AT A GLANCE
The overarching theme of the project was to support the development of independent reading in classrooms with a particular emphasis on diversity. Planning with the University tutors was key to the success of the project and the time invested in achieving a clear understanding of the course requirements was essential for SLS staff. University staff similarly appreciated gaining a clearer understanding of the offer that libraries are able to make and the value of the professional expertise available to students.
ITT PROVIDER
Higher Education Institution: University of Hertfordshire
ITT course: PGCE, BEd
No. of trainees involved: 340
Year group: 1 PGCE (Primary & Secondary), BEd 1 (Primary), BEd 3 (Secondary)
Subject area: English (BEd 3)
Logistics: The two PGCE sessions and the BEd1 Primary session were run at the beginning of the course in September and were designed as an introduction to Children’s Literature. The students’ pre-course task had been to read and review at least two books from a prescribed reading list and to come to the sessions prepared to discuss what they had read in the context of their own reading histories.
The BEd 3 session was held at the end of October and was designed to be an interactive session with considerable student input. Students were encouraged to read as widely as possible before the session led by Schools Library Service staff.
SETTING
All four sessions were delivered at the University by Hertfordshire Schools Library Service (SLS) staff.
Provision for learners:
SLS produced a list of Recommended Books for Nursery to Year 6, which was distributed to students along with a list of book related websites.
SLS also offered drop-in sessions at their local centre for all students. The take-up for this was low with only approximately 10 students visiting but there were around 12 subsequent telephone conversations with students.
AIMS AND OBJECTIVES
The overarching theme of the project was to support the development of independent reading in classrooms with a particular emphasis on diversity. Planning with the University tutors was key to the success of the project and the time invested in achieving a clear understanding of the course requirements was essential for SLS staff. University staff similarly appreciated gaining a clearer understanding of the offer that libraries are able to make and the value of the professional expertise available to students.
ABOUT THE PROJECT
The large numbers of students involved, especially on the PGCE courses, necessitated a lecture style of delivery. The sessions covered the importance of reading, role of the school library, support from SLS and the public library, organising a book corner and keeping a literature log as well as the key aspect of the session, an examination of the range of literature available to children and young people. All students are required by the University to keep a literature log during their course, which subsequently informs their advice to pupils when on placement in schools.
The session for the PGCE Secondary English specialists looked at developing literature across the curriculum and discussed strategies for involving other colleagues in developing a reading community within the school.
The BEd3 Secondary students, following an introduction to a range of materials, were presented with a scenario: You have £1000 to spend on resources for your classroom or the library. What would you choose and what are your criteria? This allowed students to discuss strategies and criteria with each other as well as with SLS staff and their tutors.
OUTCOMES
These initial sessions were delivered in 2005. The University’s evaluation with the students provided very positive messages about the value of the partnership. Students had been encouraged to read more widely themselves and felt more confident about recommending titles to their pupils. The literature logs had become a real teaching tool, rather than a mere list of books. There was an enhanced understanding and appreciation of the value of working with libraries and a clear understanding of the range of support available to schools through SLS and to individuals through public libraries. These students actively encouraged their pupils to take part in activities like The Summer Reading Challenge and Carnegie/ Greenaway shadowing.
SLS repeated the sessions in 2006 at the request of the University and in 2007, funded by the University.
This project has resulted in a strong relationship between the library service and the University.
SURPRISES
From the library perspective there is still a need to overturn outmoded and stereotypical views about what a modern library service can offer in terms of resources and advice. Participants were unaware of the range of reader development activities (reading groups, book prize shadowing opportunities, author events and so on) available to schools through libraries.
KEY SUCCESS FACTORS
The investment in planning with the University staff was essential to the success of this project. This relates not just to the content of the sessions but to the timing as well. The participation of tutorial staff in the sessions has led to a reiteration of the learning points made by SLS staff during other taught sessions and an ongoing dialogue throughout the academic year.
The investment in planning with the University staff was essential to the success of this project. This relates not just to the content of the sessions but to the timing as well. The participation of tutorial staff in the sessions has led to a reiteration of the learning points made by SLS staff during other taught sessions and an ongoing dialogue throughout the academic year.
