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.