Scaling back for now

Normally, I make an entry every fortnightly or weekly during the school term, but I have felt lately that I have run out of puff on what to reflect on.

Yes, I am working hard and have been working for a school where they are encouraging a culture of reading for pleasure and also helping to improve accessiblity to library collections.

As any Teacher Librarian would know, they can be timely but as to where I am on them, I feel a need to reflect when I really need to.

Dont panic or worry if entries decline short term or for three weeks or even a month passes by, There will be time to reflect.

Searching the Library OPAC

I have observed in recent times that secondary school students can easily fall into a habit of merely browsing the shelves and picking the first book that they see. They then read the book and may or may not borrow it. This is a missed opportunity to find a book that really interests them.

Recommended Reads brochures that I have created can stop this habit, but only to an extent because it lists some books. Some books cannot be included because of space or simply are overlooked. 
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I am working with one school to put a stop to this habit altogether.

All stage 4 students at the school have a fortnightly wide reading session which commenced this week. I am working on the soft skills that students need for using a school library.

I created a step by step guide for students to undertake a basic search on OLIVER. They were not even aware that the school library has an OPAC and that they can access it at home. Given their academic ability, I've had to keep it simple. Federated searches are too complex for them at this point. As part of the session, I asked students to type either a title of a book or a subject that interests them. I then guided them through reading the search results and then attempting to locate its availability and location. For some students, this helped them locate a book of interest, which they then borrowed. Some had bought in their own book and as such did not need to locate it on the shelf.

Library Brochures

I am in the process of creating a library services brochure for my current school. At this point in time, I do not wish to disclose it, but it is an interesting time to work there as their library moves forward. I will only be with them until Christmas, but will be a good opportunity to "make a mark".

Why make a brochure? I think of public libraries and how they use brochures as a tool to market their library services. School Libraries need to do the same as well. Some schools have embraced the initiative.

A new staff member for instance may find it daunting to ask the Teacher Librarian or colleague but a brochure can provide what they need to know about the library and what it can provide for them.

New students also need to know what collections and services are there. They may be unsure about how many items they can borrow and for how long.

It can be fantastic too to promote the services that they may not know e.g. scanning items to email.

This is a work in process.

Wide Reading - Reading boxes

This week, I made a decision to apply a strategy that worked effectively several years ago when running secondary school wid reading sessions.

While it is great to see libraries with shelves full of books, some students might find their choices to be overwhelming. This is normal behaviour for humans as sometimes making a choice between many options can be difficult.

Sometimes it needs to be narrowed down, especially if kids are reluctant readers or require direction.

Yesterday, I had a small group of students from a Year 9 English class drop in for a wide reading session. Their teacher indicated that they can only read at a stage 2 level. I am already aware that options are limited for recommending books at that level and currently ordering more items suited to those students.

But I managed to load up a small cubed trolley with a selection of books - many with illustrations, humour or short stories. I even threw in graphic novels.

I placed the books on the table and students were allowed to choose books from the table to read. A few elected to browse the shelves to broaden their choices.

I was impressed with the response to graphic novels with three students (out of nine) electing to give a graphic novel a try. Their teacher was impressed with the choice of manga that requires them to read from back to front.

Futurology Books -

I recently completed reading Never in a million years by Ivor Baddiel & Jonny Zucker. It explored failed or impossible predictions made in the past by people from various sources including newspaper and magazine reports and books.

It bought back memories of one book that I borrowed from the school library on several occasions in primary school - Future Cities: Homes & Living into the 21st Century. The book was published in 1979, but the book was still available in the 1990's. I loved it because of its predictions and even then believed that it was going to happen in time.

You can view some pages from that book by clicking here.
They predicted that the Olympic Games would be held this year on the moon. Wont be happening. Its just a battle for the United States to get man back to the moon by 2024.

It made me think - even though books like this are dated, it would be great if they could be republished. If a library still has copies of futurology titles I would try to avoid throwing them out if possible especially if they contain illustrations. There is a history behind futurology as well. Never in a million years while not a history about futurology, does dwelve into the past. People would love to know what past generations thought about how we may be living today.

I think in a school library, they would be good for two reasons:

• Recreational reading - People are curious about the future and would cater to fans of Science Fiction or may trigger an interest in Science Fiction.
• Allows students to engage with Science and Technology, especially if they are not interested in
  Science. One aspect of Science that I liked was astronomy and futurology books were connected with space.

Back to normal (in NSW)

This week was a huge week with the resumption of full time schooling in NSW after two months.

As an educator, it has been great to see the atmosphere back to what it has been. The kids appreciate being back even if they dread school and teachers can go back to normal.

For our school libraries, library lessons can resume in our primary schools and students in our secondary schools can utilise the library collections and learning spaces that the library has to offer.

There will be changes in the way that school libraries are managed for the time being. For example, there will have to be limits on the capacity of the library, especially during busy periods such as recess and lunch. Even in normal times, library capacity is often a discussion point for teacher librarians especially in terms of supervision ratios, and being required to accomodate so many in what can be a limited space.

We will also have to quarantine returned books to minimise the spread of the virus and that will reduce accessiblity for some items. Some activities e.g. board games cannot be provided to minimise the spread of COVID-19

While the changes will slow or limit the way library services are provided, I am sure that students will be able to accept the inconvenience. Our public libraries are still closed in NSW at the time of writing this article, and that also has caused inconvenience. Some students find comfort in studying in the local library after school and for bookworms, access to fewer books.

The global pandemic is not over, but we are so fortunate that in Australia, we have been able to bring the virus under control. There will be more people infected as time progresses, but I have faith that we will control this.

Children paying the price of library shutdowns (SMH Article by Ursula Dubosarsky)

A few weeks ago, Children's author and Australian Children's Lauerate Ursula Dubosarsky wrote a feature in The Sydney Morning Herald focusing on the impact of library shutdowns on Children.

Since this article was written, all students have resumed schooling on-site, even if it is just for one day per week. Some have opted to bring all students back with normal classes each day.

Fortunately (unless directed to), school libraries can still open, but there may be restrictions in place e.g. numbers may be capped during break times). Students can still borrow books.

There may be schools where classes (unless timetabled) may not be permitted to access the library and contain students to normal classrooms to minimise movement around the school.

Primary Schools at this stage from the information that I have cannot have normal timetabled library lessons which deprives students of that opportunity to borrow new books to read but also engage with the library. From the times that I have engaged with primary school students, they love their library lessons (especially kindergarten kids) and the thrill of choosing a book to read and then enjoying the thrill of reading the book. We should at least aim to give them time to borrow and return a book. In high schools, some teachers will send the students in small groups to borrow. I remember in Year 6, my primary school library decided to barcode the entire collection and we were only allowed into the library for borrowing (Yours truely assisted as he was a library monitor at the time).

I have been supervising Stage 3 students at a local primary school in the Sutherland Shire on a part time basis and have been impressed by the teachers requiring their students as part of their online learning to spend 20 minutes reading each day. The kids that are at school start off their day with it. Great Work!!! Even had some great conversations with the students about their reading choices.

While some schools have access to eBooks for students, others don't and that places students at a disadvantage given that eBooks are better alternative than reading nothing at all and I hope that this pandemic leads to every school offering its students an eBook collection. While the preference for reading is print form, there are some situations where eBooks do provide an advantage over print. At least a child is reading.

Every person - Teachers, parents, family and friends all have a role to encourage of our children even with the limitations with access to libraries (public and at school), that they should read each day. Explore the alternatives like eBooks. Read a newspaper or magazine if a book is not available. In NSW, book stores are still open. Invest your money in a good book. Reading will underpin success in life.

Restrictions may be easing, but its not too late to embrace reading.

For our public libraries - Please explore ways to allow people to still borrow. Follow the lead of the Northern Beaches Library and provide a "click and collect" service.

Tip: While Discount Department Stores (BigW, Kmart & Target) provide books at great prices, I find that QBD offer a great selection of books at discounted prices and often for books that may not be sold at those stores.

COVID-19: Thoughts

The COVID-19 pandemic has impacted on all aspects of our daily lives. We have been asked to work from home. School Students have been asked to stay home as well. Public gatherings and social activities have been banned along with any movement around the community that is non-essential.
Public services including our local libraries have been ordered to shut down in the short term.

School Libraries are still open unless library staff have either been asked to work from home. There have also been reports that some support staff have been stood down. Some schools will allow borrowing while many have opted for a click and collect service. This is good step which is better than providing nothing.

As Teacher Librarians, we have been provided with plenty of opportunities to promote digital collections, etc. which can easily be endorsed by students, including eBooks and Databases which allow students to engage in meaningful content for their classwork and general reading without having to leave home. The challenge though is providing directions. I find performing an in class demonstration more interactive than doing an interactive demonstration online as I can easily guide students through the process and give quick assistance. But I know that I have the ability to record the steps using recording software, add some audio and students can then do it at a pace that they can choose.

There are also opportunities for collaboration. All colleagues are faced with the same challenge of providing interactive lessons online and a Teacher Librarian is fantastic in providing that support , especially with information literacy skills, which we need to develop amongst all students. Even the complexities of organising the work and hosting it online is a challenge. Teacher Librarians again can step up to provide support.

On site, some schools have been able to undertake jobs that otherwise could not normally done without disruption - I was fortunate to assist at one school in setting up and commencing their stocktake before the school holiday period. Stocktakes can be done at any time, but then in normal circumstances, there the disruptions that go on which can slow down the process. I have heard of other school libraries doing stocktakes. Great step forward.

I'll reflect on reading for pleasure next week.

Ideas for Collaboration

Last year,  I took some time to reflect on how I collaborate with my colleagues as a Teacher Librarian and to seek possible ideas on how I could better collaborate in my practice.

Softlink consulted Teacher Librarians on this topic and published their results online.

It is a resource that I would recommend for new teacher librarians who may not be sure about how they can collaborate. Even for the experienced, it might stimulate some new ideas or in my situation, reflect on our practice.

Reading and Wellbeing

Last week, I attended Reading for Wellbeing presented by Judith Wellman as part of the School Library Association of NSW (SLANSW) conference - Reach out through Reading.

It was a highly informative presentation and gained some new insights that I didn't expect to know.

One point that was emphasised is that we should get to know Student Welfare officers and school counsellors who can guide Teacher Librarians to identify issues that may be need to be focused on.

Doom and gloom seems to be state of the world at the moment, but literature can help us address them through reading stories that are motivating and inspiring.

The COVID19 outbreak is one such example. Should we be looking at stories that focus on overcoming health challenges in our lives.

Climate Change is another example. Cli-fi can be used to address this.

At the end of the day, literature relating to our wellbeing can help us build resilence in times of need but also help one another combat the day to day challenges that may confront us.

Reading and Wellbeing - The Pretest

The School Library Association of NSW is hosting the first of its two biannual conferences at the State Library of NSW this week.

I have decided to attend a workshop that will focus on reading and wellbeing.

I have challenged myself to undertake a pretest where I will brainstorm what I think about reading and wellbeing.

Next week, I will look back and reflect on what I wrote.

Reading and wellbeing...

• Calms one down when they are anxious and down.
• Stimulates the brain.
• Great recreational activity.
• Motivates people
• Allows one to play with their imagination.
• Settles a class down, especially at the start of the period.
• Can improve concentration in classroom settings and in general.
• Relaxes people (even sends them to sleep)
• Empowers other people

On the Hatred of Literature

On a Teacher Librarian forum, I recently read an article entitled On the Hatred of Literature. I was more curious and found an article from The New Yorker, focusing on why people don't read.

While the article focuses on American reading habits, there is some information relevant to those here in Australia.

When I was at school during the 1990's, there was no social media, the internet took the entire decade to penetrate into Australian homes and then it was slow because a telephone line was required as part of a connection.

Not to mention, Pay-TV was in its infancy, computer gaming was nowhere as advanced as it is now and no streaming media.

If you wanted to read a newspaper or magazine, you had to go to the newsagency and purchase it in person. No electronic editions were available.

Technology has eaten away at time that could be used for reading and that even includes the rise of social media.

One argument I may question is read by socioeconomic status where it is claimed that those that are more financially well off are more likely to read than those in lower socioeconomic classes. It does interest me from experience how those from lower socioeconomic backgrounds tend to be sometimes the most committed readers in our schools or those who speak English as an additional dialect.

But what about the busy nature of lives? Does that have a part in it? I think so.  There is so much competing for ones time, work and leisure related

The article doesn't mention about reading and performance at school even though the two are linked to each other.

It does remind me that I have to promote reading as a fun activity which can be just as entertaining as what is screened through our television sets and screens.  I make sure that books that I recommend reflect student needs and interests. Forcing students to read a particular type of book will not help them.

People will read if we talk about reading. I feel more keen to read if I am talking to people about what they read. It's usually the best source of finding out what is worth reading or not.

I think time management comes into play as well. I always have told students that there are ample opportunities to read in their daily routine. Many students in Sydney commute on public transport. The door is open up to read a book instead of texting their friend/s on the phone or to pass the time while they wait for a late train or bus to turn up.