Get more from your library

What does your library say about your school? Is it a well-managed space that’s easily navigated and filled with exciting reads? Or is it a tatty corridor reserved for intervention programmes, asks Nikki Gamble?

Good libraries can empower the learner.’ These words are taken from the Ofsted report Good Libraries: making a difference to learning (2006), which drew attention to the importance of the school library as ‘the heart of the school, which itself has learning at its core.’

The resources in a library can allow our imaginations to run free, introduce us to new experiences and promote access to knowledge and enjoyment. And with the attention currently being given to the importance of wider reading for pleasure and its impact on reading and attainment, now is a good time review the effectiveness of your school library.

A new chapter

The following is a description of how one large primary school with a dedicated library space set about transforming its use.

After gathering information through audits, observation, questionnaires and focus group discussions, the school found that although the library shelves were full, stock was outdated and a large proportion was inappropriate. Furthermore, the ethnic diversity of pupils was not reflected in the book stock. Classes were not timetabled to visit the library, though children were sent to find books during the course of the day. The library was mainly used for literacy and mathematics interventions.

Observations of children choosing books were very revealing. Typically they wandered without purpose or intent. Pupil librarians were used to arrange the library; they were enthusiastic and helpful to other pupils but not always very accurate in shelving by alphabetical order, which further hindered pupils choosing books. The children rarely selected books in the non-fiction section of the library for independent reading. When asked about this, they said the non-fiction books were for class work. Other pupil comments included:

> One boy unable to choose a book explained, “because they have got too many words”. >Year 5 pupil: “Sometimes when I want to read the next book in a series it isn’t there. I like Wimpy Kid but we haven’t got it in our library.”

> Year 6 pupil librarian: “We have to be responsible and put things back on the shelves. We have to make sure other children don’t come in and mess it up at lunchtime.”

A professional development day was organised to give teachers time to evaluate the library. Faced with trying to locate books, the teachers expressed shock at the existing organisation and felt the library would be hard for pupils to use independently. They found that it was not inviting and would therefore not encourage children who did not like reading to visit. They also admitted that they did not use the library with their classes because the book selection was poor and they could rarely find what they wanted.

From the auditing process the following priorities were established:

> Updating stock with children involved in stock selection
> Supporting less able readers to find books quickly (without being marginalised) using more signposting and a child-friendly cataloguing system
> Revamping non-fiction to make it more obvious that it can be read for pleasure
> Creating dedicated areas for study and relaxation
> Developing a suite of activities to support teachers in promoting reading for pleasure
> Drawing up a timetable for the library including after-school - with parental involvement

If you think a similar process would improve your school’s library, consider the following steps.

Step 1 - Who looks after the library?

As few primary schools have a full-time librarian, it is a good idea to put together a team of people who can steer the development and share the workload. Do you have a named person responsible for the library? Who else needs to be part of the team?

Make sure everyone has a clearly defined role. For instance:

> Do you train child library assistants to help at lunchtimes or after school?
> Are the children involved in book selection?
> Do you have volunteer or parent librarians to supervise before school?
> Do you have a team of parent or community volunteers who will read stories in the library at lunchtimes?
> Is the literacy governor part of your library team?

Step 2 - Taking stock

Audit the existing stock and organisation of the space.

> Are all ages across the school well catered for?
> Does the library support the range of topics currently taught?
> Does the library reflect the children’s reading and leisure interests?
> Is there a section for parents e.g. books about reading with your children, book reviews for parents, etc.
> Are books, magazines, audio material, reading games and computers available?
> Is there a good representation of ethnic diversity in the resource collection?
> Does your library have space for relaxed reading? Does it have space for study and research?
> Is the space well organised and sign posted, and are displays changed frequently?
> Are new books prominently displayed?

Step 3 - What do we think about our library?

While stock and furnishings are important, the Ofsted report (2006) noted that primary school audits tend to be limited in scope and often focus too heavily on issues such as resources, accommodation, choice of texts, display and the height of shelves. For a fuller picture, an informed audit also needs to take account of users’ views of the library, which should be used as a starting point for development.

Step 4 - Is best use made of the library?

Having taken account of the stock, fittings and library users’ perceptions, you will want to look at the amount of time the school library is in use, and how it is used. For instance:

> If the library has been appropriated as a space for intervention programmes, what impact does this have on its use as a library?
> Are classes timetabled in the library?
> Do a range of activities take place during library lessons e.g. library skills; shadowing book prizes; book swaps and recommendations; creating displays for the library, etc?
> Is the library a hub of activity for events such as Children’s Book Week, National Poetry Day?
> Is the library open during lunchtimes, after school for choosing books and for other story related activities?
> In the review stage, take time to observe children in the library: how do they choose books? Can they confidently find the books for which they are searching?

Step 5 - Make a plan

Having reviewed the library, what aspects need further development? What are your priorities? What will you need in terms of resources and time to be able to put your plan into action? Who is going to help? How will you know if your changes have been successful? For instance will the children:

> Be using the library more frequently?
> Be more confident in selecting books?
> Have increased knowledge of the range of authors available to them?
> Be using the library to support their ongoing class work more frequently?
> Be attending book clubs at lunchtime or after school?
> Be reading more and with greater enthusiasm?

A good library is the hub of a school and the temperature of the school’s reading culture can be taken by observing the activity that takes place within. It’s a source of inspiration and delight for the school community. Enjoy!