Libraries’ role in supporting
reading and learning for adults
with literacy needs
“The Vital Link has enabled strong partnerships to be developed between libraries and adult learning. It
has allowed libraries to demonstrate how reading for pleasure both enhances and enriches the adult
literacy curriculum. This updated improvement framework is very welcome as it means that libraries can
continue to develop their work with adult learning, building on the work already done.”
Fiona Williams, President of the Society of Chief Librarians and Head of Libraries and Heritage, York City Council
Background
Over half of adults (56%) have literacy skills below the level of a good GCSE.1 Despite great advances in the scale of
achievement and provision since the start of the Skills for Life Strategy in 20012, there remains a stubborn skills problem in this
country. Libraries have a special contribution to make in engaging, inspiring and sustaining adults on their reading and learning
journey as part of their core business of creating a nation of readers. Research tells us that reading for pleasure can improve
people’s skills at the same time as increasing their motivation to read and learn more and that libraries have a valuable role in
supporting this activity.3
The Reading Agency is launching a new improvement framework for libraries’ work in this area, building on the body of practice
developed through our work with the Society of Chief Librarians, the Museums, Libraries and Archives Council and individual
authorities since 2003. This is underpinned by the principles of The Vital Link - our approach to partnership working between the
library and adult literacy sectors developed with the National Literacy Trust. With the drive for improved skills high on the policy
agenda at national and local level, and some funding streams for formal and informal provision soon to shift to local authorities,
there’s an exciting opportunity for libraries. Working in partnership with local learning providers, it provides a new platform for
libraries to promote their role in achieving better outcomes for existing and potential adult literacy learners through improved
skills, confidence and employability.
Our framework sets out the management commitment considered necessary for a high-quality offer from libraries to be in place
for adults with literacy needs. It groups the elements of service development around four themes - accessibility, learner
support, stock provision and reader development activity – together with examples of best practice in each of these areas.
The framework is supported by a range of creative tools on offer from The Reading Agency: our unique database for emergent
readers at www.firstchoicebooks.org.uk; learning resources to support use of reading for pleasure; our own practical schemes
Six Book Challenge (www.sixbookchallenge.org.uk) and Chatabout (www.chatabout.org.uk); close links to key initiatives such
as Quick Reads and BBC and NIACE campaigns; and continuing advocacy to the skills sector on behalf of libraries. It also
provides the starting-point for a range of capacity-building modules that we will be offering libraries in 2010 onwards.
For more information, please see http://www.readingagency.org.uk/adults/work-with-adult-learners/ or contact
genevieve.clarke@readingagency.org.uk
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Skills for Life: Progress in Improving Adult Literacy and Numeracy (National Audit Office 2008)
for Life: Changing lives (Department for Innovation, Universities and Skills 2009)
3 Practitioners leading research: Weaving reading for pleasure into the Skills for Life adult literacy curriculum (National Research and
Development Centre for Adult Literacy and Numeracy 2007)
2 Skills
2
Management commitment to libraries’ offer for adults with literacy
needs
1 Libraries’ work to support adult learners with literacy needs written into the library service plan and the local
authority’s adult learning plan and linked to local PSA targets and appropriate National Indicators. It should also be
recognised as part of the libraries’ contribution to informal adult learning through the Learning Revolution.
2 An identified member of staff responsible for coordination of this work across the authority, linking reader
development with lifelong learning/social inclusion activity
3 A partnership at authority level, at a minimum with Adult & Community Education and/or main local colleges, with
a steering group to plan, monitor and review a work plan. This should be replicated in partnerships with local
providers at area level.
4 Budget allocation for stock and reader development activities for adults with literacy needs across all service
points.
5 Use of an evaluation framework for monitoring and gathering evidence of impact on this target audience and the
quality of the offer
6 Budget allocation for staff training, eg partnership building, customer care, adult literacy awareness, stock
knowledge and reader development, across as many service points as possible
7 Awareness of and implementation of relevant regional and national initiatives, eg Six Book Challenge, Quick
Reads, Adult Learners’ Week, Learning at Work Day, BBC campaigns, Learning Revolution, etc, as part of ongoing
activity for this audience
8 Use of a range of strategies to reach potential new learners (eg partnerships with agencies working with families,
with workplaces through union learning reps, etc)
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Standard offer
1 Adults with literacy needs are welcomed by
library staff in and beyond the library, can join
easily and feel comfortable in the library
environment
 Clear signage so that new users with low literacy
can find their way around easily and can locate
materials in accessible formats
 Information packs are renewed on a regular basis
for tutors and tailored for learners
 Simple joining procedure that is not a barrier for
those with low literacy and can be used outside
library
 Longer loan periods for learners and bulk loans for
tutors
 Welcoming staff (ie understanding of the target
audience through appropriate adult literacy
awareness training)
 Library tours on offer for groups of learners and
individuals
 Regular outreach activity beyond the library walls
to attract new users and learners

2 Adults with literacy needs can turn to their
library for taster courses and other informal
learning and for information about progression
opportunities
 Information on courses and other learning
opportunities available (eg IAG expertise)
 Informal support for adult literacy learners
 Classes available in library
 Support for using IT available for adults with low
literacy
Best practice examples
 Adults with literacy needs involved in consultation
to make the library as accessible as possible
 A regular newsletter for local learning providers
 Open events in the library for tutors
 Mutual awareness raising sessions for library staff
and tutors
 No requirement for ID or completion of joining
forms
 Chance to join the library in literacy classes, on
mobile visits to workplaces, at outside events
 Special tours or events for learners when the
library is closed
 Courses to introduce new users to the library, eg
library virgins
 Library staff given adult literacy awareness
training to fit their role, eg customer care and
stock knowledge for frontline staff, support
training for those working one-to-one with
learners, outreach training for those working with
external partner organizations, reader
development training for those visiting classes or
running reading activities
 Staff can offer signposting and referral to a range
of local courses
 Advice sessions available in the library
 Opportunity for less confident users to get support
with adult literacy issues, eg form-filling
 Range of classes available in the library from
tasters to full-length courses
 Easy access to basic course material offered by
providers such as UK Online and BBC
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Standard offer
3 Adults with literacy needs can find appealing
reading materials at the right level and get
involved in selection and display of new titles
 Stock to meet community needs (eg Entry Level
learners, emergent readers, ESOL)
 Attractive, non-stigmatised book displays for
emergent readers (eg Quick Reads, Six Book
Challenge collections)
 System for feeding back views and needs from
learners
 Books and other reading materials offered to
students in classes
 Regular library input into adult literacy provision
4 Adults with literacy needs can get involved in
creative reading activities at the right level
 Library staff able to signpost to and promote
appealing titles at the right reading level for adults
with low literacy
 Library staff involved in supporting reading for
pleasure activities in formal and informal adult
learning, eg reading for pleasure integrated into
lesson plans and curriculum delivery
 Emergent reader groups, Six Book Challenge,
reading chains and special events in the library;
integration with family reading and learning,
reading promotion in the workplace, etc
Best practice examples
 Range of attractively-displayed stock for different
literacy abilities, eg Fresh Start for Entry Level,
Quick Reads for emergent readers
 Learners involved in selecting stock on buying
trips and in feeding in reviews for noticeboards or
library website
 Library staff liaise with local tutors and other
partner organisations (eg children’s centres,
workplaces) to offer book collections and visits to
classes to introduce library resources
 Regular investment in new emergent reader titles
(eg Quick Reads) to cater for needs of local
partner organisations running the Six Book
Challenge and Chatabout reading groups
 Frontline staff fully aware of range of reading
materials on offer and able to promote them with
confidence and sensitivity to adults with literacy
needs and the people who work with them
 Regular liaison between library staff and local
practitioners to ensure that reading for pleasure
with the support of libraries is embedded in formal
and informal learning activity
 Creative reading activity in and outside the library
a regular part of the offer to adults with literacy
needs, eg library runs and celebrates Six Book
Challenge annually, establishment of emergent
reader groups through Chatabout, regular
collaboration with local children’s centres,
workplaces, learning centres for author events.
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