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2 The Library Environment Barbara Band Introduction A library does not stand alone within a school. Its character is determined by the support it receives and how libraries are viewed by the school community. It can be a buzzy exciting place that is at the centre of the school or a rarely- - us...

2 The Library Environment Barbara Band Introduction A library does not stand alone within a school. Its character is determined by the support it receives and how libraries are viewed by the school community. It can be a buzzy exciting place that is at the centre of the school or a rarely- - used room stuck in an outbuilding. The library environment includes several. features: the physical space; the resources held within it; the visual aspects; the staff; and the character created by all of these. A school library is greater than the sum of its parts and therefore all its features need to be considered. The physical space School libraries vary considerably in size. Those in primary schools tend to be smaller and are often found along a corridor, situated in an open space within the building such as the reception area, or even housed in a portacabin or decommissioned bus in the playground. Secondary school libraries, generally, are located within a purpose-built room, large enough to accommodate several students as well as an extensive resource collection. However, this is not always the case: some primary schools have purpose­ built libraries whilst some secondary schools have libraries squeezed into small rooms. Nevertheless, the Great School Libraries survey reported that 'the nature and use of school library spaces varies significantly, with primary schools less likely than secondary schools to have a dedicated library space (as opposed to an open plan/multi-purpose space)' (2019). There are several factors to consider with regards to the physical library: 16 CREATING A SCHOOL LIBRARY WITH IMPACT As a whole school resource, it should be centrally located, accessible and welcoming to all members of the school community. If it is tucked away in a corner of the school or up a flight of stairs, it is unlikely to get 'passing traffic' - an ideal location would be near the reception or dining area, somewhere that students visit regularly or pass by during the course of their day. Accessibility for disabled students and staff also needs to be considered. It should have sufficient lighting, preferably natural, and adequate ventilation and heating. Working in a dim, stuffy room is depressing for both students and staff and can make concentration difficult. Low lighting may also cause issues for students with visual disabilities, but if the lights are too bright, they can cause glare and reflections on screens. There are no recommended guidelines for how many students the library should be able to accommodate but, at the very least, it should be large enough to seat one whole class, preferably at tables. If the library is only large enough to allow use by a handful of students at a time, then library and research lessons cannot take place. The space should also be flexible enough to allow a variety of activities including independent study, group work and leisure reading. Ideally, it should be able to accommodate a whole class in addition to ad hoc visits from students carrying out research tasks, as well as older students undertaking independent study. The library furniture should include soft seating, tables and chairs as well as a range of shelving and display units suitable for a collection of varied resources, including fiction, non-fiction, graphic novels, magazines, audio books and more. The organisation of these resources should be obvious to all users. The school library should provide relevant access to information technology in the form of computers and/or mobile devices, as well as digital resources. A library management system (LMS) is essential for efficient and effective management of the library. The library should have an issue desk sited to facilitate supervision of the space, as well as secure office space and storage. Library layout The layout of the library will be determined by the size and shape of the available space. However, there are aspects relevant to all libraries regardless of their size. The issue desk should be near the entrance so students are immediately aware of where they can go to ask for help. It should be placed THE LIBRARY ENVIRONMENT 17 so that there are clear sight lines along all the shelving and to facilitate supervision of any students working in the library. Although it may not be possible to cater for the needs of all students at the same time, the space should allow for various activities, including quiet reading on soft seating, individual independent study, whole-class lessons at tables, group work and after-school activities. Additionally, it can be useful to have the space to hold larger meetings, such as the student council or LGBTQ+ group, with furniture that can be arranged as per a conference or theatre layout. Shelving needs to be far enough apart to allow for browsing and there should be enough space around displays for students to peruse the resources and information. It should be noted that secondary schools will usually have far more meetings and activities happening in the library, so the furniture and space requirements are likely to be different from those of primary school libraries. Library furniture Library furniture and. fittings are expensive, so it is important that any purchases are fit for purpose. Although it is possible to buy cheaper shelving from high street stores, it is unlikely to be able to cope with the demands of a busy library and will soon show signs of wear and tear. It is also more likely to break or warp under the weight of books. The library may already have shelving fitted but if you are in the position of refurbishing or creating a new library, there are companies who offer a planning service, as well as supplying suitable furniture, such as Gresswell (www.gresswell.co.uk), FG Library and Learning (www.fglibrary.co.uk) and Peters (www.peters.co.uk). Some school library consultants also offer this service. It is important to consider the intended use of the library before planning the layout, as well as investigating library designs. There are several examples online via sites such as Pinterest and Instagram and it could be useful to visit local schools with refurbished libraries to gather recommendations and advice. Some library furniture is quite unusual and has a 'wow' factor but, in use, is not particularly practical. A bookcase shaped like a tree with randomly placed shelves representing branches may look attractive but is restrictive with regards to the books that can be placed on it and keeping them in any sort of order would be very difficult. Shelving needs to be a suitable height for students. Primary school libraries should have lower shelving than that found in secondary school libraries - if shelving is too high, younger students cannot reach the resources, plus it is unlikely to meet disability requirements. The shelving also needs to be appropriate for different sizes of books; normally, fiction books are smaller 18 CREATING A SCHOOL LIBRARY WITH IMPACT in height than non-fiction resources, which will need more space between individual shelves. Consideration should be given to the storage of picture books and graphic novels, as well as other resources, such as audio books. Primary school libraries are likely to have more picture books for under 8-year-olds, although secondary school libraries could have 'picture books for older readers' and if the library interacts with local primary schools or runs sessions involving parents and younger children, they may want to have a selection of picture books as well. These books are best stored in kinderboxes or on shelving units designed for picture books to facilitate browsing. The library shelving should allow for books to be shown face out to attract students. The library should also incorporate display areas so that particular aspects of the stock can be promoted or linked with school and national events. For example, displays promoting national book awards or books related to Black History Month or World Environment Day can introduce students to areas of the collection they may not be aware of. Stock classification Classification of the stock is necessary for the effective use of the library. It allows for resources to be organised, facilitates searching for specific authors and subjects, and makes it easier to find items on the shelves. Resources are usually divided into fiction and non-fiction and each will be classified differently. Traditionally, fiction is classified using the author's last name and helved in alphabetical order from A to Z. Sometimes one letter is used; at other times two or three letters. In primary schools, phonics is taught using reading schemes with books levelled into bands represented by colours; occasionally the librarian is asked to classify the school library's early years resources to fit into this scheme but generally an alphabetical sequence will be used. It is possible to classify fiction books by genre using alphabetical order within each category. This, however, may separate books written by the same author; for example, Malorie Blackman has written books that could be considered science fiction/dystopian as well as crime/adventure stories and in a genre classified library these would not be in the same sections. It is also necessary to know the main genre of each book before it can be classified and there is the problem of what to do with books that do not seem to easily fit into one specific genre. Although there are many classification systems, non-fiction resources in schools are frequently classified using the Dewey Decimal Classification (DOC) system. This divides all non-fiction books into ten categories from 000- THE LIBRARY ENVIRONMENT 19 999, with decimal points added for further breakdowns of topics within a subject. The ten main divisions are: 000 Computer science, information and general reference 100 Philosophy and psychology 200 Religion 300 Society/social sciences 400 Language 500 Science 600 Technology (applied science) 700 Arts and recreation 800 Literature 900 History, biography and geography An example of a further breakdown within a main Dewey division could be: 300 - Society/social sciences 370 - Education 373 - Secondary education 373.25 - Comprehensive schools A simplified DOC system tends to be employed within school libraries, usually with minimal decimal points. Some schools may also use coloured labels to identify the major ten DOC categories or shelve non-fiction books according to curriculum topics. This is often the case within primary school libraries. However, using both coloured labels and simplified DOC numbers enables younger students to identify subject areas by colour and older students to learn how to use the DOC system, which they are likely to experience at secondary school and in the majority of public libraries. Using an established system facilitates the transfer of library skills between school stages, as well as into further and higher education. The key to any classification system is consistency and it is best to decide what to use prior to cataloguing resources. Online sources, such as the Online Computer Library Centre (OCLC), a global library co-operative (www.oclc.org/en/ dewey.html) and the British Library (http://explore.bl.uk), can be used to help with the selection of Dewey numbers. Cataloguing resources Most school libraries will operate using a computerised library management system (LMS), a relational database that keeps an inventory of all catalogued 20 CREATING A SCHOOL LIBRARY WITH IMPACT stock and records the borrowing of resources, linking various sets of data. Cataloguing library stock enables students and staff to search the collection for relevant resources and find them in the library as each resource is listed with basic bibliographic data, such as title, author, publisher and date of publication, as well as its classification details. Many LMSs allow additional information to be recorded, such as genres, subjects and keywords; these allow for detailed searches to be carried out, enabling students and staff to find resources linked to their interests or the curriculum. As with classifying resources, consistency is key when cataloguing stock. It can be useful to create a cataloguing policy with guidelines detailing the stages that need to be completed and required information to be inputted; otherwise, the catalogue is likely to contain anomalies and errors. For example, when cataloguing series, decide whether the order should be series name then title or title first then series name. When resources are catalogued, each will be given a unique barcode so that multiple copies of the same book can be identified. The spine is then labelled according to the classification system used, whether this is letters, coloured labels and/or Dewey numbers. Labels should be clear and uncluttered to aid students with learning difficulties or visual disabilities. To facilitate access to resources, there should be shelf guiding and a subject index; in primary schools this is usually a wall chart, with a detailed alphabetical subject guide provided in secondary schools. These can be purchased from companies such as Carel Press (https://carelpress.uk) who will supply the information in a spreadsheet file that can be amended to suit individual circumstances. Schools Library Services also often have subject indexes available for subscribers or a a cost. Library management systems There are several LMSs available. Free LMSs are very basic and usually restrict the number and type of resources that can be included. Other LMSs offer a range of facilities, including detailed records with additional bibliographic information, report writing, bespoke lists and automatic overdue reminders. LMSs enable the library to be managed efficiently and save time. They can also be used to promote the library to students and staff outside the library space as they can be accessed remotely. This enables students to check their loans, search the catalogue and reserve books. In addition, the librarian can promote new stock and highlight any library news or activities. When deciding on an LMS for the school library, it is important to consider the requirements of the library and ensure that what is purchased can meet these. LMS companies offer demonstrations - it can also be useful to visit local THE LIBRARY ENVIRONMENT 21 schools that are operating the system to see it in action. There are several factors that need to be considered: The more features an LMS has, the more expensive it is likely to be. There will also be other costs associated with installation, such as integration with the school management system. Annual subscription fees that cover upgrades and ongoing support will need to be paid. The existing library hardware has to be capable of supporting the system. If it does not, it may need to be upgraded. If training is required, ascertain if this will be provided free-of-charge or if there is an additional cost. The main LMS systems include: Accessit (https://accessitlibrary.com); Heritage Cirqa (https://isoxford.com); Libresoft (http://libresoft.co.uk); Oliver (www.softlinkint.com); Pergamon Mu (www.esferico.net); and Reading Cloud (www.readingcloud.net). Technology in the library In addition to the LMS, there may be other technology found within the library. This is more likely to be the case with secondary school libraries rather than primary school libraries due to costs and available space, as well as each having a different focus and use within the school. Technology enhances library provision, allowing students to explore, create and learn. It also helps students to become digitally literate, an important and necessary skill in the 21st century (see Chapter 5: Information and Digital Literacy for further information). If the library is going to incorporate digital resources as part of the collection, it is necessary to have the technology that allows the access and use of them both within and outside the library. Technology that may be found in libraries includes: PCs, laptops or tablets: some secondary schools have an IT suite off the library or enough PCs or laptops stored in a trolley for a whole class to use. However, if the library is used as a classroom with students using the IT facilities but not the resources, it can prevent access by other students during those times. Ideally, the use of technology should be an integrated part of a library lesson rather than the only reason for booking the space e-readers that can be used to engage students who struggle with or dislike reading, as well as aiding those with visual disabilities 22 CREATING A SCHOOL LIBRARY WITH IMPACT an interactive smartboard for use during lessons and that can be used to show presentations and videos equipment that allows the use of augmented and virtual reality. There are various aspects to consider with regards to technology within the library. The initial costs can be quite high, although these should come out of an IT budget rather than the library budget. Any equipment will need to be maintained and updated, otherwise new software and applications may not be supported, and there, may be subscription costs involved. It is also important that the school's WiFi is adequate to allow the use of technology within the library (see Chapter 6: Using Technology to Enhance the Library Experience for further information). Library staff In the UK, the situation with regards to staff in the school library varies considerably, partly because there is no legal requirement to have a school library let alone a school librarian. The CILIP Guidelines for Secondary School Libraries (Shaper, 2014, 8) recommend that the librarian: is line managed by a senior management team (SMT) member with responsibility for curriculum development is consulted and included in improvement planning to influence the strategic direction of the school has direct access to the strategic management of the school, so that the library can play a full role in school improvement has Head of Department status so that the librarian can listen to, understand and meet the needs of all departments within the school and play a full and proactive part in improvement planning on a par with other Heads of Departments is responsible for feeding into the annual reporting process in line with academic departments is not associated with any one particular teaching department and works effectively across the curriculum has a relationship with the governing body in line with other Heads of Department is included in all staff appraisals and training and participates in the delivery of relevant staff INSET is salaried at a level commensurate with other Departmental Heads. THE LIBRARY ENVIRONMENT 23 The reality is that school librarians are managed by a range of people including: Headteachers; a member of the SMT; the Head of English; an English teacher or teacher from another department; the literacy co-ordinator; and the finance manager or bursar. Ideally, school librarians should be managed by a person with an overview of the curriculum and with the authority to support library initiatives; being managed by a member of the English team may result in the library being seen as an extension of the English department rather than a whole school resource. A job description will outline the main tasks and responsibilities of the role; they can be generic or very detailed. The person specification for the position details the essential and desirable qualities required. It should be noted that in many schools the 'librarian' is given an alternative title such as the 'learning resource centre manager' or the 'reading ambassador', but usually the job description is one that you would expect to see for a librarian. Likewise, the 'library' is often called the 'learning resource centre' or 'media resource centre'. It is interesting to note that, despite what the librarian and library are called, students, staff and parents still tend to use the recognised terms of 'librarian' and 'library'. Traditionally, there is a hierarchical staff structure ranging from the Head Librarian through to assistant librarians and library assistants. However, as many school librarians are solo workers, they are often responsible for the management of the school library and so are the 'librarian' regardless of what they are called. In primary schools, it is usual for the librarian to either be a part-time worker or have an additional role, such as a teaching assistant. Volunteers, both adults and students, can play an important role in the school library, particularly if the librarian is a solo worker. Volunteers can take on administrative work, help with re-shelving books, tidying the stock and putting up displays, thus freeing up the librarian to focus on more strategic plans. They can also assist with library events and activities. Many schools use student volunteers; in primary schools these are often from Year 6, whil t in secondary schools it is more usual to use Key Stage 3 students (Years 7-9), although some schools use volunteers up to and including the sixth form. It is important that volunteers receive training and are made to feel they are part of the team so create a rota for them and ensure there is a range of tasks that use their skills and expertise, whether this is attention to detail in putting stock away or a creative flair in producing posters. Regular adult volunteers will need to undergo safeguarding training and have a Disclosure and Barring Service (DBS) check; ad hoc volunteers do not need to do this but must not be left alone with students. With regards to student volunteers, it can be useful to instigate a training programme over a period of weeks that covers various aspects of the library, 24 CREATINGASCHOOLLIBRARYWITH IMPACT including operating the LMS at breaktimes. Being part of a student library team can help students develop useful workplace skills, such as collaboration and communication. It can also increase their self-confidence and give them a sense of ownership of the library. The School Library Association has a Pupil Librarian Toolkit (available to members) with a structured training programme and certificates at different levels. The CILIP School Libraries Group and the School Library Association run a joint UK Pupil Library Assistant of the Year Award that is open to all student volunteers. Many Schools Library Services also run local awards. Entering student library assistants for these is an excellent way to showcase their contribution. Library qualifications Library qualifications include both academic and professional. Library and information studies (LIS) degrees are available that can be undertaken in person or via distance learning. Library apprenticeships to Level 3 have been accredited by CILIP in consultation with the Institute for Apprenticeships & Technical Education, which provide on-the-job training. CILIP also offers Certification, Chartership and Fellowship as professional qualifications, requiring submission of a portfolio of evidence. These professional qualifications do not require academic qualifications for achievement. It is interesting to note that the Great School Libraries campaign National Survey 2019 reported that, of the schools who participated, only 34% of library staff had an academic qualification and 30% a professional qualification, with inequalities by education phase and type. Designated staff in primary and local authority-maintained schools were less likely to have relevant qualifications or training than staff in secondary or independent schools. The library ethos The library environment is not just a matter of its physical components, the shelving, resources and staff, nor of its location and space within the school. It also encompasses the ethos and atmosphere that is created by the synergy of its parts, its use within the school community and how it is viewed and supported by both the SMT and the staff. Everything in the library contributes to this: lighting; colour; signage; posters; displays; resources; technology; and activities. First impressions are important, as is what can be seen by students before they even walk through the doors (for example, signage, wall displays and posters outside the library). This impression should be one of a welcoming space that looks interesting and exciting and that entices students THE LIBRARY ENVIRONMENT 25 to explore fµrther. Look at the library from the point of view of a student, someone who is walking past and glimpses inside or someone who has just entered the room - consider what there is to interest them and what visual elements there are that would encourage them to venture further or linger longer. The school library should be a hub of delightful discovery and learning, somewhere that is relevant to every student, supporting them in their reading, their learning and their aspirations. Posters play an essential part in this. They should be visible not only in the library but also outside, around the school and in various areas that are frequented by students, such as busy corridors, toilets and the canteen. Posters are an excellent way of promoting what the library can offer by way of resources, services and activities. Displays also serve an importanepurpose. They allow you to promote sections of the stock, such as specific genres and authors or new books. Displays are excellent for linking with curriculum topics being studied - use both fiction and non-fiction books in displays to encourage reading across the curriculum - and can tie in with local and national events, such as regional book awards or the Yoto Carnegie and Kate Greenaway Medals (previously the CILIP Carnegie and Kate Greenaway Children's Book Awards), Pride Month, Earth Overshoot Day or Mental Health Awareness week. It is important to change displays regularly to maintain students' interest; the easiest way to do this is to create a programme of displays for the whole year, using free resources available online and relevant items within the library collection. There are many sources of display material available and organisations and charities often provide downloadable resources to support their work and activities. Publishers can supply book posters, although it is important to ensure the books being promoted are stocked within the library as students will usually ask for them. The librarian plays an essential role in creating the atmosphere within the school library and should cultivate a welcoming and non-judgemental space · that offers students a safe area for them to explore their reading and pursue their interests, regardless of how esoteric these may be. For many students, the library is a refuge, a place they can escape to and recharge when they are struggling with a busy and demanding school day. The wellbeing aspect of the school library is undervalued and often not recognised; this is explored further in Chapter 7: Equality, Diversity and Inclusion in the School Library. A school librarian's day is always busy with a constant stream of students, requests, tasks and a never-ending to-do list; nevertheless, there will be times when the pastoral role will take over and you may find yourself abandoning your list. It is important to recognise that this is an essential part of the 26 CREATING A SCHOOL LIBRARY WITH IMPACT position and necessary if you want students to feel welcomed and that they belong in the library. Library events and activities add to the overall ethos. These should be run throughout the year and be varied so they appeal to a wide range of students. For example, if you organise book groups, these are only likely to attract your readers; if all your competitions are writing-based, this excludes students who are more visually creative. Whether activities are regular weekly happenings or annual undertakings, they will create a dynamic space that helps to develop ownership of the library, encourage student participation and generate input into the library's future direction. The use of the school library The function of the library within a school needs to be clearly established as it is likely you will come across different viewpoints regarding this. The overall ethos of the school will affect how the library is used; some schools regard the space as simply supporting the English department in their quest for improving the reading skills of students, other schools will see it as a more academic space, for use by students studying and learning, and will discourage any activities that appear to be frivolous and noisy. The library is there to support the varied needs of the whole school community; these will include reading skills and studying, but should also link with students' interests and wider national and global events that inform their knowledge. In primary schools, most libraries support the development of reading skills and curriculum topics being taught by individual teachers within the classroom, supplementing existing classroom libraries. In secondary schools, many librarians have the opportunity to provide extracurricular resources and activities that extend the role of the library. The use of the library varies from school to school. Although it is usual for primary school teachers to take their classes to the library to change books, some schools will send small groups of students with a teaching assistant and those that have librarians may well send students unaccompanied. It is also often found that older KS2 (Years 5-6) students are allowed extra responsibility and freedom to go to the library on their own and to use it at breaktimes. Many secondary schools have regular library lessons within the English timetable, at least for KS3 students. These classes are usually accompanied by a teacher and are used to browse, choose books, read silently or undertake library and book-related activities. Sometimes the librarian will be responsible for the content of these lessons, whilst in other schools, the accompanying teacher will plan them. Classes may also have research lessons THE LIBRARY ENVIRONMENT 27 in the library, booked on an ad hoc or regular basis throughout the year by various subject teachers. The use of the library impacts on the work of the librarian and contributes to the library ethos, particularly if it is used as a classroom with no librarian or library resource input, closed to hold meetings or as a place to put disruptive students that have been removed from lessons. It is therefore important to establish rules for booking and using the library. When it is taken over for alternative practices, these create barriers and prevent the space from being a whole school resource available to the school community. Action points What is the first impression of your library when you walk through the door? Does it look interesting and attractive to students and are there displays that would encourage them to explore the space further? What national events are celebrated within the school? Can you link in with these via a display or related activity? Consider the layout of your library. Are there any areas that could be improved? What would be needed to make these changes and what benefits would they bring? What is the labelling in your library like? Is it clear and easy to understand? Could it be improved to facilitate access to the resources? Further reading Dewe, M. and Duncan, S. (2018) Design for All Reasons: Creating the Environment for the Primary School Library, SLA. Opening the Book (n.d.) Designing the School Library: Articles, Reports and Guidelines, www.designinglibraries.org.uk/?PageID=89. Softlink (2019) Ideas for Reviving the School Library Space, www.softlinkint.com/blog/ideas-for-reviving-the-school-library-space.