Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
  1. Home
  2. Publications
  3. Publishing partners
  4. Facet Publishing
  5. Content Listing

Refine listing

Refine listing

Access:
Content type:
Publication date:
Apply   From and To filters
Subject: Show more
Journals Show more
Publishers: Show more
Societies Show more
Series: Show more
Collections: Show more

Actions for selected content:

Select all | Deselect all
  • View selected items
  • Export citations
  • Download PDF (zip)
  • Save to Kindle
  • Save to Dropbox
  • Save to Google Drive

Save Search

You can save your searches here and later view and run them again in "My saved searches".

Please provide a title, maximum of 40 characters.
Cancel
×

5856 results in Facet Publishing

Page 188 of 293

  • 15 - The rights of the child and youth advocacy – issues for professional practice in the library setting

  • from Part 4 - Issues for professional practice
    • By Edward Halpin, Professor in the Faculty of Arts, Environment and Technology at Leeds Metropolitan University and has a background in politics, community development and social informatics/information management., Philippa Trevorrow, Research Fellow and Lecturer at Leeds Metropolitan University., Laura Topping, She works in Huddersfield Library in West Yorkshire and considers herself a ‘story time’ veteran., Carolynn Rankin, Worked for 20 years in special and academic library and information services before moving into professional education in 2000, most recently as a Senior Lecturer in the Faculty of Health and Social Sciences at Leeds Metropolitan University.
  • Edited by Carolynn Rankin, Avril Brock
  • Book:
    Library Services for Children and Young People
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 November 2012, pp 221-242

  • Summary

    Introduction

    Arts Council England has the responsibility for championing, developing and investing in libraries in England and states that access to knowledge, experiences and treasures within libraries is every child's birth right (Arts Council England, 2011). Children have a basic need to find out information, and the information that they gain is essential for individual development. They can use the information they obtain to change their circumstances, function better in society and be informed individuals, who can contribute to social change:

    Libraries deal with human values protected by human rights. This basic truth seemed to have been somewhat forgotten or put aside by more conventional talk about all kinds of professional matters. But the notion of human rights as fundamental to libraries’ aspirations and core activities is increasingly receiving attention. (Koren, 2000, 273)

    Koren makes a valuable and worthwhile point, in reminding us of the importance of libraries and the close relationship that they have with fundamental human rights. In this chapter, the primary consideration will be the rights of the child and youth advocacy and their relationship to professional practice in the library setting. This is not a new issue for the professional librarian, though the issue might well be considered as such, in view of the complexity of a global society, with internet access and the opportunity for instant communication, particularly through social networking. The ethical, moral and philosophical conundrums daily faced by librarians in schools, public libraries and in supporting and advising on work with children and young people provide constant operational and practical questions.

    The reality for the professional librarian is that in carrying out their daily duties, they have to consider access, stock management, purchasing management, censorship, the cultural and social make-up of the community that they serve, professional ethics, the values and policies of their organization and myriad of small, daily interventions in their workplace. On a day-to-day basis, these are just part of the job, and the professional skills and personal judgement that are applied are, also, simply parts of the job. Historically, there have been tensions concerning the types of collection that should be available to the public or that should be stored behind closed doors, debates about censorship and freedom of speech and the ever-nagging question of what was suitable or appropriate for children.

  • 1 - Library services for children and young people – an overview of current provision, future trends and challenges

  • from Part 1 - Children's library services – policy, people and partnerships
    • By Carolynn Rankin, Worked for 20 years in special and academic library and information services before moving into professional education in 2000, most recently as a Senior Lecturer in the Faculty of Health and Social Sciences at Leeds Metropolitan University., Avril Brock, Principal Lecturer in the Carnegie Faculty at Leeds Metropolitan University, lecturing on Early Childhood Education and Childhood Studies.
  • Edited by Carolynn Rankin, Avril Brock
  • Book:
    Library Services for Children and Young People
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 November 2012, pp 3-28

  • Summary

    Introduction

    This introductory chapter sets the scene, by exploring how library services for children and young people endeavour to meet the changing needs of their communities in the 21st century. It will consider the UK policies that have shaped current provisions and reflect upon the cultural and economic influences that inform the future direction for these services. Policy-makers are concerned about educational attainment and future employment prospects, therefore literacy levels and reading skills for the youth of the information age are receiving a high profile. The primary focus for the discussion is the UK, but as the public library is an international phenomenon, the discussion also extends to include librarians across the world, who are working to provide appropriate services for their communities. This chapter discusses the work of librarians who specialize in providing services and resources to support the needs of children and young people, from five to 18 years. These practitioners will usually be employed in the public library service or in school libraries. They may have a variety of different career titles, for example, children's librarian, school librarian, community librarian, teen or youth librarian, outreach librarian or literacy development officer. In this introductory chapter, the term ‘librarian’ includes all practitioners who are active intermediaries in providing library services for children, young people and their families. Perspectives from library practitioners are included, as they are actively involved in planning and delivering services and resources. Viewpoints from children and young people are also included, as their needs and desires should be recognized by adults. In sum, this chapter provides authentic, rich evidence about the benefits of partnership.

    Library practitioners are at the forefront of promoting children's rights. They play a key role in disseminating information about the importance of literacy and reading to children, for parents, educators, children's advocates and political decision-makers. Libraries and librarians are vital aides to literacy development, and the generally held message is that reading with children is important, irrespective of first language, heritage or cultural background (Rankin and Brock, 2009). Koren (2011, 154) reminds us that the United Nations Convention on the Rights of the Child (CRC) offers support to develop library policy and practice, related to children and young people.

  • 7 - Creative integration of information technology in the school library

  • from Part 2 - Connecting and engaging – reaching your audience and catching the latest wave
    • By Carol Webb, Co-author of the book The Innovative School Librarian: thinking outside the box, published by Facet Publishing.
  • Edited by Carolynn Rankin, Avril Brock
  • Book:
    Library Services for Children and Young People
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 November 2012, pp 109-118

  • Summary

    Introduction

    Teaching and learning are in an era of rapid change, driven by political policymakers and fuelled by the impact of information and communication technologies (ICTs), both in the home and at school. The potential to empower learning and track student and school progress has never been greater. If the school library is to support effective learning and teaching, then exploring the communication abilities of new technologies is certainly part of the librarian's raison d’être. This chapter will emphasize a strategic approach to integrating technologies, in order to give the school library a strong educational identity, and will look at what this means for student learning.

    In the UK, education is populated by a diverse number of institutions, ranging from those that are state run or independent, to those that have academy status and those that are secular or centred on a faith, to name a few. In some areas, students move from a primary to a secondary school, while in others, they experience a middle school system. Some schools offer continuity of environment from the age of three until 18. All are unique. Equally, the level of information technology available, and the way that it is integrated into the life of a school, is varied. Competition between institutions lends a strong impetus in the drive to develop these assets. Critical within this drive is the role of the library staff to think strategically and operate educationally. The challenge is to use our professional expertise within a specific school culture, in order to create the library service that delivers the particular school's needs.

    A strategic approach

    It is very easy to say that the core business of any school is learning, teaching and attainment. The reality is a complex network of priorities. How we respond to these, in our leadership of reader development, information literacy, staff development and school management, is crucial for the future longevity of the library. Currently, in the UK, a school library exists at the discretion of the head teacher and so its relationship with this leader's vision is critical to its success. We know that one of the main sources of information, upon which head teachers base their judgements, is their own observation (Everhart 2006). The availability of technology enables us to innovate and to make visible what we do, taking this to the next level and, thus, proving its relevance.

  • 9 - Connecting and engaging with children and young people – the Australian public library perspective on outreach and marketing

  • from Part 2 - Connecting and engaging – reaching your audience and catching the latest wave
    • By Carolyn Bourke, Worked for 20 years in special and academic library and information services before moving into professional education in 2000, most recently as a Senior Lecturer in the Faculty of Health and Social Sciences at Leeds Metropolitan University.
  • Edited by Carolynn Rankin, Avril Brock
  • Book:
    Library Services for Children and Young People
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 November 2012, pp 129-142

  • Summary

    Introduction and background Australia is a geographically vast country, with a relatively small population of approximately 22 million. Most of the population lives in the major cities, which are situated on the coastline. Australia is a very multicultural nation, with 25% of people born overseas, while indigenous Australians make up only 2.4% of the population (Australian Bureau of Statistics, 2010). Despite the overall aging of the population, children and young people still account for approximately onethird of the Australian population (Australian Institute of Health and Welfare, 2009, 1).The country has a three-tier government system – federal, state and local – and while models vary from state to state, in most cases, public libraries are funded by local government, with a small amount of state funding. The benefit of this system is that local programmes can be targeted specifically to local issues, but it can also make it difficult to run large-scale services, which would be an advantage to the whole population. Public library outreach and marketing is all about connecting and engaging with local communities, finding out what they want and attempting to match services and resources to those needs, as well as to the funding body's mission. The other key components involve promoting those services back to the community, physically running the event or delivering the service and then adequately evaluating it afterwards. This process is always a juggling act between community needs and expectations, budget and time constraints, the mission of the funding organizations and the skills and expertise of staff and partnering organizations. In Australia, some of the key considerations in connecting and engaging communities are geographic distance and isolation, language, socio-economic and cultural barriers, and access and equity issues.

    Librarians have become increasingly aware of the important role that public libraries play in building social capital in their local communities. Libraries are a logical point of community intersection and interaction. They give people in the local community access to the increasingly technological world of information. This is particularly important for children and young people, who can be disengaged from school and the community, due to family stress, poverty, literacy and language barriers. Libraries can provide a space with resources and support in a non-judgemental environment, which gives young people the opportunity to dream and achieve (Bourke, 2005).

  • 2 - 21st-century school libraries – visionary spaces for learning

  • from Part 1 - Children's library services – policy, people and partnerships
    • By Tricia Adams, BA MCLIP, has worked in several sectors, including government libraries, and as a self-employed information specialist, but came back to her favourite role – working with children – in various guises, which she has done for the last 19 years.
  • Edited by Carolynn Rankin, Avril Brock
  • Book:
    Library Services for Children and Young People
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 November 2012, pp 29-38

  • Summary

    Introduction

    In the 21st century, schools in the UK are going through a huge process of change. There are enormous challenges, in terms of the changes to the curriculum and the impact of the financial recession on resources. There are societal changes that the school – and the library, at its heart – must be able to respond to. The impact of Google, and all the online resources that we use daily, are particularly felt, when budgetary constraints mean savings are inevitable. The library, with its vital but often difficult to prove impact, can seem a luxury. This chapter will discuss how in the 21st century the school library is not a luxury, but a necessity: the bedrock, the head and heart of all learning, offering a place of both relaxation and stimulation in the school setting and in the wider community as a whole.

    The 21st-century vision for schools, taken from Building Schools for the Future (a UK Government investment programme in secondary school buildings in England) (DfES, 2003), is that:

    Schools should inspire learning. They should nurture every pupil and member of staff. They should be a source of pride and a practical resource for the community. They will offer a safe, secure, inclusive and comfortable environment … with improved areas such as dining areas, libraries and entrances and better accessibility and facilities for non-pupil users of the school.

    And, as Professor Stephen Heppell (2010), a leader in the fields of learning, new media and technology, stated:

    The school library is incredibly important – much more so than in the past. It's a place where everyone comes to share and learn. The evidence continues to accumulate that libraries – and their librarians – lie absolutely at the heart of 3rd millennium learning organisations: a place for scholarship, a place to escape into adventures, a place of discovery, a place to share and explore, a place for deep thought, a place for surprise, and above all else a place absolutely without limits. The best schools have libraries at their centres not as some sad throwback to an earlier age but as a clear and evocative prototype of what ambitious learning might look like in this century of learning.

  • 13 - Case study. Imagine, explore, discover – welcome to The Trove at White Plains Public Library, New York

  • from Part 3 - Buildings, design and spaces – libraries for children and young people
    • By Sandra Miranda, Recently retired after 23 years as Director of the White Plains Public Library, New York, USA.
  • Edited by Carolynn Rankin, Avril Brock
  • Book:
    Library Services for Children and Young People
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 November 2012, pp 199-204

  • Summary

    Introduction

    The Trove Children's Library in White Plains, New York, USA, opened in October 2005. It exemplifies an unusual trend in public library design for children – a theatrical space, more like a bookstore or children's museum. This library model generated a multitude of questions. Namely, what was the point of this particular design? How has it worked? How can traditional library services stand out in a digital world? And, finally, what has technology got to do with it?

    A new library, or space within a library, is a huge opportunity to recast your purpose and reinvent your image. When we decided to renovate, so as to expand our children's library, some parents were surprised. It's already so nice, they said – so cheerful, so many books and such wonderful staff. We smiled and told them that it would be even better, and then thought hard about what that would mean. Some of us worry about the future of libraries, reading, cultural literacy and educational attainment. It is easy to see that a bright future in these areas has a logical connection to children who love reading, and who become adults and parents, who continue the cycle. But how do we make this happen? How do we compete in today's world?

    Well, first, we reasoned, we have to get, and keep, their attention. Computers and electronic devices rule, and the younger you are, the truer this is, but maybe it is not all about technology. When you are little, it is all about curiosity and discovery, which can happen every which way. When you are little, you depend upon your parents to take you places, and you put pressure on your parents to take you back to your favourite ones. Getting the attention of families in a big way brought us back to our image, as expressed in our name, our appearance and the experience that we offer. It is all connected. We have the best tools –trained professionals and terrific resources – but we are competing with a complex, busy and well marketed world.

    And, so, The Trove (definition: a collection of valuable items discovered or found) was born. As our children's manager said, during the decision over whether to take the leap of adopting this new name: ‘We can always be the children's library.’

  • 6 - Libraries, literacy and popular culture – what's cool to read?

  • from Part 2 - Connecting and engaging – reaching your audience and catching the latest wave
    • By Avril Brock, Principal Lecturer in the Carnegie Faculty at Leeds Metropolitan University, lecturing on Early Childhood Education and Childhood Studies., Alix Coughlin, She is currently completing an MA in Childhood Studies at Leeds Metropolitan University, with research interests in children's literature and film.
  • Edited by Carolynn Rankin, Avril Brock
  • Book:
    Library Services for Children and Young People
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 November 2012, pp 89-108

  • Summary

    Introduction

    In this chapter we explore how children can be encouraged to develop a varied diet of reading, through reference to strategies, research findings and the perspectives of children, themselves, on what they think is cool to read. The first half of the chapter looks at the value of diverse texts and discusses what benefits emerge from reading a range of genres. The second half of the chapter looks closely at strategies and factors that influence a child's reading choices.

    Why is a range of genres important?

    Reading a variety of categories, compositions or styles of writing, in different kinds of literary texts, is important for readers to gain a balanced diet of reading materials. The child's introduction to a range of genres is important, in order to help develop knowledge and wider life experiences through fiction and nonfiction texts, as well as building upon personal, individual interests and experiences. A snapshot of the range of genres available involve stories, books and information texts that include adventure and mystery, science fact and science fiction, historical fact and fiction, contemporary crime fiction, dilemma stories, romance and gothic tales, plays and dialogues, poetry and rhyme, myths, legends, fairy tales, fables and traditional tales, and the media, news and popular culture. Teachers and librarians should provide children with reading experiences by encouraging them to access as many of the genres listed above as possible. For example, if children read and explore traditional tales it encourages them to think about dealing with the big issues in life, such as: Who are we? Where do we come from? How do we deal with life's troubles and difficulties? How should we behave? What is the truth? What is our place in the big picture of things? Cultural beliefs, values or messages can be underlying themes of a traditional tale. Young readers can explore life themes and inner conflicts through literature and, in this way, critical thinking, philosophical discussion and moral decision-making can be developed.

    Favourite books, classic tales and historical experiencing

    Literature is a powerful medium for communicating ideas, transmitting emotions and finding out about other people's culture, language, religion and life experiences. Meek's (2001) work explores these issues, in her classic text Children's Literature and National Identity.

  • 12 - Making space for reading – designing library spaces for children in public and school libraries

  • from Part 3 - Buildings, design and spaces – libraries for children and young people
    • By Rachel Van Riel, Director of Opening the Book – the library design and training company that she founded in 1991, after discovering that libraries offered the best possible context for the work she wished to do.
  • Edited by Carolynn Rankin, Avril Brock
  • Book:
    Library Services for Children and Young People
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 November 2012, pp 183-198

  • Summary

    Introduction

    Libraries have a long and proud tradition of providing services for children. In the UK, a library card is a child's first public expression of independent participation as a citizen in a local democracy; on all other formal papers, a child is an appendage to an adult, but a library ticket carries the child's own name and can be used without adult support. Library staff were also among the first to address the child directly, not their accompanying adult, and the library was established early on as a safe space for a young child to make an independent journey to. It was quite normal, as a child in the early 1960s, for me to make a three-mile bus trip to the library by myself on a Saturday morning, from the age of eight.

    When I began working in public libraries in the 1980s, I found a tradition of active intervention in working with children, which was not part of adult library work, until the influence of reader development in the 1990s. Staff saw their role as active and developmental – engaging with individuals and helping them move forward, not just providing materials and leaving customers to find their own way. This meant lots of group activities – reading aloud, craft sessions – as well as engaging with individual children about their reading choices. In many places there was an articulated understanding of an open value system; everyone knew that if a child expressed enthusiasm for a popular format, whether superheroes or pony books, this should be met with encouragement and not disapproval. The approach should always be ‘and have you seen this as well?’, not ‘why don't you read this instead?’

    With book issues on the increase and children's publishing booming, should we expect that children's libraries are safe to continue and grow, on the assumption that their place in culture and community is assured? This chapter will argue that radical shifts in thinking and practice are needed, in order to keep children's libraries as relevant and valued in the next 30 years as they have been in the last 30 years.

  • 5 - Libraries, literacy and popular culture – let's get reading!

  • from Part 2 - Connecting and engaging – reaching your audience and catching the latest wave
    • By Avril Brock, Principal Lecturer in the Carnegie Faculty at Leeds Metropolitan University, lecturing on Early Childhood Education and Childhood Studies., Carolynn Rankin, Worked for 20 years in special and academic library and information services before moving into professional education in 2000, most recently as a Senior Lecturer in the Faculty of Health and Social Sciences at Leeds Metropolitan University.
  • Edited by Carolynn Rankin, Avril Brock
  • Book:
    Library Services for Children and Young People
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 November 2012, pp 65-88

  • Summary

    Introduction

    This chapter will help to provide the evidence as to why libraries are successful at reaching and engaging their communities in reading activities. It presents underpinning theory and research about effective provision and draws on the rich practice occurring in both school and public libraries in the UK and internationally. Perspectives and commentary from library practitioners are included, as they are actively involved in planning and delivering services and resources. Viewpoints from children and young people are also included, as their needs and desires need to be recognized by adults. This provides authentic, rich evidence about the benefits of partnership.

    The chapter will discuss popular culture and will examine issues surrounding age and gender, reflecting on the attitudes and specific needs of boys and girls, both at home and at school. The valuing of cultural and linguistic diversity will also permeate the discussions, as libraries need to provide a welcoming ethos and specifically target groups, in order to connect and engage different audiences. As a result of reading this chapter, the reader should be aware of the rights of children to have access to information and resources to support their personal interests, educational attainment and enhanced family lives.

    Reading, learning and a life-long love of books

    Competence in literacy is essential for a successful life in contemporary society, and it dramatically contributes to people's emotional well-being, mental health and economic success. This section demonstrates how a range of particular skills, a breadth of reading materials, a depth of understanding and positive attitudes are important for children and young people becoming capable competent and active readers. The responsibility involved in achieving this not only lies with the children and young people themselves, but also with parents, teachers, librarians and politicians. Books and other literacy materials, public libraries, schools and school libraries all have roles to play in the successful achievement of developing youngsters who will read for pleasure, for information and knowledge acquisition and for educational attainment. How they engage in the reading process, the materials they access and their developing attitudes to reading are all key elements in achieving competence in literacy.

Library Services for Children and Young People
  • Challenges and Opportunities in the Digital Age
  • Edited by Carolynn Rankin, Avril Brock
  • Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 November 2012
  • This book provides a sound background to all aspects of library provision for 6 - 18 year olds. It is designed to support the strategic planning and delivery of library services and programmes at a local community level or in schools. The book outlines a vision for children's library services in the next decade and carves out a strategy for engaging with the challenges and opportunities for children's librarians and policy makers in the Google environment. This book aims to be an accessible, informative and inspiring text offering practitioners the knowledge, ideas and confidence to work in partnership with other key professionals in delivering services and programmes. It provides an evidence base, which promotes and encourages the development of effective library services for children and young people. The case studies, scenarios and vignettes, drawn from UK and international sources, show that the key issues have an international dimension, and the similarities and differences in service provision will be of interest to many. In addition to the two editors, chapters are contributed by a range of internationally known practitioners and academics, offering a wide perspective. Case studies at the end of each section complement themes and practices from previous chapters while rooting the discussion in a specific context. This book is essential reading for all senior library practitioners, children's librarians and school librarians, subject co-ordinators, and managers in schools. It will also be of value for all postgraduate students on CILIP accredited library and information management courses.

  • 11 - Library space and place transformation – designing for the digital natives

  • from Part 3 - Buildings, design and spaces – libraries for children and young people
    • By Carolynn Rankin, Worked for 20 years in special and academic library and information services before moving into professional education in 2000, most recently as a Senior Lecturer in the Faculty of Health and Social Sciences at Leeds Metropolitan University.
  • Edited by Carolynn Rankin, Avril Brock
  • Book:
    Library Services for Children and Young People
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 November 2012, pp 159-182

  • Summary

    Introduction

    Libraries today aim to attract children and young people, with a range of services and facilities appealing to the particular age groups. This includes a welcoming physical space, a rich mixture of books, computers and a range of activities and services. According to Lushington (2008, 8), successful children's library design in the 21st century will do the following:

  • • give children a choice when selecting their own materials to take home

  • • provide a comfortable place to use computers and do homework

  • • provide a variety of attractive programme and activities

  • • support the work of talented and well-trained children's librarians.

    • Added to this is the provision of a welcoming place to ‘hang out’ and socialize, particularly for teenagers and young people, who want to develop their independence. As discussed in Chapter 1, there are challenges facing public libraries in the digital age, as many other activities are competing for family time, and young people have opportunities to access knowledge and resources, without using the library. The children and young people of today represent the first generation to grow up spending their entire lives surrounded by, and using, computers, video games, digital music players, video cams, cell phones and all the other toys and tools of the digital age. Prensky (2001, 1) has designated this generation as the digital natives – all ‘native speakers’ of the digital language of computers, video games and the internet.

    This chapter considers the design approaches that libraries have used and discusses what makes for a good design in children's libraries and library spaces designed for teenagers and young people. The challenges and opportunities relating to library space design for the five to 18 age range are discussed. The common factor relates to the use of the actual space, which brings the community under the same roof. The chapter is not attempting to be comprehensive, particularly in view of the differing needs and expectations of the wide age range, but rather is aiming to give examples of innovative practice and to suggest other sources of information. The focus will be on provision in public libraries, but it is important to also mention school library provision. Librarians have responded to the challenges brought about by the information age, and this chapter will discuss examples of innovative and successful designs from the UK and other parts of the world.

  • 4 - Case study. Engaging and influencing policy and the curriculum – the Scottish Information Literacy Project experience

  • from Part 1 - Children's library services – policy, people and partnerships
    • By Christine Irving, Scottish Information Literacy Project Researcher/Project Officer from 2004 to 2010.
  • Edited by Carolynn Rankin, Avril Brock
  • Book:
    Library Services for Children and Young People
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 November 2012, pp 49-62

  • Summary

    Introduction

    Library and information science (LIS) professionals support learning and teaching in a variety of ways, and this chapter will focus on information literacy (IL) and the key messages that it holds for engaging and influencing policy. Using the Scottish Information Literacy Project as a case study, I will discuss the experience of the project and project partners, in their engagement with IL and their endeavours to influence government policy and the curriculum, based upon my direct involvement in the project, as project officer and researcher. The issues that were faced included the recognition of the term ‘information literacy’ in its own right, as a key life skill at policy level, in the school curriculum and in the role of the school librarian. Key to the success of the project was collaborative partnership and networking, advocacy, and using research and official reports to develop strategies.

    The Scottish Information Literacy Project (SILP) started in October 2004 as an innovative national pilot, aimed towards developing an IL framework with secondary and tertiary partners to link to secondary and tertiary education, which, at the end of the project, could be rolled out to other participants. The aim was to produce secondary school leavers with a skill set, which further and higher education could recognize and develop or which could be applied directly to the world of work. Cross-sectoral partnership working was essential to the project's success, and partners were recruited from relevant library sector contacts, and working relationships were established, with a range of organizations involved in lifelong learning and learning and teaching.

    Information literacy: recognition/contextualization

    The term ‘information literacy’ was coined in 1974 by Zurkowski (Crawford, 2011, 257). The term is still used by the LIS profession, and, in 2004, the Chartered Institute of Library and Information Professionals (CILIP) decided that there was a ‘need to define the term in a way that [wa]s understandable by all information-using communities in the UK’ (CILIP, 2004a), stating that in ‘an era of lifelong learning, this effectively means that information literacy has relevance for all ages from primary school to senior citizens’ (CILIP, 2004a).

    The CILIP (2004b) definition is: ‘knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner’.

  • 3 - The changing shape of reading – the 21st-century challenge

  • from Part 1 - Children's library services – policy, people and partnerships
    • By Briony Birdi, Lecturer in Librarianship and the Director of the Centre for the Public Library and Information in Society (CPLIS) at the Information School, University of Sheffield.
  • Edited by Carolynn Rankin, Avril Brock
  • Book:
    Library Services for Children and Young People
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 November 2012, pp 39-48

  • Summary

    Introduction

    Experience will have shown the readers of this book that a highly literate child is not necessarily a reading child and, similarly, that not every child with reading difficulties will dislike reading. Our work – to develop literacy and to encourage reading – has changed in recent years, in part owing to developments in the educational curricula, and in part rapidly changing technologies. This chapter presents six themes through which to consider the challenges facing libraries and the book trade as a whole, making suggestions as to how both public and school libraries can meet them head on.

    Reading, the family and the library

    Recently, reading research has broadened in scope to consider the way in which social contexts influence reading ability. It is now widely accepted that the development of reading skills occurs not only in the classroom, but also within social settings, at home and in the wider community. Children and family members combine languages, literacies and cultural practices from a variety of contexts. In many examples grounded in ‘real world settings’, in other words, beyond the school gates, children's learning and their development as readers are supported and, in turn, support those of others, in ways that are not necessarily recognized or understood within the school curriculum (Olmedo, 2004).

    The most obvious example of a child or young person's ‘real world setting’ is the family. The phrase ‘family reading’ tends to be interpreted in two ways: first, as family members supporting each other in the development of their literacy skills, and, second, as family members sharing their enjoyment of reading and storytelling.

    Unfortunately, a number of barriers have been found to prevent effective family reading. These barriers are described below:

  • Lack of early language and reading experiences: where children are not encouraged to talk and take part in extended conversations with those they spend their time with, their understanding of the spoken and written word is poorer than that of their peers.

  • Intergenerational barriers: where parents have not enjoyed reading, or were not read to themselves, they do not necessarily understand its importance. Reading is, consequently, seen as a chore.

  • Poor basic skills: where parents’ own basic skills are low, they are less confident and less able to support their children's reading.

  • 8 - Comics, manga and graphic novels – developing, selecting and promoting a core collection for teenagers and young people

  • from Part 2 - Connecting and engaging – reaching your audience and catching the latest wave
    • By Mel Gibson, Senior Lecturer at the University of Northumbria, working in the area of Childhood Studies.
  • Edited by Carolynn Rankin, Avril Brock
  • Book:
    Library Services for Children and Young People
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 November 2012, pp 119-128

  • Summary

    Introduction

    Comics, manga (Japanese comics) and graphic novels are all different kinds of what has been called ‘sequential art’. They can be created for any age group and in any genre. This body of work is best thought of as existing within a structure parallel to that of text fiction, which is equally flexible, being capable of creating very basic and simple material, right the way through to extremely complex and challenging texts. Comics, manga and graphic novels, in addition, may be nonfiction, despite the label ‘graphic novel’, and there are a range of texts, often autobiographical, but not limited to that genre, which may well form part of a core collection. You may also wish a collection to include, for instance, books about comics, such as histories of national schools or genres, ‘how to draw’ guides, academic analysis of the medium or material about specific creators.

    Given the way that this is such a complex area, one needs to be aware of the potential of the medium, before building a collection, which is why I have begun with a loose definition (although definitions of this medium are widely debated, as Stegall-Armour (2010) discusses). Not knowing about the scope of the medium can result, for instance, in collections for younger readers, containing material written for older adults. This can occur because of the way that national stereotypes of the medium can dominate one's perception of it. For instance, in Britain, the stereotype dictates humour comics for very young readers, whilst in the USA, it is the superhero genre. Developing your knowledge, then, is the first stage in developing a collection and avoiding common pitfalls, which are created by assumptions about the medium. This chapter will talk about some of the resources you can draw on, in order to develop both your knowledge and a collection.

    Where to start

    It is possible to build a manga and graphic novel collection in any kind of library, which challenges a skilled reader of any age. It is also true, as with the traditional text-based book, that some work will be useful to support emerging readers, but, as the reader needs to become skilled in multiple literacies, both visual and traditional, it is important to remember that these are not simple texts. Being clear about the nature of the collection you wish to develop is key, as is thinking through location and display.

Page 188 of 293