Who am I?
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Librarian
Assistant Headteacher
Literacy coordinator
SLA School Librarian of the Year 2012/13
Libraries, Literacy & Reading Consultant
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Save the Child
Civitas
Unesco
Secondary schools
Primary schools
MLS
Past Chairman FCBG
Founder National Non-Fiction Day
Founder Illustr8or
FCBG project coordinator
SSAT Lead Practitioner
Past SLS advisory resource librarian
What do I in school?
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Lead on literacy and information literacy (prep)
Collapsed timetable coordinator (extended learning days)
QiSS coordinator
Cultural Diversity Award coordinator
Trust Partner
Governor
Governor Mark coordinator
Reading Partners founder/coordinator
Secondary school librarians CPD coordinator
MPS trainer
Middle managers training programme
Charity coordinator
Dissemination
of
skills/resources
Our role
Information
literacy
Whole school
Impact
Links to
literacy
and
learning
Our role
Reading
for
pleasure
Whole
school
Impact
Dissemination
of
skills/resources
Our role
Literacy
Whole school
Impact
The evidence from the evaluation demonstrated that
information literacy is not well developed in most
schools and particularly not in secondary schools with
little evidence that schools were explicitly and
systematically implementing an information process
model across the curriculum. Very few schools were
using a school-wide information processing model and
it was found that many students could not articulate a
common approach.
Information literacy @MWS
 Prep for learning
 Teacher led
 Part of lesson planning
 Part of T&L within school
 Heavy use of PLUS model
 Part of appraisal process/teacher standards
 Regular training
 SLT implemented
 School Development Plan & Department Action Plans
Prep for learning
 No homework
 Prep is carried out before lesson
 Important part of T&L
 Lots of literacy and IL potential
Teacher led
 Library does not train students in IL
 Embedded in every lesson
 Teachers deliver the skills needed to students
 Each piece of work set utilises IL
Part of T&L & PLUS model
 Use of PLUS model for all work set
 P&L section used within lesson
 All students go away with idea of what’s needed
 Fits into literacy
Part of appraisal process & SLT
 All teaching staff as part of their appraisal have IL
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focus
A feature of SGP
A must on Department Action Plans
Learning walk focus
Book scrutiny focus
SLT directed
Reading for
pleasure
Non
fiction
Information
literacy
Non fiction national picture
 CIFFA October 2011 stated Non fiction borrowing
down 15%
 YLG Cilip group stated Non fiction borrowing in
schools down.
 In 2006 NF loan mean was 4.02
 In 2011 NF loan mean was 2.7
 2012 Nielsen BookScan NF sales down 9% in 5 years
 Estimated £41.1m made up of study guides - £22.6 and
TV tie-in books
Non fiction in schools
 Borrowing figures down
 Reading for pleasure/browsing stable
 Reading for educational gain down
 Use of NF for research based study down
New thoughts in NF
 Herts working group
The way non fiction is used in schools has never changed, yet
the environment we work in, education and the world,
especially technology has. So should we continue in the same
vein when it doesn’t seem to be working?
Aims
 Understand how NF is used in schools
 Discover what the problems are
 Find a solution
Non fiction @ MWS
 “How are NF books used in our library”
 I’m studying ?? in science do you have any books to help?
 I want a book on animals, but not a story book!
 Can I have a box of books on reproduction please?
 3 different types of collections
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Dept resources
Short loan resources
Facts4fun
The Dewey question
 What are we really wanting the students to learn about
searching
 Dewey is just one way of many in ordering books
 We use ordering for all sorts of things
The skill to know how to find out what system is used is
the key. Once we know different places use different
systems and we have the skills and knowledge to find out
what system that is we can locate anything, anywhere.