HOW TO INCREASE THE IMPACT EFFECTIVENESS OF YOUR

HOW TO INCREASE THE IMPACT & EFFECTIVENESS OF YOUR LIBRARY AND RESOURCES

Introduction Caroline Gregory Senior British Educational Consultant at Follett Anna Makepeace Senior British Educational Consultant at Follett

Who are Follett?

What is a library for in today’s schools? School Libraries in 2015 Ø Has the image of the library changed over the years? Ø Is it still a quiet, under-used, over-looked room? Ø Are school libraries properly resourced and staffed by professionals? Ø Have libraries responded to the needs of students in the digital age? Ø Has the National Curriculum guidelines on libraries within education had an impact on how you view your own library services?

Why We Need to Increase the Impact & Effectiveness of Our Library and Resources The National Curriculum in England 2014 Framework For Key Stages 1 - 4 6. 3 Reading and Writing Teachers should develop pupils’ reading and writing in all subjects to support their acquisition of knowledge. Pupils should be taught to read fluently, understand extended prose (both fiction and non-fiction) and be encouraged to read for pleasure. Schools should do everything to promote wider reading. They should provide library facilities and set ambitious expectations for reading at home…

Why We Need to Increase the Impact & Effectiveness of Our Library and Resources Literacy Rates in England – National Literacy Trust Ø Less than 1% of adults in England are completely illiterate Ø 16% of adults are ‘functionally literate’ Ø This translates as 5. 2 million adults in England would not pass GCSE English Ø 5. 2 million adults in England have literacy levels equal to or below that of an eleven year old This is why it’s vital we promote reading and passion for literacy, both print and digital, from Early Childhood right through to A-levels and beyond. http: //www. literacytrust. org. uk/adult_literacy/illiterate_adults_in_england

Why We Need to Increase the Impact & Effectiveness of Our Library and Resources Why are there so many only ‘functionally literate’ adults in England? Ø According to the Chartered Institute of Library and Information Professionals (CILIP) school libraries are not statutory Ø We are finding this to be the case in international schools as well Ø 2014 report The Beating Heart of the School addresses the lack of library provisions and data on library management within English schools with the Chair stating: ‘Every child growing up in the UK should have the chance to learn and develop through a good school library. Poor literacy skills stand in the way of children and young people achieving their potential. In an increasingly digital world, we need to teach young people how to evaluate and understand unprecedented amounts of information. ’ Lord Graham Tope CBE Chair of the Libraries All Party Parliamentary Group http: //www. cilip. org. uk/sites/default/files/documents/Beating. Heartofthe. School

What is a library for in today’s schools? The UK National Survey of School Libraries found that: “A school library programme that is adequately staffed, resourced, and funded can lead to higher student achievement regardless of the socio-economic or educational levels of the community. ” School Libraries Work! Scholastic 2008 Ø More than 25% of secondary school libraries do not open for the whole school day Ø Only 25% of secondary school libraries open beyond the school day Ø Only 17% of the libraries have enough computers or laptops for an average class Ø Almost a third of the libraries have insufficient space Ø The number of books does not increase with higher student enrolment Ø Almost half the library budgets for books and other resources are frozen at the previous year’s level and around a third have been cut Is this happening in your international school? http: //www. cilip. org. uk/sites/default/files/documents/Beating. Heartofthe. School. pdf http: //www. cilip. org. uk/sites/default/files/documents/strategic-school-libraries-report_0. pdf

What is a library for in today’s schools? ‘Libraries then and now provided information to their users, whatever the format in which it came – and in whatever format best suited their needs. ’ Managing Resources in Libraries: Collection Management in Theory and Practice. We are now going to look at: Ø The importance of regular collection analysis Ø Curriculum planning and your library and resources Ø Improving your library facilities and management Ø Integrating print and digital resources

Regular Collection Analysis – Why and How? Collection Analysis Ø Why does your library, textbook and resources collection need to be analysed on a regular basis? Ø Why are stock checks on content just as important as numerical stock checks? ØIs the internet more reliable than books? Ø Are books more reliable than the internet? The reality is your students need support in distinguishing information from multiple resources now, more than ever, because of the amount of content and information available to them.

Regular Collection Analysis – Why and How? Follett’s. Title. Wise Online Collection Analysis Some of these features include: Ø Assessing your library collection to identify strengths and weaknesses Ø Helping you make the best decisions about your future purchases Ø Supports teachers and departments by showing you where to fill in the gaps Ø Title Check for Titlewave purchases Ø Report functionality in our library management system will also help you to see how your resources are being used Chartered Institute of Library and Information Professionals (CILIP) recommends: Ø The school library has a wide and varied stock that includes books (electronic, paper or audio) magazines, online subscriptions, DVDs and newspapers Ø Libraries stock a minimum of 13 items per students in the 11 -14 age group and 17 items for 14 -19 age group (I will return to this statistic towards the end) Ø An average stock replacement of 10% per year, and this includes books, magazines and DVDs

Using your Library to Better Support Staff & Students What every international school should be asking itself… Ø Does the library have its own budget? Ø Do you have a professional development budget for library staff to achieve the aims of the National Curriculum? (Vital if you do not have a trained librarian within the school). Ø Is your librarian researching the latest resources available? Ø Can your library support the range of subjects and disciplines? Ø Does your library support students from various educational backgrounds who may not be learning in their mother tongue? Ø Does your library provide integrated digital content? Ø At a Secondary level, are classes mandatory to assist with college and eventually university entrance, developing research skills and note-taking? (This is a key part of the IB curriculum as a comparison to the National Curriculum. )

Destiny Library and Resource Manager What is Destiny? Destiny Library Manager provides: Ø A centralised solution accessing enriched, educator-reviewed digital content with tools that help librarians, staff and students locate and share resources with ease. Ø It is also a solution to manage, track and provide books, ebooks, DVDs, audio materials and more, through one, easy to use, system. Ø Students, staff and even parents can access Destiny on campus and from home Ø You know who has what and where, throughout the school. Ø The library can support teachers with a bespoke collection of titles that reflect the needs of each key stage. Ø There is an additional module called Resource Manager which we will discuss towards the end of the presentation. Ø We can also support you with the procurement of library books, textbooks and ebooks.

Destiny Library and Resource Manager

Destiny and Digital Content

Using your Library to Better Support Staff & Students The Management of Print and Digital Content to Support Student Learning Ø Digital and print materials are coexisting in schools Ø Digital content is another valuable tool, including the internet in general, online journals, databases, audio books, ebooks and more Ø ‘Traditional’ and ‘Progressive’ approaches to education DO and MUST go hand in hand Ø But do all schools have a solution to manage these complementary resources alongside books? ‘There has to be old things as well as new things… there has to be old stone to new building, old timber to new fires, old books to new minds…’ The Bookstore by Deborah Meyler ‘Old stone to new building, old timber to new fires…’ T. S. Eliot

Resources Management Need Versus Want? Procurement Policy in Conjunction with Resource Management. Ø What is the policy for procurement for all school resources? Ø How can schools respond to staff turnover? Ø Do schools know exactly what they have and where? Ø Is there accountability for, not only procurement, but the use of resources? Ø Can you forecast your exact needs for each year? Ø How do you respond to sudden increases in student numbers?

Resources Management Follett International Testimonial Follett International helped us to make accurate predictions on spending throughout the school, not just in the library, and there was accountability for the use of resources from students through to teachers, heads of department and curriculum coordinators. It also meant we could avoid awkward discussions with Ho. Ds about why a request was declined because we had the data to prove if something wasn't be used. Instead, it was a positive conversation about how that money could be better spent. There has to be consistency in the procurement and resource management, regardless of staff changes and a teacher's own personal wish-list for the classroom and library, so that a school continues to offer the best possible resources and, most importantly, the best possible education. Himmat Sandhu Business Manager of the Goa Institute of Business Management Former Director of Operations (Dubai and Singapore)

What are the advantages of implementing a Teacher Resources Centre?

Destiny Resource Management Solution

How to Increase the Impact and Effectiveness of your Library and Resources How Many Books in Your School? Ø Minimum guidelines in the USA is 10 titles per child Ø The average number exceeds this and it’s around 15 titles per child Ø An excellent school will have at least 20 titles per child in the USA Ø The IB puts an even greater emphasis on the library Ø An IB librarian international Dubai school I spoke with aims for 22 – 25 titles per child Ø In the UK, CILIP recommends 13 – 17 titles per child Ø The UK average however is usually around 8 titles per child Ask yourself… How many titles and resources are in your library and do you increase the stock to match student growth? Will library staff receive professional development training to help them achieve the aims of the National Curriculum? Will you weed out those Pluto books and budget for replacement stock during the next procurement cycle?

How to Increase the Impact and Effectiveness of your Library and Resources ‘You know what I’ll be doing this weekend? Reading! Books are the new thing!’

Bibliography and Resources References Books Blandford, S. , Resource Management in Schools: Effective and Practical Strategies for Self-Managing Schools. London: Pearson, 1997. Clayton P. , and Gorman, G. E. , Managing Information Resources in Libraries: Collection Management in Theory and Practice. London: Facet Publishing, 2001. Shaper, Sue (ed. ) The CILIP Guidelines for Secondary School Libraries. London: Facet Publishing, 2014. Todaro, J. , Library Management for the Digital Age: A New Paradigm. New York: Rowman & Littlefield, 2014. Various, School Libraries Work! Scholastic Library Publishing, 2008. Articles, Reports and Websites The American Association of School Librarians and the Association for Educational Communications and Technology CILIP The Beating Heart of Our School http: //www. cilip. org. uk/sites/default/files/documents/Beating. Heartofthe. School. pdf CILIP http: //www. cilip. org. uk/sites/default/files/documents/strategic-school-libraries-report_0. pdf The National Curriculum Framework 2014 https: //www. gov. uk/government/publications/national-curriculum-in-england-framework-for-key-stages-1 -to-4/the-national-curriculum-in-englandframework-for-key-stages-1 -to-4 The National Literacy Trust http: //www. literacytrust. org. uk/adult_literacy/illiterate_adults_in_england Times Educational Supplement (various) With Special Thanks to the Chartered Institute of Library Information Professionals (CILIP) for their kind assistance

Questions amakepeace@follett. com anna. makepeace 1 cgregory@follett. com caroline. gregory 122 http: //school. follett. com/titlewave-uk www. follettlearning. com

How to Increase the Impact and Effectiveness of your Library and Resources