Copyright for Educators - What I've learned so far

I have decided to enrol in the Copyright for Educators course to broaden my knowledge of Copyright particularly in a legal and educational context.

I am hoping it will guide me in teaching academic integrity to students, particularly as a student may not be aware that they are breaching copyright.

I have been interested so far with the overview of copyright and who owns material.

Several weeks in, I have been amazed at the regulations associated with using material for educational purposes. I have to admit that are all guilty of some sort of copyright breach on a regular basis, and most of it, we wouldn't even notice.

So were actually running the risk of being caught.

I remember a few years ago, a colleague at one school told me that the school claims ownership of any resources that the individual teachers might have created for classroom use. I thought it was bizzare, but that school under the law was in fact correct. They are the owner of the resource, not me. If I use a resource at another school, under the law I cannot use it because the resource is the property of the school.

And I recall one colleague embedding watermarks on their sheets to claim ownership, well the school owns them under the law, not the teacher. They would have to create the resource at home and publish it through a publisher to claim any ownership.

Copyright is a complex topic, but it will certainly inform me on how to advise teachers as to what has to be applied in terms of copyright in the classroom.

Congrtulations to Waverley College PRC Participants

I was reading Nurrunga (Newsletter for Waverley College) this week and was impressed to read about the efforts of those who did the NSW Premiers Reading Challenge this year. 79 boys completed the challenge this year. I am proud of them all. Congratulations to the boys and the Library Team.

When I finished at the end of Term 1, 95 had registered. I do not know the final figure for registrations.

Below is the newsletter article.

Working for free - some thoughts

In this past week, I was asked by someone online to reconsider my availability for unpaid work as it was seen to be undermining the profession. Here are some thoughts that I shared about working for free, with them and some members of the profession. 

Some might think a persons decision to work for free is going to undermine the profession. At the end of the day, it comes down to the individuals decision of whether or not they are going to offer themselves to work at the award rate, less than the award rate or work for free.

Working for free can benefit an individual. When I did my Master of Education (Teacher Librarianship) course, I felt that the course was not going to have the soft and practical skills needed to do the job and offered myself to do some unpaid work as a means of getting experience. Even as a casual teacher, I managed to do this for about a year or so along with unpaid work in a council library.

Personally, doing this free work not only helped me with gaining skills and professional experience but boosted self esteem and confidence. You might not be getting paid for it, but you feel like you are doing something. You then meet people who can refer you on or even offer you work. ​Employers will look upon it in a positive way when they are looking to hire you. At the end of the day, it is better than sitting at home twiddling your thumbs. 

Thank you to those who contacted me with their messages of support and sharing their own experiences of working for free as well.

Some entries where I reflect on that experience are below:

Entry 1

Entry 2

Entry 3

The importance of Reading

Below is a slightly edited extract from a newsletter article that will be published in the newsletter for Kingsgrove North High School here in Sydney focusing on the importance of reading and relating it to Book Week. One of the objectives of Book Week (August 20-26) is to highlight the importance of reading. Reading is a key skill that underpins success not just in learning, but also life. How can a person add or subtract numbers if they cannot read? How can a person explain the steps in undertaking a Science experiment if they cannot read? Currently Australian 15 year olds are ranked 14th in Reading amongst OECD nations, which is actually a decrease when compared with other nations from the year 2000. I have come across students at various schools who tell me that they don't read because they "Don’t like Reading". This perception may have formed because reading has been approached as a chore e.g Students must read certain books or texts in the classroom or one does not understand the context or setting of the text. Reading is then presented as unenjoyable and this will put off students from reading altogether. Reading should be a pleasurable experience. Don't be afraid to read what interests you, whether it is a book, eBook, magazine or newspaper. Aim to allocate fifteen minutes each day to read. Our library collection is not just there to help students learn, but also to stimulate the imagination and curiosity when we need it. The library team is more than happy to assist you. Some do lose interest because their reading levels are not as high as their peers. They may not understand the language or themes presented. How do we make reading more pleasurable for them? Again,focus on their interests, but also do not be afraid to select material that is easy to read. As they gain confidence and start to enjoy their reading, then start to introduce more challenging texts.

Self-Service Printing

Last year, I mentioned about getting a self-service printing and photocopying service while the Teacher Librarian (Acting) at Georges River College -Hurstville Boys' Campus with the focus on establishing learning habits.

What amazes me from reading various Teacher Librarian messageboards and from what I've seen at some schools is how some prefer that it would be preferable for students to see the library staff in their staffroom and do their printing there, whether or not they are charged for it.

My first concern is students being present in a staff area. Staff require their own workspaces to undertake their work, even library staff. It can be intrusive if a group of students are in there. If seeing a student, I aim to consult them on the floor of the library, where I can also supervise students. If the matter is more private, then I would only see one student at a time. Boundaries need to be maintained.

Some students just rush and sit at staff computers and desks and this then becomes a discipline matter as some think that they have entitlement to the facilities reserved for staff. I would remove a student from the library in that instance.

My second concern is that library resources or personal items can go missing. Someone might be there on the premise of "printing" but might want to help themselves to something that is not theirs

My biggest concern though is on productivity and provision of library services. If I am sitting at a desk printing work, then a student who needs to locate a book or seek assistance with an assignment, would have to wait. Also I would be unable to supervise students. If there was self-service printing, I can still assist with printing, but that would be on the main floor of the library and still can maintain an active presence.  If in classtime, I would then have to stop doing whatever task needs to be done.

I am an advocate for schools using self-service printing for the following:

• Allows library staff to be more productive in their work - We can attend to more complex matters or provide direct assistance in providing library resources.
• Keeps students out of staff areas. 
• Independent learning habits - Students assume responsibility for their learning especially in the process of publishing their information and adhering to deadlines. 
• Printing is a quicker process - A photocopier can process jobs with ease e.g. jobs are in a queue. Students just need to login to a computer available
• Less wastage of paper and resources. 
• Additional services e.g. scanning

While there is a financial cost in acquiring the photocopier and upkeep, it can pay for itself through charges for printing and photocopying. Through systems such as Papercut, printing can be monitored and linked to student accounts.Students can purchase credit for use and can be topped up.   Yes there is some administration involved in collecting funds, recording it on the system and paying fees for the software but the benefits outweigh it.

eTextbooks in the classroom

As a student, I remember the hassle of having to carry heavy textbooks in my school bag each day and this wouldn't have helped my back at all.

I was reading an article in the June 2016 issue of ACCESS by Martin Gray (Library Manager, Singleton High School) looking at the role of eTextbooks in the classroom and its a big step forward.

At the moment, I have only encountered the pdf versions of existing print editions. This is handy in terms of allowing portability and access but can create copyright issues. It's easy to create a pdf copy of any textbook or to print out 30 copies of a chapter from a computer or publish a chapter on a learning module like Moodle or Schoology or Haiku (Waverley College) and let the students download the files.

The big challenge is working around the formats and devices. Some providers will may have eTextbooks in one format, but not in another. This creates hassles for schools especially where a BYOD policy is in place. As Gray pointed out, its not easy to transfer from system e.g. Apple to Windows and vice versa. The question is also raised - Do we use eReaders or Tablets or both? Cost is the issue and asking students to buy two devices is cost prohibitive

It is encouraging how eTextbooks could allow for a more immersive experience as opposed to either reading or summarising the content and completing the activities that are attached. The ability to play audio, video and provide links to other resources give greater scope for one to engage in learning.

Google Photos & Flickr

I do love my photography, especially that of urban scenes or events.

Recently, I was dismayed at the decision by Flickr to charge users for an app that allows for their photo directory on a computer to synchronise and upload photos to their accounts. This took the stress off me in terms of organising photos for uploading as the app scanned the selected folders and only uploaded recently taken photos.

It makes cloud back up of my photos alot more difficult now.

But Google Photos have stepped up to the plate. They have now replaced Picasa as a photo hosting site for Google. You can upload up to 15GB of photos in any size, or unlimited uploads of photos of up to 16 Megapixels. Any higher than 16 megapixels and the image will be resized. While the backup works, it does mean for me a loss of photo size as some photos are 20 megapixels.

Compare that with Flickr which offers a generous 1TB of storage space for each account. Still that is very good. 

I am in the process of backing up 110 000 images from my computer taken over 14 years. This is about 100GB in size. I like the simplicity of the free backup app which gives security, but compressing the images will let me down, especially with photo editing. Also they don't upload by folder, they leave it to you to organise the images into albums. 

But in the classroom, the simplicity of Google Photos will help and the fact its tied to your Google account will make its use easier. But what about if a person finishes school or leaves? What happens then to the images

20 Tips for Better Book Displays

Sometimes when confronted about creating a new book display, my mind can go blank and that happened to me recently for some reason. Some of the ideas that are suggested tend to go along the lines of the American School Year, which follow their seasons, not ours.

I needed remind myself of the some of the rules that can make a book display a good one.

Also I thought I'd share a link  with tips on how to make a library display more eye catching. It was prepared by Lynne Mannolini, a library officer in Western Australia. It can be anything library related as well where you can apply it to.

Picking the right book with the PLUS Model

I wrote this feature on picking the right book as part of a library report for the newsletter at Marsden High School, I based it on this article which suggests applying the PLUS model.

From time to time, I will have a student say to me “I don’t like reading”. Why might a student resent having to read? There are many factors at play. We may be told that we have to read a certain book as part of our learning and that it doesn’t interest us, or we may feel that our level of reading is “not up to scratch” against our peers.  

In the past fortnight, I have completed The Sky is so Heavy by Claire Zorn and Pennies for Hitler by Jackie French. I enjoyed reading both of them, and was quite tempted to not put the books down.

So how do you pick the right book to read? I recommend applying the PICK method (Purpose, Interest, Comprehend, Know the Words).

Purpose - Finding the reason/s why we are reading the book. Hopefully it is for fun or to learn something new.

Interest - What interests us in our lives like our activities and pursuits. There might be topics or themes that relate straight back to it. Have a look at the cover/s, read the blurb on the back cover or flick through the pages of a book to help you make a decision. In the library, books can be identified through genre stickers (Fiction) or by organising books by subject (Non-Fiction) to guide students.

Comprehend - Selecting a book according to our reading ability and being able to understand the information that is being presented.

Know the Words - Understanding the language or words used. If it is too hard, do not select it.

So how did I apply this model with my recent reading? I read the books for enjoyment, but also to recommend to students (Purpose). I enjoy reading Science Fiction and books set around historical events. For instance, Pennies for Hitler is set in World War II Europe and Australia (Interest). My understanding of the events of World War II also guided me in my selection of Pennies for Hitler while The Sky so Heavy allowed me to challenge my understandings of the outcome of a Nuclear War on society (Comprehend). Given that the books were written for younger audiences, I knew I would have little difficulty understanding the language (Know the Words).

There are other tools available to guide in the selection of the right book. The library catalogue is available online and includes reading lists to guide your reading. As mentioned, genre stickers have been placed on Fiction books to identify them by genre. Library Staff are there to assist as well.

Accreditation Complete

I logged into my BOSTES account this week and found that my status is now proficient which means I am now officially recognised as a teacher in NSW. This will open some new doors for me professionally.

I would like to thank Waverley College and the following staff in particular for their support in getting the evidence together and completing the paperwork:

• Ray Paxton (Head of College) - for his constant support in my work at the College.
• Tony Moore (Director of Personnel Services) - Guiding me through the steps involved in submitting the evidence and ensuring that my portfolio complied with standards set by the College and BOSTES.
• Lynsey Porter (Head of English) - Giving up her time to complete a lesson observation during Term 4, 2015 and providing useful feedback to support my professional practice.
• Sherri Falkinder (Acting Head of Library) - Liaising with senior staff when needed and for providing me with time to prepare the portfolio. 

Also, a big thanks to Jenny Williams (Former Head of Digital Learning & Information Services, MLC School Burwood) who was able to sign off samples of evidence from my work as Teacher Librarian (Acting) in 2014 at MLC Burwood. 

Kids & Family Reading Report

I am working my way through the Kids & Family Reading Report which has been published by Scholastic.

So far I have been quite surprised at some of the findings and the enthuaism that kids have for reading, even if it is not being visibly expressed.

Yes the results drop through secondary schooling, because more time is required for one to engage in academic reading and study.

But one element of interest to me is how nearly three quarters of kids would read more if they could find more books that they like.

I have to remind myself about knowing the students, their reading habits but also their interests. I have noticed in partticular that conversations that you have with students in the library are important to guiding students.

Suggested reading lists are always a good key because the popular or related items can easily be listed and identified. I have done that with the NSW Premiers Reading Challenge at Waverley College and the response from the participants has been very good. They actually asked me questions about the books and being able to recommend the item (or not). Why do a reading list? It can act as a guide given the overwhelming choice of books that a school library can offer these days.

I have noted it before, but if a student is a reluctant reader, I always ask them what their interests and hobbies are and then try to find a suitable book/s for them to read. I have found that they are more likely to engage as a result.

Also, getting kids to read is about giving them choices, like allowing one to read non-fiction if they wish instead of fiction. restrict Narrowing choices can put one off reading.  Neither, would I ever recommend what I have seen one English teacher do at one school - make their students select from one of two books to read and use poor behaviour as justification for that. If a student can choose what to read, won't they be more likely to do what is required?

Technology in the classroom: Is withdrawing the use of laptops from classrooms right or wrong?

Last month, there was media coverage relating to the decision by a Sydney school to ban laptops from use in the classroom because of views that they "distract" the learning process.  This does go against conventional views on the use of technology in the classroom.

From my experience, I can understand why  laptop use might be discouraged because students can be too distracted and makes managing student behaviour a challenge. But could the ramifications of such an approach cancel out the benefits associated with using technology in the classroom?

There are some learning tasks where a pen and paper approach might be more effective, but using  information and communication technologies does allow for transformative learning to occur as emphasised under the SAMR model. I have been a keen advocate for use of technology in the classroom because you can do more with technology than pen and paper technologies can do.

I have pointed out that students can present their information in different formats through technology  e.g. practice new words in a foreign language by recording a TV interview with a student acting as a famous sports star. You can find out information in real time or compare different perspectives.  

With so many demands in our lives, it is important that we are productive with the limited time that one has. Forcing students to handwrite assignments is a time consuming process, and presentation wise isn't as effective as typing it on a computer. Some students would be disadvantaged especially if their handwriting is poor. 

Students love using technology; best reflected in their everyday use of digital devices including phones, tablets and computers. If we can let students use the same technology that they use for recreation, why cannot we use it in an educational sense? They are more likely to engage than if I were to make students read from a textbook and answer comprehension questions. 

Also I felt the need to share this article by Anthony Segart, a student at St Andrews Cathedral School, Sydney as well because it helps support the reflections that I have made.  As an educator, I am obliged to equip students with the skills that they will need for active participation in a 21st century society. This includes equipping students with the skills that they will need in order to use technology effectively. 

He does make one additional point which is my challenge for me as an educator - How do I teach students to manage the distractions that technology can provide? Well one answer is making the lessons meaningful and relevant but also help students try to block out distractions, like we have to do in the physical world.

The benefits of OLIVER

In the current issue of Scan (Volume 35, Issue 1), Sonya Engelen outlines some benefits that OLIVER has bought to the students at Thirroul Public School.

OLIVER has become the standard for library catalogues in schools in NSW. Not only is it used in Department of Education Schools, but also through schools managed by the Catholic Education Office, Sydney and independent schools.

I have used or being exposed to other systems over the years and OLIVER is by far the best. Sonya has raised those benefits well like the Web 2.0 interface and ability to create lists containing resources for a topic. It simplifies the work in locating and selecting resources. As a teacher, I actually like creating and maintaining resource lists because it guide me in which resources to use in the classroom but also share it with students, so that they can actively use resources. This can be easily updated and changed as resources come and go.

Also the students can take ownership through providing book reviews, particularly if one is struggling to pick a book of their choice. This can also be tied into library feature reports in school newsletters

She does point one challenge in terms of educating students in how to login and access the catalogue, which is one challenge I'll have to set myself to do. At  Waverley College, I introduced students to the basics of OLIVER, like how to do a search, locate lists and identify the format of resources, but need to focus on the more advanced features like accessing the lists, advanced search features and even how to actually reserve a book without one having to go to the information desk.

Nick Earls article on importance of Teacher Librarians in schools

I was speaking to two friends that live in Victoria and work in primary schools, and asked them recently about Teacher Librarians working in their schools.

They told me that neither of their schools had one but had libraries. Budgetary issues were identified as one reason.

And then a colleague emailed me an article written by Nick Earls that got me thinking about the problems that not having a teacher librarian could have for schools, even schools that have an unqualified teacher librarian managing it.

The first problem is that the collection is more likely to become mismanaged. Collections are more likely to be poorly maintained like outdated resources or items easily disappear. I can testify that from experience at one school and while fixable, the time to fix it will be a long one.

There was one matter that affects even us qualified teacher librarians - The self checkout. Yes the public libraries have them but does self checkout help students pick the right books? Experienced school library staff have a broad knowledge of literature and can make a recommendation based on what they know to each student. Without that guidance, it can create problems. A parent could ring up the school and complain if their child has borrowed a book that may have objectionable material. A student may not be able to utilise or use a book effectively e.g. Borrow a book that is above their reading level.

But what else does a school lose from not having a teacher librarian?

• An advocate for reading - Teacher Librarians love to read and they want others to read as well. The ultimate role model for reading. I can see from my practice how I have encouraged others to read. There are kids for instance who are doing the NSW Premiers Reading Challenge, who might have not done so in the first place. I am even reading books and seeing if I can read 20 books from the PRC list. Will be handy for making book reviews. 
• Less opportunities for innovation in teaching and learning. It has been reported that ICT skills amongst school students in Australia is on the decline.  A Teacher Librarian is able to collaborate with colleagues to provide teaching and learning experiences that not only incorporate ICT skills, but also educate students on how to use them effectively.
• Students will engage less with literature - The internet is not a one stop shop for information. Through a Teacher Librarian, they will be exposed to information in differing formats including print. Even in this digital age, youngsters love their printed material. Think wide reading. Would students and teachers know whats even there?
• The library is not valued as a centre for learning. The library more or less becomes a storage area for books; a bit like a museum. Books are not used for what they are intended for. 
• Developing skills in critical and creative thinking. In this globalised society, we need to make the right choices and in order to do that, we need to think through critically. In countries like Australia, we lack innovation, and if Australia wants to compete with the world and remain a leading society, we need to have skills in creative thinking. Libraries with their wealth of information can give one the ideas needed to engage in that think, but also be guided in how to express their thinking, not just creatively, but critically. 

NSW Premiers Reading Challenge 2016

It is that time of year again, with the NSW Premiers Reading Challenge now underway for students in Kindergarten through to Year 9.

I have been involved in the setup this year at my current school, and have been busy promoting the challenge, and having it to do it with no resources from the official website as nothing has been provided. Other Teacher Librarian's have flagged this as well over the past week or two on message boards. To promote the challenge, I decided to create a "logo" from a header used in the reading log from last year. I have sent it to one Teacher Librarian. Feel free to contact me if you want a copy. However I am aware from the NSW PRC newsletter that promotional material is on the way.

I have visited a number of English classes and have been encouraged by the response by the students. In fact it looks like the number of kids participating is set to double from 2015.

There have been a few that have expressed their interest that you might not normally associate with reading. I will admit that while it is not a race to see who reads 20 books first, some have joined after I persuaded them do so as a way of outshining their peers., and using that as a challenge for them to hopefully get them to read 20 books. 

Yes, I have certainly got in early and why not. With busy lives, the kids need as much time as possible to read. I felt last year that there was rushing towards the end, and that worked against some kids. It was too late to reach the goal. Getting them to read before the official start has been a focus with a brochure printed out and distributed. 

No More Teachers, No More Books - MacWorld Article

I came across a good article from the February 2016 edition of MacWorld Australia looking at the impact of technology on teaching. It also doubled up to as a chance to promote apple products for use in the classroom.

I recommend this article for one to read and I do have three points to comment on from my reading:

• British Educator Sir Ken Robinson mentions that education is at a tipping point as the way we educate kids has been unchanged since the start of the industrial revolution; that education is a production line. All kids do the same work and vice versa. I think we have passed it because it has been accepted for a number of years that we have to differentiate learning according to learning needs. Even as a school kid in the 1990's, I look at situations where lessons etc were modified for me or other students to reflect individual needs. 
• It is suggested that the role of the teacher is under threat. As a Teacher Librarian, I am reminded of those that say that we ourselves are under threat. Not at all. The role of the teacher is ever changing and evolving to reflect the society that we live in. We guide students in their learning and teach them how to use the wealth of information around them. 
• The article tries to suggest that printed books are on the way out thanks to iPad's and eBook readers. Yes, technology gives us greater scope for one to publish their works and to share it, and has opened up opportunities not previously available, but there is no mention of the continued interest in print resources. People still prefer their printed resources, and this can be for various reasons like reading, note-taking, interaction with text or simply the physical feel. Printed book sales have been rising Print is not dead. Technology just opens more options. 

Some tips to become a better library leader in 2016

Thank you to Jenny Watts for posting this link on various Teacher Librarian message boards today about some tips to help us in the Teacher Librarian profession become better leaders:

http://librarylostfound.com/2016/01/05/9-ways-to-become-an-even-awesomer-library-leader-in-2016/

It has encouraged me to think more about my engagement as a member of the profession. I do like the point about engagement with the community including volunteer work. I have as a casual and in shorter temporary full time blocks have engaged in volunteer work through Hurstville Library, though I do concede I need to reconnect with a little more, especially my role as a Justice of the Peace.

They now have a weekend service, and should explore doing that service. And there is the need to focus on professional development, a challenge which I recently identified. I will admit to reading journals and the like, but some more face to face or online courses would need to be done. There is also networking with the profession through professional associations and networks. And blogging too can also help!!!! My blog entries in 2015 were well down on previous years.

The Year Ahead

Normally, I don't write about the year ahead but this year I felt a need to look ahead. Before I do that, I look back at the year that was.

Professionally it was an exciting yet challenging year. The big focus was preparing the accreditation portfolio which I had drafted in late 2014. By the end of the year I was thrilled that the portfolio was completed and submitted to my current school for their consideration. For casual and temporary teachers like myself, doing the portfolio is just as challenging as it requires alot of self discipline and independence, which I was able to show. I encourage anyone in this situation to adopt this approach, and where help is available, seek it.

Term 1 saw me as an "on-call" casual teacher and it was mostly casual Teacher Librarian Work, which out numbered the classroom days which hasn't really been the case for me before in this situation, but Term 2 saw me on temporary appointments that took me through the rest of 2015. Term 2 saw me at Georges River College - Hurstville Boys Campus and then returned to Waverley College for the second half of the year. Each school threw its own challenges at me. Hurstville Boys' allowed me to show independence and decision making. Also an opportunity to create procedures and systems for effective library management. I did comment mid year on how I even noticed a change in behaviour when the students took ownership by lending me a hand with key library jobs based on reading I had done. It has even helped me at Waverley College.

At Waverley I've had many opportunities to build on and consolidate those skills and also adapting them to another library. Another highlight was working with Year 7 in their literacy lessons and presenting library sessions to the boys on digital collections like eBooks and eAudiobooks. I also ran some great research skills seminars with some Year 7 Religion classes focusing on referencing. Moving forward, I anticipate that the accreditation at proficient level occur during the course of Term 1 and that for me is a big milestone because I will really in the eyes of society be seen as a teacher; as an educator and that I believe will open some new doors. At this stage, I will be at Waverley College for all of Term 1 and it looks to be an exciting term ahead.

Like in 2015, I will continue my involvement with the Literacy program with Year 7. Who knows what else the term will throw? I will focus on more professional development and also keeping up my professional readings as well, which I do enjoy making a regular comment on here and putting it straight into practice. I like to learn and build my knowledge on anything. The world is never the same and is always moving. The rest of the year though is an unknown, though from the past things do come up and when they do they just happen!!!

The year could go several ways, but I do have plans for whatever happens. It may mean going back to casual teaching but that would open opportunities itself. I was sad I had to knock back some casual work offers but I truly appreciated the offers because it told me that as a Teacher Librarian and even as a Teacher, I am in demand. If you are working at a school and need someone to take care of your library, need an extra hand or two or join your team, please contact me.

By the way I am happy to work for free if needed because I don't want to lose my skills and working for free can open up career opportunities. I have had wonderful experiences that have aided me in a paid job.

The rise of eBook collections (SMH Article)

Last Saturday (16/1/2015), The Sydney Morning Herald did a short feature on the rise of eBook collections in public libraries in Sydney. Sydney City Council now claims to have 10 000 eBooks in its collection.

It also claims that more people are joining libraries in response, encouraged by the convenience of iPads and Kindles as a reading tool, and existing members are borrowing more regularly which is encouraging news.

But the article fails to mention the percentage of eBook loans in comparison to loans of printed items. There are definitely some that have been attracted to borrow because items are now available as eBooks and don't have to lug a printed book around, or is it merely because people want to read something in print? Or perhaps did reading something in a digital form encourage them to pursue reading in a printed format.

Also have loans of printed items increased? We don't get that figure either.

Looking on the positive side, it is good though to see people making use of their local libraries and their collections, while at the same time developing their interest in reading. As I do believe, some are more suited to reading items digitally as opposed to print. Everyone has their style of learning and therefore everyone has their way of reading.

And what if one cannot access that printed copy of a book that they want to read at a particular point in time - at least an electronic version will fill that need, unless they really want that tactile version.

What about in a classroom situation? There will be no longer an excuse to not have bought a book to class, especially if the school library has its own eBook collection. I would be encouraging my students as well to pursue membership of their local library, not just for their digital collections, but also their print collections. Every library in every council area has its own unique collection of books. From holding accounts with four councils, I am often coming across items that are "exclusive" to that collection and have read some very interesting books that I may have not come across. I even want to recommend them for my school library!!! I might make that a challenge for this year in my work.