Research on the use of writers in schools

Writers, poets and illustrators are used widely in schools and other settings as part of activities to motivate pupils and engage them in reading and the writing process.

While there is a lack of hard evidence on the impact of these activities on pupils' literacy levels, some studies have focused on attitudinal changes, highlighting the impact on pupils' enthusiasm and levels of engagement in reading and writing (see summary below of Wade and Moore, 2001). There is also much anecdotal evidence about the success of such work.

The bibliography below, compiled by Arts Council England, draws together major published research on this area.

Bibliography

S. Harries (1984) Writers in Schools: a report on the scheme in England in 1983. London: Arts Council of Great Britain.

London Arts Board and Maura Dooley (1996) A beginning, middle and end: a study of the work of writers in education. London: London Arts Board.

Sally J. Manser (1995) Artists in Residence: a teacher's handbook. London: London Arts Board.

D. Morley and A. Mortimer (1991) Under the Rainbow: writers and artists in schools. Newcastle upon Tyne: Bloodaxe Books.

D. Oddie and G. Allen (1998) Artists in Schools: a review. London: Stationery Office.

C. Sharp and K. Dust (1997) Artists in Schools: a handbook for teachers and artists. Slough: NFER.

B. Wade and M. Moore (2001) Writers in Schools: a report for the Arts Council of England on a one-year pilot study. University of Birmingham (for Arts Council England) - see summary below.

Writers in schools
Professor Barry Wade and Dr Maggie Moore, October 2001

This evaluation was established as a pilot study since there was no previous research on which to build, and the study was limited to the 2000-1 academic year.

The study had three aims:

• to investigate the organisation and effectiveness of writers in schools through a number of case studies
• to analyse findings and discover possible benefits and problems
• to make recommendations for a further three-year study in terms of organisation and research methodology.

The study was carried out in three schools that participated in the Writers in School project, funded by the Arts Council of England. Professional writers worked with particular groups of Year 7 (11-year-old) pupils over an eight-month period.

Pre and post-project tests conducted with all pupils showed more positive attitudes developed towards both reading and writing. In particular, pupils said they were more confident as writers, enjoyed writing more and had developed kills in the writing process, for example, in organising ideas, editing and presenting their work. They claimed greater pleasure in reading poetry, and girls, in particular, showed more positive attitudes to reading information texts. Boys made more positive changes than girls, for example, by gaining more confidence in literacy and in presenting their work.

The researchers recommend a three-year, longitudinal and cross-sectional evaluation that will study pupil achievement over the long term and provide evidence from other age groups.

For a copy of the report, contact the literature department at Arts Council England on 020 7333 0100.