Book contents
- Frontmatter
- Contents
- Foreword
- Key recommendations
- Introduction
- Notes
- Abbreviations
- 1 The school librarian and learning: CILIP's vision
- 2 Staffing and management
- 3 Policies and planning
- 4 The library environment
- 5 Management of learning resources
- 6 Information literacy
- 7 Developing students as readers
- 8 Marketing, promotion and advocacy
- 9 Evaluation
- 10 Partnerships
- References
- Appendices
- Index
7 - Developing students as readers
Published online by Cambridge University Press: 08 June 2018
- Frontmatter
- Contents
- Foreword
- Key recommendations
- Introduction
- Notes
- Abbreviations
- 1 The school librarian and learning: CILIP's vision
- 2 Staffing and management
- 3 Policies and planning
- 4 The library environment
- 5 Management of learning resources
- 6 Information literacy
- 7 Developing students as readers
- 8 Marketing, promotion and advocacy
- 9 Evaluation
- 10 Partnerships
- References
- Appendices
- Index
Summary
CILIP recommends that the librarian plays a lead role in developing a whole-school reading culture, promoting literacy and reading for pleasure. This means that:
• reading is seen as a whole-school issue and all subject departments appreciate their part in supporting wider reading
• the librarian makes a unique contribution to creating a reading culture through maintaining a good selection of appropriate resources and providing a wide range of promotional and developmental activities
• the librarian has a wide and up-to-date knowledge of young people's literature and uses this to support the individual needs of each member of the school community.
Introduction
The value of reading for pleasure has been recognized in recent reports from Ofsted (2012, 2013b) and the Department for Education (2012). That teachers themselves also appreciate the importance of reading, even when so many other pressures are upon them, is demonstrated by the National Union of Teachers (c.2010), which wrote: ‘The active encouragement of reading for pleasure should be a core part of every child's educational entitlement, whatever their background or attainment, as extensive reading and exposure to a wide range of texts make a huge contribution to students’ educational achievement.’ Current research into young people's reading habits (Clark, 2012) reinforces the urgent need to identify innovative ways in which the relationship between the reader and the book can be explored, supported and stimulated, especially given the rapidly developing media and technological innovations competing for young people's time and attention.
School librarians are uniquely placed to make a significant contribution to the encouragement of reading and the creation of a reading culture across the whole school community. A knowledgeable school librarian has the skills to match individual students to reading materials most suited to their interests by having:
• an uptodate and comprehensive knowledge of the current library stock
• a wide knowledge of contemporary books and publishing trends obtained by extensive personal reading as well as accessing current reviews in newspapers, professional library journals, specialist magazines and blogs, and through involvement with professional library organizations and networks
• an insight into students’ curricular and noncurricular interests across the whole school community
- Type
- Chapter
- Information
- CILIP Guidelines for Secondary School Libraries , pp. 61 - 68Publisher: FacetPrint publication year: 2014