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5856 results in Facet Publishing

Page 155 of 293

  • Appendix 3 - Example job description and person specification for a school library assistant

  • from Appendices
  • Edited by Sue Shaper
  • Book:
    CILIP Guidelines for Secondary School Libraries
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 April 2014, pp 121-122

  • Summary

    The School Library Assistant assists in the daytoday running of the school library and is committed to providing a service which meets the needs of the whole school community. The School Library Assistant is aware of the school' key priorities. The School Library Assistant supports the work of the School Librarian, who is responsible for ensuring that the school library impacts positively on the teaching and learning across all areas of the curriculum and that the school library provides for the learning needs, both educational and recreational, of the full age and ability range within that community.

    Post title: School Library Assistant

    Responsible to: School Librarian

    Responsible for: student library assistants

    Internal contacts: all school staff and students

    Main functions: the School Library Assistant will:

  • Take responsibility for the efficient operation of the library counter, including issuing resources, answering enquiries from students and staff.

  • Implement all regular procedures, ensuring that the school library is maintained in good order.

  • Check the school library's IT facilities on a daily basis and report any faults or problems to the relevant department.

  • Shelve and tidy stock.

  • Maintain library signage in good order, including shelf labels, book ends, posters and displays.

  • Process new resources.

  • Maintain the overdue system.

  • Help library users find the resources to meet their needs and support them through a range of librarybased activities.

  • Support, in conjunction with the School Librarian, reader development initiatives and those involving feeder schools and FE institutions.

  • Supervise the work of the Student Library Assistants.

  • Support and assist with other tasks as may be required by the School Librarian.

    • Person specification – School Library Assistant

    Qualifications: 5+ GCSE A*C (or equivalent), including English and Maths

    Experience: previous work in a school, college or education library would be an advantage

    Basic skills and competencies: prospective candidates need to demonstrate:

  • • good IT skills or a willingness to learn

  • • good numeracy and literacy skills

  • • an interest in reading

  • • excellent communication and interpersonal skills.

  • 4 - The library environment

  • Edited by Sue Shaper
  • Book:
    CILIP Guidelines for Secondary School Libraries
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 April 2014, pp 25-34

  • Summary

    CILIP recommends that the environment of the school library supports its role as a whole-school learning resource. This means that:

  • • the library is a central resource, accessible and welcoming to all members of the school community

  • • the library accommodates at least one class

  • • the library is designed for flexibility to allow a variety of functions

  • • the design of the library enhances the users’ experience and encourages a positive attitude to learning

  • • the organization of the library is obvious to users of all abilities.

    • Introduction

    While the modern school library extends beyond its four walls, its physical design and layout will set the tone for the environment and ethos of the facility and contribute to the positive experiences of all users: students, staff and the wider school community. As one of the major learning spaces within a school, it must meet the needs of all user groups. The implications of the Equality Act 2010 have been considered throughout this chapter (The Stationery Office, 2010). The following areas, all of which need consideration when planning and managing the library facility, will be looked at:

  • • location

  • • size

  • • design

  • • use

  • • signage

  • • display.

    • The checklist in Appendix 10 addresses further practical considerations. It is intended to be a tool to help librarians identify the strengths and weaknesses in their existing facilities and plan for improvements. Regardless of the existing space and position of the school library, the majority of general principles outlined here can be applied and are certainly important when planning any new development. School library services, where available, provide an independent, unbiased source of advice and support to the librarian and the school in developing effective and well planned library facilities, and should be consulted in any new development.

    Location

    The location of the library has an impact on its use. Where new developments are planned or where relocation opportunities arise, the following principles should be taken into account:

  • The library should be on one floor only, preferably the ground floor, to enable good access for disabled users and easy delivery of goods. Where dual school/community use is planned, especially out of school hours, a ground floor location close to an external entrance is essential for security reasons.

CILIP Guidelines for Secondary School Libraries
  • Edited by Sue Shaper
  • Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 April 2014
  • This fully updated version of the CILIP-endorsed guidelines for secondary school libraries addresses the changing schools' landscape and impact of technological changes of recent years. Focusing on the librarian at the heart of the school, each chapter interweaves best practice, technological development and context-specific options to provide clear guidance and support for all involved in the provision of school library services.

  • Appendix 1 - Example job description and person specification for a school librarian

  • from Appendices
  • Edited by Sue Shaper
  • Book:
    CILIP Guidelines for Secondary School Libraries
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 April 2014, pp 113-116

  • Summary

    The School Librarian is responsible for the leadership, management and operation of the major learning environment used by the whole school community. The School Librarian is responsible for ensuring that the school library impacts positively on teaching and learning across all areas of the curriculum and that the school library provides for the learning needs, both educational and recreational, of the full age and ability range within that community. In order to do this, the School Librarian is responsible for the acquisition, organization, dissemination and exploitation of the resources and facilities (real and virtual) in efficient and costeffective ways.

    Post title: School Librarian

    Status: Head of Department

    Responsible to: Deputy Head Teacher with responsibility for the curriculum

    Responsible for: library assistants, student library assistants, work placement trainees, students studying library and information services, volunteers

    Internal contacts: all school staff and students

    External contacts: School Library Service [if there is one in the area], local feeder schools and FE institutions, colleagues in local and regional secondary schools, publishers, public libraries, suppliers and professional organizations

    Prime objectives:

  • • to provide the leadership, expertise and professionalism necessary to ensure that the school library supports and enhances the key goals and objectives of the whole school

  • • to provide the leadership, expertise and professionalism necessary to ensure that the school library is an integral component of the school' learning and teaching priorities

  • • to promote and develop critical thinking and effective research/study skills for all students so that they can become proficient and ethical users of information

  • • to instil a love of reading and learning in all students, thereby developing their potential as lifelong and independent learners

  • • to ensure equitable access to information, both physical and virtual, for the whole school community

  • • to create a wholeschool environment that encourages reading for pleasure.

    • Main functions: the School Librarian will:

  • Liaise with and advise senior management and other colleagues on policies for the provision of learning resources across the curriculum which support and enhance the key educational aims and objectives of the school.

  • Evaluate and monitor the effectiveness of the library's contribution to teaching and learning.

  • Negotiate and manage the library budget, ensuring that it provides good value for money and costeffectiveness.

  • Introduction

  • Edited by Sue Shaper
  • Book:
    CILIP Guidelines for Secondary School Libraries
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 April 2014, pp ix-xii

  • Summary

    These Guidelines are the recommendations of CILIP: the Chartered Institute of Library and Information Professionals for the effective management of secondary school libraries. They are addressed to head teachers, governors and all who are involved in the strategic management of education and who want to understand the potential of a good school library and how they can realize it. They are also intended to provide those who manage school libraries with practical guidance and material for advocacy. Whilst many of the resources that are mentioned have a UK focus, we believe that the underlying principles are applicable for an international audience.

    It has been a privilege to build upon the work of the experienced practitioners who wrote the two earlier editions of these guidelines. The Library Association's Guidelines for Secondary School Libraries (Tilke, 1998) and The CILIP Guidelines for Secondary School Libraries (Barrett and Douglas, 2004) have been highly influential in guiding the development of secondary school libraries. This new edition addresses recent developments in educational thinking and information technology, in keeping with our vision of school librarians as forward thinkers in a changing world.

    These guidelines are, by their very nature, aspirational and in an ideal world all schools would adhere to the principles outlined. However, the practical difficulties, not least of finding the right budget and personnel, mean that some schools will take the approach of ‘a work in progress’. Career paths vary considerably but professionalism drives a common ongoing search for improvement. The advice offered here should help schools to prioritize and implement improvements to library provision over time.

    At the heart of these Guidelines are ten recommendations (see page vii) that are the foundations of excellent school library provision. CILIP hopes that these recommendations will be accepted and put into practice in every secondary school. Being aware that its vision for school library provision depends on partnerships with a wide range of stakeholders, CILIP also commends these Guidelines to the attention of education managers, policy makers and government.

  • 3 - Policies and planning

  • Edited by Sue Shaper
  • Book:
    CILIP Guidelines for Secondary School Libraries
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 April 2014, pp 17-24

  • Summary

    CILIP recommends that the librarian participates in the school's improvement planning process with the same rigour as other academic staff. This means that:

  • • the librarian has access to and works closely with all levels of leadership in order to plan library improvements in accordance with whole-school priorities

  • • planning and evaluation procedures are the same as other school departments, with high expectations of monitoring, consultation and reporting

  • • the library improvement plan is based on the agenda of the whole school, and is not just a reflection of the library policies.

    • Introduction

    There are two main vehicles for articulating and achieving the vision for the school library. These are the library policy and the improvement plan. The librarian needs to state explicitly how the vision of the library's role, as explored in Chapter 1, will be realized. This may be expressed by developing the library's aims and objectives in a policy document or mission statement. The improvement plan document sets out how these aims and objectives will be achieved by setting targets, establishing time frames and costings and detailing measurable outcomes. Although the templates in Appendices 7, 8 and 9 may be used as a guide, the librarian should adopt the policy and improvement plan styles already in use by the school.

    The school library policy

    The school library policy should define how the library will help deliver the aims and objectives of the school and provide a vision for the library service. It reflects the ethos, aspirations and changing priorities of the whole school community. At the same time, it provides a practical framework for managing the school library and achieving its full potential. Alternatively a mission statement and a discrete series of supporting library policies can be used. These will indicate how the library supports teaching and learning, as well as including basic operational issues. As priorities and practices differ from school to school there is no one definitive list of policies that a secondary school should have and, rather than invest time developing a bank of policies all at once, it is recommended that only policies that are actually needed are created. Appendix 9 gives examples of different approaches to a policy about overdues.

  • 8 - Marketing, promotion and advocacy

  • Edited by Sue Shaper
  • Book:
    CILIP Guidelines for Secondary School Libraries
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 April 2014, pp 69-78

  • Summary

    CILIP recommends that the librarian is proactive in marketing and promoting services, resources and library use. This means that:

  • • the librarian regularly gathers information on users’ needs and compares these with service provision

  • • the librarian actively encourages use of the library and its resources

  • • the librarian champions the role of the library in supporting teaching and learning.

    • Introduction

    ‘Marketing’ is frequently associated with promotional activities and advertising but, in reality, it is a much broader management process which includes identifying, anticipating and satisfying customer requirements (Chartered Institute of Marketing, 2000). Librarians must continually ensure that their service is relevant to the needs of the school community and that it is promoted effectively to appropriate audiences and stakeholders, both existing and new. Using a marketing approach enables the librarian to be both genuinely responsive to needs and capable of anticipating and satisfying future requirements.

    The marketing mix

    There are key factors that determine users’ perceptions of a service and that can be controlled to manage demand. These are referred to as the ‘marketing mix’ and are the basic considerations of any marketing strategy. A school librarian must honestly consider each of these in relation to the needs of all potential users to successfully market the library or a particular project. The ‘7 Ps’ of marketing (Chartered Institute of Marketing, 2000) are:

  • Product. The range, quality and features of the services offered, including activities such as study support and reading groups, and the extent to which these reflect the needs of users and nonusers.

  • Price. While the school library may be free at the point of access, there may be costs associated with its use which determine demand. For example, fines and charges for lost or damaged items can be a powerful deterrent to some users. On the other hand, sharing the costs of specific resources, such as online periodicals, with individual departments can have the effect of making them value the resource and be more determined to increase its use.

  • Promotion. Communication with all potential users through use of the school website, intranet, VLE, magazines, podcasts, presentations in assembly or to staff, governors’ or management meetings. Different audiences require different styles of communication and different messages.

  • Appendix 2 - Example job description and person specification for an assistant school librarian

  • from Appendices
  • Edited by Sue Shaper
  • Book:
    CILIP Guidelines for Secondary School Libraries
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 April 2014, pp 117-120

  • Summary

    The Assistant School Librarian deputizes for the School Librarian in the daytoday management of the school library. The Assistant School Librarian is responsible for ensuring that appropriate print and online resources are available at all times to support the teaching and learning within the school and that the whole school community has access to these resources. The Assistant School Librarian, in conjunction with the School Librarian, is responsible for the acquisition, organization, dissemination and exploitation of the resources and facilities (real and virtual) in efficient and costeffective ways.

    Post title: Assistant School Librarian

    Responsible to: School Librarian

    Responsible for: library assistants, student library assistants, work placement trainees/students studying library and information services, volunteers

    Internal contacts: all school staff and students

    External contacts: School Library Service (SLS) [if there is one in the area], local feeder schools and FE institutions, colleagues in local and regional secondary schools, publishers, public libraries, suppliers and professional organizations

    Prime objectives:

  • • to ensure that the school library supports and enhances the key goals and objectives of the whole school as defined by the school's senior management

  • • to ensure that the school library is an integral component of the school' learning and teaching priorities

  • • to support the promotion and development of critical thinking and effective research/study skills for all students so that they can become ethical users of information

  • • to support initiatives which instil a love of reading and learning in all students, thereby developing their potential as lifelong and independent learners

  • • to ensure equitable access to information, both physical and virtual, for the whole school community

  • • to implement and support initiatives which create a wholeschool environment that encourages reading for pleasure.

    • Main functions: the Assistant School Librarian will:

  • Deputize for the School Librarian in the daytoday management of the school library.

  • Liaise with the School Librarian on policies and planning for the provision of learning resources across the curriculum that support and enhance the key educational aims and objectives of the school.

  • Support the School Librarian in the evaluation and monitoring of the effectiveness of the library's contribution to teaching and learning.

  • Manage, in conjunction with the School Librarian, the library budget, ensuring that it provides good value for money and costeffectiveness.

  • Foreword

  • Edited by Sue Shaper
  • Book:
    CILIP Guidelines for Secondary School Libraries
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 April 2014, pp v-vi

  • Summary

    A love of reading unlocks many doors and the school library is so often where this starts. Head teachers recognize the contribution that a good school library makes to a thriving school. They know that pupils who read for pleasure usually achieve more; they also know that a well stocked and well run school library improves teaching and learning.

    We need to get the best out of our school librarians. They are highly qualified members of staff and can be used as a resource by teachers and pupils to make the most of information sources, to develop reading and research skills and to support the curriculum with the right materials.

    Librarians bring a unique knowledge and skill set into the school, complementing the work of teachers whilst instilling a love of reading for pleasure among pupils from a different perspective and through different kinds of activities.

    In many schools, the library is at the heart of its ethos and is a welcoming environment for pupils with a whole range of needs, supporting education in its widest sense.

    I welcome these guidelines, which value the role of the school library and celebrate the skill and dedication of librarians.

  • 7 - Developing students as readers

  • Edited by Sue Shaper
  • Book:
    CILIP Guidelines for Secondary School Libraries
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 April 2014, pp 61-68

  • 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

  • Appendix 9 - Example procedures policies

  • from Appendices
  • Edited by Sue Shaper
  • Book:
    CILIP Guidelines for Secondary School Libraries
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 April 2014, pp 135-136

  • Summary

    Policy for overdue resources – School A

    Aim: To encourage a responsible attitude to the use of the library as a resource for the whole school community to be achieved by:

  • Displaying the expectations of behaviour and applying them consistently.

  • Encouraging students to help with the running of the library.

  • Encouraging staff and students to make purchase suggestions.

  • Ensuring that all students are encouraged to take responsibility for returning borrowed items on time.

    • This is followed by a section in the Student User Code:

    Library Student User Code

  • • Years 7–11 may borrow up to four items (books or DVDs) and the Sixth Form up to six.

  • • The standard loan period is 14 days, but some Sixth Form books are only issued as short loans: 1 hour in school, overnight, 3 days or 7 days.

  • • DVDs are issued for 3 days and the film classification is strictly adhered to.

  • • Anyone with overdue items will not be issued with further items until the outstanding ones have been renewed (if less than 7 days overdue) or returned. Sixth Form students with overdue shortterm loans will not be issued with further books until the outstanding loans have been returned.

  • • Please return your book/s on or before the date stamped on the date due label. If you have not finished reading the book/s you may renew them online, bring them back and ask the librarian to renew them for you, or ask the librarian to renew books on your account. Standard issue books may be renewed online three times. If a book has been reserved by another borrower, or is a shortterm loan, you may not be able to renew it.

  • • When you return your books, make sure you place them in the returns slot in either library counter, or return them directly to the librarian. This will ensure that the books are removed from your borrower record.

  • • Reminders for overdue books will be sent through form tutors.

  • • Detentions will be issued for books more than 28 days overdue, followed by a letter to parents requesting the replacement cost if items are still outstanding a week later.

  • 10 - Partnerships

  • Edited by Sue Shaper
  • Book:
    CILIP Guidelines for Secondary School Libraries
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 April 2014, pp 93-106

  • Summary

    CILIP recommends that the librarian works with key internal and external partners to improve the quality of the school library. This means that:

  • • the librarian accesses a range of external providers when necessary to supplement the school library provision and advises users accordingly

  • • the librarian uses all available sources of professional support to maintain current awareness and gain advice and training

  • • the librarian builds relationships with librarians and other professions to exchange ideas and collaborate on developments

  • • the librarian builds relationships with the local and wider community for the benefit of students

  • • the school provides the means and support for the librarian to sustain these contacts.

    • Introduction

    As schools are increasingly seen within the context of the wider education community, the need for the school librarian to be at the hub of a network of learning partnerships is more important than ever before. The school librarian will develop and manage a range of partners. These will be determined by the school's aims, as reflected in the library improvement plan, and can offer significant benefits to each partner, including:

  • • achievement of plans, objectives and targets

  • • mutual support

  • • sharing of resources and activities leading to value for money

  • • joint planning and shared activities leading to good use of time

  • • learning from others and sharing experiences, saving valuable time

  • • sponsorship

  • • raised profile of the library and the school.

    • Internal partnerships

    Internal partnerships may be developed with:

  • • senior leaders

  • • pastoral leaders

  • • curriculum leaders

  • • organizers of school clubs and societies

  • • enrichment and Gifted and Talented coordinators

  • • learning support staff

  • • careers advisers

  • • transition coordinators

  • • literacy and numeracy coordinators

  • • English as an additional language coordinator

  • • the safeguarding team

  • • student councils.

    • External partnerships

    External partnerships may be developed with:

  • • school library services

  • • public libraries

  • • the wider school community

  • • parents

  • • feeder schools

  • • further and higher learning institutions

  • • other local authority services (youth services, social care services)

  • • the book trade

  • • national organizations

  • • international organizations.

Page 155 of 293