Due to appalling traffic in Huntingdonshire on Tuesday November 1 2016, I missed the first presentation at this event at Oakham School in Rutland.
Luckily, I managed to arrive in time for Karen Benoy's interesting talk about Using data to track reading in KS3 at Thomas Alleyne Academy. Based on Adam Lancaster's ideas, Karen discussed developing a tool to collect data on children's reading age, aptitude and enthusiasm for reading: enabling teachers and librarians to intervene when those children are unable to progress. Attitude to reading surveys are run twice a year and Year 7 are asked what/where they read; their favourite genres; the types of reading material used; their use of libraries; their attendance at book or author events; whether they love or hate reading. Online assessment tests are used to generate comprehensive data on reading ability and this data is added to SIMS. In library lessons the data is used to seat readers with non-readers and reader intervention records are used to record data. The data collection and interpretation did look time consuming, and librarians would need to be sure that such a strategy was appropriate for their school before implementing a similar scheme. However, the interventions do seem to be working at Karen's school, with a clear difference in children's reading post-intervention.
I was intrigued by the "Read to Succeed" Week initiated by Claire Scothern at Trent College. It took a year to organise and involved lots of different authors talking to different pupils from different year groups. Some did a book talk, others offered writing workshops. There was even a "come dressed as your favourite book character" day. Claire admitted that such a large event can create problems, not least due to the amount of visiting speakers who needed to be booked in advance; the possibility of cancellations; the cost of booking the authors; the logistics of enabling pupils to be out of lessons to attend author talks. In the future, the week may be three days instead of five, with each day being for a specific year group, to reduce the pressure on the timetable. I am always amazed when librarians organise these large events - they are very time consuming and require a lot of energy, drive and creativity, but it looked like a great success.
Next, Darryl Toerien from Oakham School discussed Curriculum Mapping, a strategy for joining up academic departments with library resources. It enables libraries to ensure that they know what is being taught when and to whom. Not all departments offer detailed schemes of work for topics; thematic line of enquiry and learning objectives are not always clear, and some subjects do not combine topics into units. Few schemes include resource lists or resources for further inquiry. Darryl's software enables library staff to see what is being taught at a given part of the year and make links with other areas of the curriculum which may be teaching a related topic. Use of the library for research on these topics can then be built into the curriculum/timetable.
After lunch we were able to explore the online resources subscribed to by Oakham School Library, then Sophie Fisher from the Stephen Perse Foundation talked about her interest in Diversity in Picture Books. Sophie researched this area for her Masters degree and discovered that it is difficult to discover which picture books cover LGBT+ issues as a public library user due to poor keywording, low stock levels and supplier-led stock selection. A straw poll of librarians in the room indicated that diversity in school library fiction is better, possibly due to expert librarians selecting books from specialist suppliers such as Letterbox or Stonewall. I feel pretty comfortable in my selections of LGBT+ fiction - it is becoming more mainstream and accessible and I think teenagers are less stigmatised through reading what may in the past have been disparaged by their peers as "a gay book."
Next up was my presentation, more on which here.
Lastly, Alison Tarrant from Cambourne Village College talked about embedding information literacy within the curriculum through research projects in KS3. Having set up the library at CVC, Alison is well placed to initiate new methods of teaching information skills. Using the Stripling model of Inquiry pupils were encouraged to follow the steps to add more depth to their research. In the study, teaching sets were split into those receiving librarian help via personal instruction, those receiving help via an instruction sheet and those with no help at all. Groups receiving librarian help achieved more and with less contact time than the other groups,as they did more work independently. It seems that embedding research skills in the task can improve student outcomes: they will use multiple sources and are encouraged to think deeper about the subject and about how to complete the task. Greater engagement with the librarian increases pupil confidence, although any worksheets given out need to be given at the start of the project to avoid resentment about extra work. It will be interesting to see whether similar results are achieved with future year groups and different subjects in the future.
All in all, an interesting and informative day. It was nice to meet some school librarians I hadn't met before and to have a chat with them about their libraries. Thanks to Darryl and his team for hosting.
Luckily, I managed to arrive in time for Karen Benoy's interesting talk about Using data to track reading in KS3 at Thomas Alleyne Academy. Based on Adam Lancaster's ideas, Karen discussed developing a tool to collect data on children's reading age, aptitude and enthusiasm for reading: enabling teachers and librarians to intervene when those children are unable to progress. Attitude to reading surveys are run twice a year and Year 7 are asked what/where they read; their favourite genres; the types of reading material used; their use of libraries; their attendance at book or author events; whether they love or hate reading. Online assessment tests are used to generate comprehensive data on reading ability and this data is added to SIMS. In library lessons the data is used to seat readers with non-readers and reader intervention records are used to record data. The data collection and interpretation did look time consuming, and librarians would need to be sure that such a strategy was appropriate for their school before implementing a similar scheme. However, the interventions do seem to be working at Karen's school, with a clear difference in children's reading post-intervention.
I was intrigued by the "Read to Succeed" Week initiated by Claire Scothern at Trent College. It took a year to organise and involved lots of different authors talking to different pupils from different year groups. Some did a book talk, others offered writing workshops. There was even a "come dressed as your favourite book character" day. Claire admitted that such a large event can create problems, not least due to the amount of visiting speakers who needed to be booked in advance; the possibility of cancellations; the cost of booking the authors; the logistics of enabling pupils to be out of lessons to attend author talks. In the future, the week may be three days instead of five, with each day being for a specific year group, to reduce the pressure on the timetable. I am always amazed when librarians organise these large events - they are very time consuming and require a lot of energy, drive and creativity, but it looked like a great success.
Next, Darryl Toerien from Oakham School discussed Curriculum Mapping, a strategy for joining up academic departments with library resources. It enables libraries to ensure that they know what is being taught when and to whom. Not all departments offer detailed schemes of work for topics; thematic line of enquiry and learning objectives are not always clear, and some subjects do not combine topics into units. Few schemes include resource lists or resources for further inquiry. Darryl's software enables library staff to see what is being taught at a given part of the year and make links with other areas of the curriculum which may be teaching a related topic. Use of the library for research on these topics can then be built into the curriculum/timetable.
After lunch we were able to explore the online resources subscribed to by Oakham School Library, then Sophie Fisher from the Stephen Perse Foundation talked about her interest in Diversity in Picture Books. Sophie researched this area for her Masters degree and discovered that it is difficult to discover which picture books cover LGBT+ issues as a public library user due to poor keywording, low stock levels and supplier-led stock selection. A straw poll of librarians in the room indicated that diversity in school library fiction is better, possibly due to expert librarians selecting books from specialist suppliers such as Letterbox or Stonewall. I feel pretty comfortable in my selections of LGBT+ fiction - it is becoming more mainstream and accessible and I think teenagers are less stigmatised through reading what may in the past have been disparaged by their peers as "a gay book."
Next up was my presentation, more on which here.
Lastly, Alison Tarrant from Cambourne Village College talked about embedding information literacy within the curriculum through research projects in KS3. Having set up the library at CVC, Alison is well placed to initiate new methods of teaching information skills. Using the Stripling model of Inquiry pupils were encouraged to follow the steps to add more depth to their research. In the study, teaching sets were split into those receiving librarian help via personal instruction, those receiving help via an instruction sheet and those with no help at all. Groups receiving librarian help achieved more and with less contact time than the other groups,as they did more work independently. It seems that embedding research skills in the task can improve student outcomes: they will use multiple sources and are encouraged to think deeper about the subject and about how to complete the task. Greater engagement with the librarian increases pupil confidence, although any worksheets given out need to be given at the start of the project to avoid resentment about extra work. It will be interesting to see whether similar results are achieved with future year groups and different subjects in the future.
All in all, an interesting and informative day. It was nice to meet some school librarians I hadn't met before and to have a chat with them about their libraries. Thanks to Darryl and his team for hosting.
