in our education system. For those teachers who are fortunate enough to work in schools with vibrant libraries and experienced librarians, their not inconsiderable value is evidenced on a daily basis. International research evidence affirms this, revealing that school libraries and librarians contribute to young people's literacy skills and attainment, their pleasure in reading and their wellbeing (e.g., Barratt, 2010; Williams, Wavell and Morrison, 2014).

In offering a brief Foreword at the start of this engaging and practical book, I focus on the ways in which school librarians nurture young people's reading for pleasure – their volitional reading. This contribution is crucial because it is now widely accepted that there is a reciprocal relationship between reading for pleasure and reading attainment (Sullivan and Brown, 2015; Chema, 2018). The will influences the skill and vice versa. Those young people, in primary or secondary schools, who are intrinsically motivated to read, and who choose to read for pleasure frequently and in their own time, will fly further and faster than their peers who do not. As Stanovich (1986) simply stated: ‘Reading makes you smarter’.

Higher reading levels are not only associated with stronger academic outcomes, better employment and economic prospects (OECD, 2009), but are also associated with health benefits, including life expectancy and lower costs nationally (Billington, 2015; Boyes et al., 2016). Other benefits include wider general knowledge (e.g., Mar and Rain, 2015), enhanced imagination, empathy and mindfulness of others (e.g., Kidd and Costano, 2013) enriched narrative writing (Sénéchal, Hill and Malette, 2018), and new reader to reader relationships that can serve to create communities of readers (Cremin et al., 2014). Thus, multiple personal, social and emotional benefits, as well as cognitive ones, accrue for those young people who choose to read. So, whilst the role of the school librarian encompasses far more than supporting the desire to read (within and beyond school), I would argue that nurturing reading for pleasure is the school librarian's primary responsibility.

Introduction

As a school librarian, you will have a passion for reading; a passion that you will want to share with your school community. You will want them to be passionate about reading and to talk about and promote books and reading. You will want that passion to emanate from the library, permeate the school and demonstrate in different ways that the school has a strong reading culture and creates a reading rich environment for all. This chapter aims to support you in this and covers the following topics:

• ■ the role of the school librarian in creating a reading rich environment in school

• ■ finding out about activities and promotions that could be run in your library

• ■ national book initiatives

• ■ national and local book awards

• ■ practical ideas for creating a reading rich environment

• ■ author events

• ■ the rights of the reader

• ■ funding sources

• ■ working with other school staff

• ■ Schools Library Services

• ■ follow up activities

• ■ references and further information.

The school librarian and the reading environment in school

When I was approached by Facet Publishing, as Chair of the CILIP School Libraries Group (SLG), to see if we were interested in writing a book, I knew immediately what book I wanted us to produce – and it was this one. For years I had been passionate about training and CPD for school librarians. Whilst Chair of the SLG I had initiated training and projects, such as our Key Skills leaflets, to encourage people to grow and learn throughout their library careers.

One of the reasons I am so passionate about this is because of the way I began and continued my own career in school libraries. I myself had no formal library training – I still have neither a masters nor a degree in librarianship. When I started in school libraries, I had a degree in English and six years’ experience behind the counter of a public library. At that time, I couldn't apply for Chartership. I was hungry to learn about my new job and as soon as CILIP opened up Chartership to people like me, I applied. I continued to seek out training courses, attend conferences and learn all about my library management system. I have been involved in lifelong learning ever since, taking a Masters in Education whilst working. I feel that if I can progress from knowing hardly anything about running a school library to being Chair of a wonderful group of professionals, then everyone else can too.

I do hope that you seize your own opportunity to learn everything you can from this book and that by the end you feel emboldened to carry on to become a Chartered Librarian as well. Even if you don't feel you want to do that, I hope that you continue learning and growing in this amazing profession of ours. Good luck to all of you!

Caroline Roche, MA, MCLIP. Chair of CILIPSLG and Co-Chair of the Great School Libraries campaign

When I started as a school librarian, this is exactly the book I needed. Now that it has been published, I have learned so much from it: new ideas and ways of working that I hadn't thought about before, which have prompted me to reflect on my own practice and think about areas I could improve.

Glossary

Academies: state schools funded directly by the government and run by an academy trust rather than the local authority.

Academy Trust: not-for-profit company who employ the staff and trustees responsible for the performance of schools within the trust.

Accession number: a unique number given to each library resource recorded in the catalogue. This number is often then identified using a barcode.

Advocacy: promoting the worth of an area, such as school librarianship, in general terms.

Alphabetical order: a way of sorting information into A–Z order. Fiction books, for example, can be organised in alphabetical order by the author's last name.

Annual report: yearly report detailing an overview of library activities and finances.

Audio-visual (AV) stock: items you can listen to (audio) or watch (visual).

Barcode: a design consisting of numbers and parallel lines that can be read by machines. Books often have two barcodes: one that identifies the ISBN and book details; the other that identifies the unique accession number.

Benchmarking: to evaluate something by comparison with a standard.

Bibliographic data: data that can be used to identify a book or resource, such as title, author, date of publication, etc.

Book jacket: a strong plastic or sticky-back plastic cover that protects a book. See: Dust jacket.

Book levelling: sorting books into levels according to students’ reading abilities. Books are sorted by different coloured labels or a numbering system. Commonly used in primary schools and reading schemes.

Borrow: to take away books or other stock, with the librarian's permission, for a set period of time.

Borrowing system: a method that allows people to take books out of the library for a set period of time. A computerised record of who has borrowed which book helps the librarian to find the book if it is not returned by the specified date.

Branding: the promotion of a product or organisation via advertising and a distinctive design.

Cataloguing: adding details about books and resources to the library catalogue, for example, the author, title, publisher and classification number.

Certification: CILIP Certification is aimed at those who are at the beginning of their professional career or who want to gain some recognition for their knowledge and skills.

Introduction

In this chapter, we will learn about creating an ambient environment that supports the use of our library space by all our school community. We will consider how and why disruption may occur occasionally and how we can resolve it calmly and assertively so that it does not impact on other users of our service.

Maybe you have a family of your own. Maybe you have experience of working with children. Maybe this role presents a whole new scenario for you and possibly, in a secondary school environment, you are not much older than some of your students. Behavioural issues with students can be stressful at times and although working in a school library is fun, this is only if we feel able to do our job effectively and within a safe environment. The good news is that most students will behave well; some may cause minor disruptions at times but only a handful will require serious intervention (DfE, 2017). Unfortunately, it is usually these few students who are the most challenging and visible. In this chapter, we will consider why students may be disruptive, how we can address these issues to restore balance and what changes we can make to our library to ensure a calm working environment.

Why does challenging behaviour happen?

Students are not naturally naughty. As humans, we need social interactions for our wellbeing and if a child is disruptive, it is usually for a reason. They may be hungry or thirsty; they may be in pain; they may be feeling too hot or too cold; they may have been upset or angry with something or someone recently; they may be being bullied; and we should be mindful that even the weather can affect their attitude. But it might just be their brain. The part of the brain that restrains impulsive action is not fully developed until we are 25 years old (Arain et al., 2013). Children are programmed to do silly things, which is part of their lifelong learning process. Without that experience, it is difficult for them to understand why appropriate behaviour is expected.

Introduction

A school library needs to engage with the whole community by providing a supportive and inclusive environment in which diversity is valued and respected; where no student feels excluded, either through a lack of appropriate resources or activities; and where there is an ethos of equal access and participation. This chapter details why a diverse and inclusive library is important by looking at:

• ■ both its intrinsic value and the legal aspects that impact on provision

• ■ what a diverse collection consists of

• ■ other areas of the physical library and library services that need to be considered

• ■ how to analyse the needs of your school community and audit your collection

• ■ sources of resources and information.

The Cambridge online dictionary defines diversity as ‘the fact of many different types of things or people being included in something; a range of different things or people’ and inclusion as ‘the act of including someone or something as part of a group, list, etc.’ (2022). From these simple definitions, we can see that a diverse and inclusive library is one that has a wide range of resources and services containing many differing elements that have been selected with consideration to the needs of the whole school community.

Equity is an interesting concept and is different from equality. Equality means giving all students the same support regardless of need, but this does not reduce inequality. The only way to do this is by giving students what they require to bring them up to the same level as others. An example of equity is ensuring disadvantaged students have the same opportunities to access online information as others, regardless of their individual circumstances.

It is impossible to support every student individually with regards to their specific cultural and ethnic needs, individual abilities and interests, so we group our students according to particular characteristics and endeavour to support the priorities of each group. There is nothing wrong with this, but it is important to remember that not all diversity is visible or obvious. Black and Asian minority ethnic students tend to be easily identified, but white ethnic groups such as Irish Travellers are not and so are included within a homogenous mass with other white students, despite having a dissimilar culture and distinct needs.