- Obtain the name, telephone number and e-mail address
of local library staff member with interest in Skills
for Life support from The Vital Link or from the Chief
Librarian of your local authority
- Leave specific details of times when you would be
available to speak or have an initial meeting. Librarians
as well as practitioners frequently work unsocial hours
or on a shift system
- Have some suggestions on what you would like to offer
your learners in terms of reading for pleasure through
your library links, to ensure that your library would
be equipped to offer them: library visits for learners,
simplified enrolment, longer access to stock etc (See
access to resources for more ideas)
- Brief library staff on the nature of the group - their
reading levels, interests, confidence levels with group
visitors, any sensitive issues within the group, any disabilities
or learning difficulties
- Agree the structure of the session with library staff,
and the different responsibilities you have in it.
- Prepare the group for the session and advise them how
it will run, giving them the chance to consider questions
and follow up requests.
- Let staff know how many people are likely to be in the
group so that adequate materials can be brought
- Make clear introductions. Desk name cards or badges
for learners and visitors will make dialogue a lot easier
for everybody
- If enrolment forms for library membership are distributed,
allow separate time in the session for completion, or
suggest forms are left with learners (who may need support
to complete them) and forwarded to the library
- Some libraries have simplified their enrolment forms
and procedures and encourage learners to take in their
completed forms themselves in order to become familiar
with the premises and begin to use the stock
- Some libraries are able to agree longer loans or to
leave stock with providers which is then changed at regular
interviews, thus allowing more contact between library
staff and learners
- Bear in mind that learners' experiences of what libraries
and librarians are, and what libraries are intended for,
may have been poor or non-existent. As with all adult
learning, it is often a good idea to elicit these experiences
and perceptions and tailor an initial session round them
to overcome barriers
- The library staff who have met the group may be able
to tell them at what times they are on duty, so readers
know there will be a friendly face if they visit
- When planning reading for pleasure work with learners
bear in mind that reading is a habit which may need
to be built up fairly slowly. Be realistic in terms
of both purpose, level and length of reading activity
outside contact time you suggest
- Reader development is a particular library expertise:
do not feel you have to have vast knowledge about authors
and books for learner reference. Libraries will be happy
to guide you and your learners
- Model the value and enjoyment of reading by talking
informally about your own, including magazines and Internet
browsing. Affirm the worth of audio books and graphic
novels as a legitimate adult 'reading for pleasure'
activity rather than as learning tools for unconfident
readers
- Exploit opportunities for visits to your library by
writers and by your learners to local newspapers, magazines
and other media. TV and film tie-ins often offer a good
opportunity to look at original materials, even in simplified
text form
- Reading groups for beginner and emergent readers could
either focus on everyone reading the same text or asking
learners to select a book to read and talk about with
others. Plan ahead to ensure that appropriate material
can be made available from library partners or internal
resources
- Use publications such as the Quick Reads series which
have accompanying learning resources to model how reading
for pleasure can be integrated into curriculum delivery,
and provide ideas for speaking and listening, reading
and writing development activities which can be transferred
to other texts and encourage reader autonomy
- Don't underestimate learner curiosity or knowledge
about the classics of English literature. Library resources
will include collections of DVD and video materials,
together with sets of plays which allows text to be
followed at the same time as viewing if readers wish
- Encourage book swapping with a dedicated bookshelf
(take one, replace one). Learners might insert a Post-It
note with their view on the book.
- See if your library sells off old stock at reduced
prices and advise learners when this is available
- Emergent readers often prefer non-fiction to fiction
and nonfiction is frequently easier to 'chunk' .
- Make sure you offer a variety of genres, including
poetry, humour, travel etc. Be sensitive to content
for your particular readers if you intend to have discussion
following reading
- Don't constantly make writing tasks the outcome of
some reading. If learners are invited to write reviews,
provide a framework for them to write into (writing
a good review is a complex task). A bookplate or scorecard
which has space for brief comments can be attached to
a book
- The use of prediction, visualisation and suspense
supports and encourages learners. Reading and then paraphrasing,
discussing and sharing ideas and views enables learners
to feel more involved in the book
Backlist: the past work of an author or the back
stock of books kept in print by a publisher
Browsing: how people look for books when they come
into a library - reader development techniques are used
to tap into this behaviour and widen people's reading choices.
Counter-top: where a 'mini' display of books is
arranged on the library counter
Dumpbin: a display bin which is used to promote
a collection of books usually linked to a specific promotion.
Emergent reader: used specifically in work with
basic skills learners. Refers to people who have low literacy
levels (entry level 3 to level 2) and do not yet read for
pleasure.
Face-on: where a book is displayed with its cover
showing.
Header: an A3 landscape poster that is put onto
a dumpbin (see above) to highlight and draw attention to
a specific collection of books or alternatively the signage
used on top of shelving to guide people to the right area
of the library.
Issues: refers to the number of times any given
title has been taken out by a borrower.
Point-of-sale/Point-of-lend/Display materials: All
terms refer to printed materials that libraries use to promote
different aspects of reading and their work. They can range
from nationally available promotions (BBC RaW, First Choice,
Richard & Judy) to regionally or locally produced materials.
They can include: banners, posters, headers (see above),
shelf pointers (see below), leaflets, postcards, reading
diaries and stickers etc.
Reader Development: "Reader development describes
the active way libraries work to create the best possible
reading experience for everyone." Taken from www.theirreadingfutures.org.uk.
It:
- starts with the individual and their own experience
of reading, tastes and preferences
- conveys passion about books
- motivates and engages a group or an individual who
may have little or no history of reading
- makes people feel comfortable and at ease with the
idea of reading
- demonstrates that reading can embrace everything from
text messaging to the classics, depending upon individual
taste and ability
- opens up people's reading choices
It tends to be:
- a shared activity
- inclusive
- a very powerful tool for changing attitudes to reading
- a way of developing a sense of ownership and self-learning
- sufficiently motivational to inspire people to do
things for the first time
- a way of creative enthusiasts able to act as advocates
for reading
Libraries use various tools and techniques to engage people
with reading: reading groups, reader recommendations, book
of the week/month, reader boards (where readers put their
own thoughts and opinions about books), reader's days, book
chains, promotions and displays, a wide range of stock (see
below), websites.
Returns trolley: where books that have just been
returned to the library are put. Sometimes used to promote
specific titles as it acts as a reader recommendation tool
(library borrowers like to see what others have been reading!).
Self-issue: where a person can take out a book by
themselves without checking it out through the counter first.
Usually a machine that is conveniently located in the library.
Shelf pointer: promotional strips that run along
shelving. Also known as shelf guiding
Stock: books, tapes, DVDs, CDs, tapes, CD Roms,
PlayStation games, magazines, newspapers. Can also be referred
to as "material".
Table-top: books displayed on tables, "face-on".
Top-up: the act of making sure that any book display
has sufficient and appropriate titles ie the books don't
run out!
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