School library guidelines and advocacy
Good School Libraries: Making a Difference to Learning
This important Ofsted report draws on inspection data collected from visits to 32 schools and identifies those factors which help to produce good libraries in primary and secondary schools. It emphasises the importance of the commitment and support of headteachers; the appointment of specialist library staff; effective monitoring and evaluation; and coherent programmes for developing pupils’ information literacy.
This important Ofsted report draws on inspection data collected from visits to 32 schools and identifies those factors which help to produce good libraries in primary and secondary schools. It emphasises the importance of the commitment and support of headteachers; the appointment of specialist library staff; effective monitoring and evaluation; and coherent programmes for developing pupils’ information literacy.
A number of other key documents are available to help schools to assess and evaluate their libraries. Most of these documents are available to download and where appropriate the website is provided.
Improve your school library: a self-evaluation process for primary schools and
Improve your school library: a self-evaluation process for secondary school libraries and learning resource centres (DfES)
http://www.teachernet.gov.uk/schoollibraries
Provide a framework to assess the quality of provision and measure outcomes, provide evidence of achievement and identify areas for improvement. Also offer practical suggestions for improving library support for pupil learning.
Improve your school library: a self-evaluation process for secondary school libraries and learning resource centres (DfES)
http://www.teachernet.gov.uk/schoollibraries
Provide a framework to assess the quality of provision and measure outcomes, provide evidence of achievement and identify areas for improvement. Also offer practical suggestions for improving library support for pupil learning.
School Libraries - Making A Difference (CILIP, DfES etc)
www.schoollibrariesadvocacy.org.uk/welcome.asp
Research has shown three factors determine the extent of the school library's impact on achievement:
www.schoollibrariesadvocacy.org.uk/welcome.asp
Research has shown three factors determine the extent of the school library's impact on achievement:
- Good resources
- A skilled librarian
- Collaboration with all teaching departments.
This document is aimed at headteachers, governors and all who manage schools.
It shares the vision of how a school library can be the vibrant heart of a school and vitalise a learning community and is for school librarians to use to inspire their colleagues with an enthusiasm for libraries that empower learning and stimulate creativity.
It shares the vision of how a school library can be the vibrant heart of a school and vitalise a learning community and is for school librarians to use to inspire their colleagues with an enthusiasm for libraries that empower learning and stimulate creativity.
Primary School Guidelines (CILIP)
A practical support for everyone concerned with establishing, maintaining and developing dynamic primary school libraries. They address the library needs of pupils aged 4-11 as independent learners and imaginative readers, embedding the school library in the teaching and learning culture of the whole school.
Improving pay and status: a school librarian's self-empowerment pack (CILIP)
http://www.cilip.org.uk/jobscareers/jobevaluation/selfempowerment.htm
This useful invaluable advocacy tool outlines strategies that have been used to argue successfully for better pay; includes case studies; and identifies the areas that can help you redefine your status within the workplace.
http://www.cilip.org.uk/jobscareers/jobevaluation/selfempowerment.htm
This useful invaluable advocacy tool outlines strategies that have been used to argue successfully for better pay; includes case studies; and identifies the areas that can help you redefine your status within the workplace.
Raising the quality of educational performance at school (OECD)
http://www.oecd.org/dataoecd/17/8/29472036.pdf
Looks at the performance of the fifteen-year-olds in reading. Analysis of data showed that students whose parents have the lowest occupational status but who are highly engaged in reading obtain higher average reading scores in PISA (Programme for International Student Assessment) than students whose parents have high or medium occupational status but who report to be poorly engaged in reading.
http://www.oecd.org/dataoecd/17/8/29472036.pdf
Looks at the performance of the fifteen-year-olds in reading. Analysis of data showed that students whose parents have the lowest occupational status but who are highly engaged in reading obtain higher average reading scores in PISA (Programme for International Student Assessment) than students whose parents have high or medium occupational status but who report to be poorly engaged in reading.
PIRLS (Progress in International Reading Literacy Study)
http://www.nfer.ac.uk/research-areas/pims-data/summaries/pir-progress-in-international-reading-literacy-study-pirls.cfm
Conducted by the National Foundation for Educational Research, a comparative study of the reading achievement of ten-year-olds in 2001.
http://www.nfer.ac.uk/research-areas/pims-data/summaries/pir-progress-in-international-reading-literacy-study-pirls.cfm
Conducted by the National Foundation for Educational Research, a comparative study of the reading achievement of ten-year-olds in 2001.
Page Last Updated: 8 February 2011
