A theory of the role of the library in the student’s intellectual experience , by Darryl Toerien

I write this as I approach the end of my second spell on the National Committee of SLG. My first started shortly after I became a school librarian, by chance rather than design (or at least through no design of my own). This means that serving on the National Committee of SLG has framed pretty much the first 20 years of my work in and for school libraries, and that a measure of reflection is, therefore, appropriate.

An even earlier and profoundly formative experience was stumbling across Jesse Shera’s The Foundations of Education for Librarianship (1972) in a charity shop in Caversham. In this remarkable book, Shera articulated what I instinctively knew about librarianship in general, and school librarianship in particular. This may seem a little odd, given that he was writing partly about academic librarianship in the US in the late 1960s and early 1970s. Not so odd when you consider Blanche Woolls’ observation that the only difference between a school librarian and an academic librarian is, or ought to be, the length of time between a student leaving school and starting university, and that the fundamental issues confronting Shera then and there confront us still here and now. One passage in particular illustrates this, and set the course of my professional development (p. 177, emphasis added):

Increasingly, research as a method of instruction and an environment for formalized learning is being introduced into undergraduate as well as graduate programs.* This undergraduate research, or more properly, inquiry, has its own characteristic information needs, though academic librarians generally have given these requirements slight attention, while the faculty has tended to ignore them almost entirely. This neglect may doubtless be attributed to the fact that the instructors themselves were not properly encouraged in the use of the library in their own undergraduate years. The textbook and the reserve collection, which in the final analysis is only a kind of multiple text, have too long dominated undergraduate, and even graduate, instruction. The teacher’s own mimeographed reading lists and bibliographies have been imposed between the student and the total library collection, largely because the typical faculty member does not trust either the bibliographic mechanisms of the library or the competence of the librarians, while the librarians, for their part, have never developed a theory of the role of the library in the student’s intellectual experience. This neglect has been intensified by the absence of any real communication between teacher and librarian, both have paid lip service to the library as a “learning center,” and having said that satisfied their sense of obligation with a short course or a few lectures on “How to Use the Library.”

I have been wrestling with a theory of the role of the library in the student’s intellectual experience ever since. Shera led me to Patricia Knapp (1966), who led me to Helen Sheehan (1969), who led me to Norman Beswick (1967), who posited that “it is not the library that ‘supports’ the classroom . . . but the classroom that leads (or should lead) inevitably and essentially to the library” (p. 201). It seemed to me then, as it does to me now, that a theory of the role of the library in the student’s intellectual experience needs to compellingly account for why the classroom leads (or should lead) inevitably and essentially to the library, as well as how. Shera provided 2 clues – “inquiry” and the “library as a learning center” – in this passage. Daniel Callison (2006) linked them explicitly, stating that “the school library only exists as a learning centre because of inquiry” (p. 601). Inquiry, then, frames learning, and it is unsurprising, therefore, that the IFLA School Library Guidelines (2015) define the school library in terms of inquiry (p. 16) – “a school’s physical and digital learning space where reading, inquiry, research, thinking, imagination, and creativity are central to students’ information-to-knowledge journey and to their personal, social, and cultural growth” – and include inquiry as one of the core instructional activities that make up the school library’s pedagogical program (pp. 41 – 44). This brings me to the present.

I was recently interviewed by Barbara Stripling for School Library Connection (a publication of Libraries Unlimited/ ABC-CLIO) about The Process and Stance of Inquiry in a Digital World. The title of the interview, and the starting point of our discussion, comes from the Galileo Educational Network’s definition of inquiry as a dynamic process and stance that is essential to the way in which knowledge is created. Inquiry is, therefore, an epistemological concern – a concern with what we know and how we come to know it – the “information-to-knowledge” part of the IFLA definition of a school library. As such, inquiry is a fundamental human activity, and the library is, or ought to be, essential to this activity. This, however, demands something of us as librarians, and of our libraries. Moreover, this process and stance is both facilitated by the digital world, and hindered by it, and Barbara was interested in my thoughts on this from the perspective of FOSIL, which is based on the Empire State Information Fluency Continuum(2019) that she led the development of.

Somewhat paradoxically, the very characteristics of the digital environment that facilitate inquiry also hinder inquiry. The question of equity of access as aside for now, although it remains a pressing concern, these characteristics broadly relate to the quantity of information, discernment of its quality and motivation. At a certain point the relentless increase in the quantity of information brings about a qualitative change – scarcity of information becomes an abundance of information, which becomes a superabundance of information. The problem then shifts from finding enough information to dealing with too much information, which is both a different and a new problem. David Foster Wallace’s Total Noise captures this qualitative change perfectly – the growing “tsunami of available fact, context and perspective” (2007!). Then, to this tsunami must be added the growing maelstrom of mis-information, dis-information and mal-information created, manipulated and distributed to devastating effect. And to make matters worse, the difficulties of building knowledge and understanding from information in these conditions is made more challenging still by the fact that the digital environment is both overwhelming and endlessly distracting, and this brings us full circle – inquiry is both an epistemological process and stance, and being able to carry out the process is no guarantee that we will care enough, one way or another, to make the effort to do so.

Huw Davies (2019) issues the following stark warning:

No digital literacy programme is ever likely to work unless it produces reflexive critical thinkers, motivated to challenge their own thinking and positionality: people know and care when they are being sold a biased or racist view of history, pseudo-science or when they are being manipulated.

This highlights the importance of inquiry as stance, which, I think, must now become our focus and most urgent task. In this we draw on 60 years’ worth of work in and through the school library on inquiry as process, which, in the words of the IFLA School Library Guidelines unites us with our classroom colleagues in the aim of “influencing, orienting, and motivating the pursuit of learning using a process of discovery that encourages curiosity and a love of learning” (p. 43).

*This extends to schools. As Daniel Callison (2015) points out, “the progression to student-centered, inquiry-based learning through school library programs was clearly underway more than forty years ago” (p. 3), at least in the US, and can be traced back to 1960 (p. 213). More broadly, though, Callison lists the International Baccalaureate (IB) Program as an early adopter of inquiry (p. 214). The IB was founded in 1968, although the philosophy, structure, content and pedagogy of the IB Diploma Programme, which was the first IB Programme, were developed in 1962 (IBO, 2017). The Diploma Programme was followed by the Middle Years Programme, the Primary Years Programme and the Career-related Programme, with “inquiry, as a curriculum stance, pervading all Programmes” (Tilke, 2011, p. 5).


Beswick, N. W. (1967). The ‘Library-College’ – the ‘True University’? The Library Association Record, 198-202.

Callison, D. (2015). The Evolution of Inquiry: Controlled, Guided, Modeled, and Free. Santa Barbara: Libraries Unlimited.

Davies, H. (2019, June 14). Digital literacy vs the anti-human machine: A proxy debate for our times. Retrieved from Medium: https://medium.com/@huwcdavies/digital-literacy-vs-the-anti-human-machine-b2884a0f075c

IBO. (2017). The history of the IB. Retrieved from International Baccalaureate: https://www.ibo.org/globalassets/digital-toolkit/presentations/1711-presentation-history-of-the-ib-en.pdf

IFLA School Libraries Section Standing Committee. (2015). IFLA School Library Guidelines. Retrieved from IFLA School Libraries: https://www.ifla.org/publications/node/9512?og=52

Knapp, P. B. (1966). The Monteith College Library Experiment. New York: The Scarecrow Press.

Sheehan, H. (1969). The Library-College Idea: Trend of the Future? Library Trends, 18(1), 93-102.

Shera, Jesse. (1972). Foundations of Education for Librarianship. New York : Wiley-Becker and Hayes.

Stripling, B. K. (2020). The Process and Stance of Inquiry in a Digital World [15: 6] [Video]. School Library Connection.

Tilke, A. (2011). The International Baccalaureate Diploma Program and the School Library: Inquiry-Based Education. Santa Barbara: Libraries Unlimited.

Wallace, D. F. (Ed.). (2007). The Best American Essays. Boston: Houghton Mifflin.

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One World Week Picture Book Suggestions, Bev Humphrey

This week (18th – 25th October) is One World Week with United Nations day on the 24th. To quote the website ‘Events are organised by volunteers with the common purpose:

To share understanding about some of the global issues that affect us all and to recognise we can all make a difference’

This year’s theme is ‘It’s Our World – Let’s make it better’ and this seems to be something that we as school librarians can certainly get behind, with our focus on inclusivity, celebrating diverse cultures and sexualities and treating all with kindness and understanding. Recently I’ve been fortunate enough to read some marvellous picture books that would make very good reads this (or any) week so I thought I’d share them here(they are not all newly published, but new to me): 

Rain Before Rainbows, Smitri Halls & David Litchfield. This exquisite book was published as an ebook by Walker during lockdown as a free download and has now been published in hard copy. It is an incredibly positive and hopeful book whilst being realistic and acknowledging fears , it talks about how although times may be dark at the moment, things will improve and there are always moments of value to come. The pictures are just achingly beautiful and the sensitive words brought tears to my eyes on the first reading (and on several subsequent readings if I’m honest!). I have already purchased several copies for Christmas presents and a copy for my gorgeous baby grand daughter , naturally nanny will read it to her! 

Mrs Bibi’s Elephant, Reza Dalvand. Mrs Bibi has an unusual pet, a large elephant , and the two of them play with children , read bedtime stories every night and live happily together. Sadly not everyone approves of the elephant however and when Mrs Bibi is told that she has to get rid of her beloved companion she has a hard decision to make. This story will break your heart and then partially mend it when the loss of the elephant makes the towns people change their heartless ways. Sensitively written, this is a wonderful story about friendship and tolerance with soft toned illustrations and a very clear message. 

Look Up!, Nathan Bryon & Dapo Adeola. The young female protagonist in this story wants to be an astronaut when she grows up and takes a keen interest in the world around and above her. Her older brother Jamal however, rarely looks up from his phone screen and doesn’t really engage with anyone, unless its digitally. Rocket’s enthusiasm for a meteor shower brings people together however and sharing the experience with her brother finally encourages him to look up from his glowing screen to enjoy the natural world.I love the illustrations , especially Rocket’s pet cat who wears a spacesuit just like his owner! I must admit that I empathised a little too uncomfortably with Jamal and must make an effort myself to look up more.

Kind , foreword Axel Sheffler, pictures by 38 illustrators. Kind has been out since 2019 but I only got around to purchasing it recently. £1 from the sale of each copy goes to the Three Peas charity which gives practical help to those who have had to flee their homes and are dependent on the kindness of others in their new country. With such a feast of brilliant illustrators naturally the pictures are fabulous and the words give suggestions to children of how they can practice kindness in their everyday lives. As the book says ‘Everyone is valuable, and we all have gifts to share’ and if we all work together we can make a better world. 

Last, Nicola Davies. Extremely poignant version of a true story about a rhino called Sudan who was the last male of his kind in the wild. The story ends hopefully although sadly this was not the case in real life and the words printed in the illustrations are taken for the most part from well know environmental speeches. An on point (as always with Nicola Davies) cautionary conservation tale that reminds us that we all have a responsibility towards nature and that we need to save species before they all die out. 

Have you read any books lately that would fit in with the One World Week theme? If so please do share them with us on Twitter. Instagram or Facebook.

Sending kindness, understanding and a big hug to any reader that needs one, in the words of Hill Street Blues “Let’s be careful out there’. 

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How do the IFLA Guidelines apply to us?, by Darryl Toerien

If history is, as Jacques Ellul (1989) claims, the consequence of ideas, then the idea of the school library as vital to education, and by extension to schools, has lost its power to produce a history of school libraries in which this turns out to actually be the case. There are many reasons for this, which will need to be confronted unflinchingly, but the pressing questions before us now are whether or not it is too late to reimbue this idea with enough power to change history, and whether or not we are willing to make the sacrifice for those who are to come?

In case you think me alarmist, consider the warning that Keith Curry Lance (of Colorado fame) issued in his contribution to the recent Louisville Symposium of the Greats: Wisdom from the Past & A Glimpse into the Future of School Libraries (2019), and this is well before the first ripples of the global COVID-19 pandemic became the first wave: “First and foremost, it is time to realize the extent to which school librarians are truly an endangered species—at least, the kind of school librarians which so many seem to advocate for.”

Now you could argue that Lance is not addressing us directly, given that he was speaking to colleagues in the US, but as the global COVID-19 pandemic makes painfully clear, we are actually all in this together, whether we recognise and/ or like it or not. And, our colleagues in the US are adapting to what Lance called their “overwhelmingly dystopian environment” from a stronger position than we are – they, as professionally qualified school librarians, are recognised as specialist teachers, whereas we, even as professionally qualified school librarians, are lucky if school libraries even got a mention in our studies.

So how do we go about reimbuing the idea of the school library with enough power to be vital to education, assuming that it is not too late and that we are willing to make the sacrifice?

Having now spent almost a year on the Section Standing Committee for School Libraries of the International Federation of Library Associations and Institutions (IFLA), I more convinced than I have ever been that we have taken the first crucial step towards doing so by endorsing the IFLA School Library Guidelines. The 2nd revised edition of the Guidelines was published in 2015, and was written by IFLA Section Standing Committee for School Libraries with contributions from the International Association of School Librarianship (IASL) Executive Board. Furthermore, the Guidelines are rooted in and nourished by the IFLA/UNESCO School Library Manifesto 1999, which, following extensive international consultation, is due be updated in 2020. There is also a set of workshop materials that was developed to support implementing the Guidelines, and that can be used freely and adapted to meet local needs.

Endorsing the Guidelines allows us to think globally, but act locally. This is important, because a debilitating feature of our “overwhelmingly dystopian environment” is that our idea of the school library is an amalgam of what we individually are willing and/ or able to do in practice, rather than what it is, or ought to be, by definition, and therefore lacks unifying and vitalising force.

The school library is, then, by definition “a school’s physical and digital learning space where reading, inquiry, research, thinking, imagination, and creativity are central to students’ information-to-knowledge journey and to their personal, social, and cultural growth” (p. 16).

There are three elements to this definition:

  1. The school library is a physical and digital learning space in which …
  2. … reading, inquiry, research, thinking, imagination, and creativity are central to …
  3. … the information-to-knowledge journey and personal, social, and cultural growth of our students

Our response to this definition, and the Guidelines it is drawn from, will determine our legacy – either it is accusatory and condemnatory, an impossibly heavy burden that wears us down, or, in the spirit of the Guidelines, it is inspirational and aspirational, an energising compromise between what we aspire to achieve and what we can reasonably expect to achieve. Should we choose to view this definition as inspirational and aspirational, then we are in fine company, that of a global community of colleagues who are striving to translate this idea into local reality, some from even weaker starting positions than us.

Our first challenge then, assuming that we have chosen this path, is to take stock of our situation from the perspective of the Guidelines. Broadly, this perspective includes the following (drawn from the Contents of the Guidelines and the corresponding workshop materials):

  1. Mission and Purposes of a School Library (Chapter 1 | Module 1)
  2. Legal and Financial Framework for a School Library (Chapter 2 | Module 2)
  3. Human Resources for a School Library (Chapter 3 | Module 3)
  4. Physical and Digital Resources of a School Library (Chapter 4 | Modules 4a, 4b and 4c)
  5. Programs and Activities of a School Library (Chapter 5 | Module 5)
  1. Literacy and reading promotion (reading for pleasure and reading for learning)
  2. Media and Information Literacy (MIL) instruction
  3. Inquiry-based learning (which can include MIL instruction)
  4. Technology integration
  5. Professional development for teachers
  6. School Library Evaluation and Public Relations (Chapter 6 | Module 6)

Given that this is the kind of ground that ought to be covered in a CILIP accredited academic programme with a school library specialisation, of which there are none, our next challenge will be how to begin effectively equipping colleagues in this country with the body of knowledge that the Guidelines represent, especially Chapter 5. This is likely to be our most daunting challenge and one that must be resolutely met, for our success hinges on it – as Lance and Kachel (2018) remind us, while “the mere presence of a [full-time, qualified] librarian is associated with better student outcomes,” what they do matters, and “since 1992, a growing body of research known as the school library impact studies has consistently shown positive correlations between high-quality library programs and student achievement” (emphasis added).

The final challenge, which is really the first of the next series of challenges, is summed up by Lance (2019):

And finally, what is the future of school librarianship going to look like? Can we ascertain enough about how it is changing for LIS programs, state library and education agencies, and school library advocates to re-tool themselves and re-focus their efforts sufficiently to equip the next generation of school librarians or whatever their successors may be called?

One sows and another reaps.

We hope.

If you are interested in exploring this further, then you may be interested in our upcoming seminar on the 29th July – The Value Added School Librarian , details and booking here


Ellul, J. (1989). The Presence of the Kingdom. Colorado Springs: Helmers & Howard.

Lance, K. C. (2019). “Last Lecture” Remarks about the Current Status and Future of School Librarianship and School Library Research. In D. V. Loertscher, & B. Woolls (Eds.), Symposium of the Greats: Wisdom from the Past & A Glimpse into the Future of School Libraries (pp. 50-56). Salt Lake City: Learning Commons Press.

Lance, K. C., & Kachel, D. E. (2018, March 26). Why school librarians matter: What years of research tell us. Retrieved from Phi Delta Kappan: The professional journal for educators: https://kappanonline.org/lance-kachel-school-librarians-matter-years-research/

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SLSA Reciprocal Endorsement , Darryl Toerien

A year ago – led by Oakham School and with the endorsement of the CILIP School Libraries Group (CILIP SLG), the CILIP Information Literacy Group (CILIP ILG) and the School Library Association (SLA) – the FOSIL Group was formed to coincide with a paper presented at LILAC 2019.

The purpose of the FOSIL Group is to help whoever is part of the FOSIL Group – which is open and free to anyone who shares its purpose – more effectively equip our children with the kind of knowledge that will help them to get more knowledge for themselves.

Our efforts are centred on FOSIL, which stands for Framework Of Skills for Inquiry Learning.

FOSIL was developed at Oakham School in 2012 by the Head of Library, Darryl Toerien.

FOSIL – which is a model of the inquiry process, an underlying continuum of inquiry skills and a growing collection of free resources to support the systematic and progressive development of inquiry skills – is based on the Empire State Information Fluency Continuum (ESIFC).

The ESIFC was developed in 2009 and re-imagined in 2019 by the School Library Systems Association of New York State (SLSA) under the leadership of Dr Barbara Stripling, Professor Emerita at Syracuse University, which serves more than 3.2 million children in 4,236 schools in New York State (as of 1 June 2020, although the actual number of schools and students being served by the ESIFC in some form or another is greater).

The ESIFC is endorsed by the New York State Library, the New York Library Association, the New York State Education Department, and as of April 2020, the FOSIL Group.

This reciprocal endorsement marks a very important stage in the ongoing development of FOSIL and the FOSIL Group, coming, as it does, shortly after FOSIL was endorsed by the Great School Libraries campaign as its suggested model of the inquiry process in March 2020.

Dr Daniel Callison, Professor Emeritus at Indiana University, writes in The Evolution of Inquiry: Controlled, Guided, Modeled, and Free (2015, pp. 215, 11) that:

Inquiry provides a framework for learning. To become independent learners, students must gain not only the skills but also the disposition to use those skills (curiosity, open-mindedness, perseverance) along with an understanding of their own responsibilities and assessment strategies. … Stripling’s stages of inquiry apply neatly across grade levels and academic disciplines as a basis for a modern interdisciplinary, inquiry-based curriculum.

Barbara Stripling, writing in ‘Empowering Students to Inquire in a Digital Environment’ (2017, p. 52), adds that:

Providing a framework of the inquiry process is only the first step in empowering students to pursue inquiry on their own. The next step is to structure teaching around a framework of the literacy, inquiry, critical thinking, and technology skills that students must develop at each phase of inquiry over their years of school and in the context of content area learning.

In FOSIL and the FOSIL Group we have both a sound model of the inquiry process with a continuum of underlying skills that provides a framework for independent learning, and a growing international community of education professionals working together to more effectively develop these critical skills within an inquiry process.

What make this reciprocal endorsement even more special is that the ESIFC is an extraordinary achievement by highly talented colleagues, and FOSIL, which is only possible due to their generosity, now includes an original maker’s mark.

The ESIFC was ad(o/a)pted as FOSIL under CC BY-NC 4.0 by Darryl Toerien, Head of Library at Oakham School, and is made available under CC BY-NC 4.0.


Callison, D. (2015). The evolution of inquiry : controlled, guided, modeled, and free. Santa Barbara: Libraries Unlimited.

Stripling, B. (2017). Empowering Students to Inquire in a Digital Environment. In S. W. Alman (Ed.), School librarianship : past, present, and future (pp. 51-63). Lanham: Rowman & Littlefield.

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Resource Sharing During Lockdown, by Elizabeth Bentley

What is the role of a school librarian? Is it to issue books and run a library? Or is it to
support student learning whatever the circumstances?
With the announcement on March 18 th of the schools’ closure, members of the profession immediately took action both to collect and to disseminate useful links for e-learning.
However, this was not just about serving their own students. Up and down the country,
school librarians have been sharing online and remote learning resources for student use.And not just for secondary students, primary resources were also shared. They used the already established routes of the School Librarians’ Network (declaration of interest: I run this) and the Facebook groups Secondary School Librarians and Primary School Librarians. Twitter also played its part.
Initially, it was lists of links and resources that were shared. There swiftly followed requests, generally on the behalf of teachers, for free versions of books for students to read, though it was equally swiftly pointed out that there were copyright considerations. Authors were losing enough money with the cancellation of school visits, without losing royalties as well.
It is notable that authors and publishers were also rushing to the rescue of schools, with
special permissions for the use of books, as well as authors reading online.
Then librarians drew each other’s attention to the various commercial services offering free access during the lockdown. While obviously time limited, these offers have given librarians the opportunity to show teachers the wealth available online, at a time when students may have been more likely to take advantage of them and thus prove their value. SLG was able to collate these and post them.

This was swiftly followed by an article on this blog by Sarah Pavey giving ideas for things to do while the library is closed, which in turn was shared by an American colleague who then shared an American blog post on what librarians there were doing to support schools. Teachers were also asking for recommendations of e-resources to support their particular subjects, and once again the joint power of school librarians was able to help. Of course, this is nothing new, but with learning moving outside the school, it became more valuable to teachers. By the beginning of April librarians were sharing their own compilations of lists organised by subject, so that this mammoth task was not duplicated by every school librarian. Many thanks to Jane Hill and Dan Katz for sharing their amazing
And librarians were already beginning to share collated lists of resources. One of the first of these was Matt Imrie’s newsletter . The School Library Association was also curating resources, both book related & more general teaching/social tools and the Centre for Literacy in Primary Education (CLPE) reminded librarians of their poetry website:

Librarians also shared advice on running online book clubs for students, whether to allow the Carnegie Medal shadowing to take place, or more generally.
Meanwhile the Great School Libraries campaign started an “Ask the Librarian” page on their website. Please do look at this as you may be able to answer questions.
The e-services, both books and magazines, provided by public libraries received useful
publicity from school librarians, reminding all of us that these can be used by our students.
At the end of March ASCEL circulated a list of individual publisher guidelines for what they were allowing in terms of authors, teachers and librarians reading their books aloud, relieving a lot of worries over copyright infringement, at least for those publishers. Ideas for CPD to do while on lockdown began to circulate: webinars, MOOCs, OU courses, SLA, SLG.
The flood of information and ideas, which I have only touched upon, continued. And now librarians were putting together SWAYs, Wakelets and Padlets for their students, as well as the more traditional lists of resources, often learning new skills in order to do so. Good examples of the SWAYs being produced can be found here:
produced by Kristabelle Williams (my successor at
Addey & Stanhope School).
Finally, we have evidence that this is really beginning to pay off in terms of recognition
within schools. As Debra Perrin posted on Facebook: “I was surprised to be asked to
collaborate with our History department on their Dunkirk 80th topic. I realise this is
probably the norm for most of you but it hasn’t been in my school. However, since
lockdown, I’ve been creating online resources via Padlet, Wakelet and Smore and just sent them off to teachers. This is the first time they’ve not just said ‘thank you’ but they’ve asked me to do more. It’s a turning point in how the library and I as the librarian is seen. Chuffed to bits! Please feel free to add, share and keep this. I’d love to have more book recommendations.

Now as our minds turn to managing the return to school there are many questions that need to be asked and answered. SLG are running a webinar on Monday the 8th June that will hopefully help you plan a successful reopening of your library, hope to ‘see’ you there!

Dunkirk 80th Anniversary Wakelet

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Things to do if your school library is closed, by Sarah Pavey


Send out reading lists for eg for AR levels, year groups or key stages with a precis of the chosen books and how they can be accessed online

Collate a series of video links of authors talking about their books

Create your own genre stickers

Create your own stickers for attaining reading levels

Create a story that can be read in parts and released to students via video or text

Create a downloadable pack of literary pairs eg Romeo & Juliet, Piglet and Pooh for a pelmanism game to play at home

Make a word search based on a fiction book (https://tinyurl.com/5v9n7n)

Make a crossword based on a fiction book (https://tinyurl.com/vf9eh35)

Hold a short story competition and publish the best in a self published ebook

Get students to send you reviews of books they have read and collate

Compile lists of books you would like to add to stock


Make guidance brochures for curriculum subjects 

Send out lists of free online databases to teachers and parents

Create reading lists for wider reading linking fiction reads to non fiction topics

Develop guides for enquiry based learning using models such as FOSIL, Big 6, 7 Pillars

Create a guide to help students understand critical literacy and academic writing

Set up a web quest for students (https://tinyurl.com/qw7sh97)

Create a guide showing alternatives to powerpoint to present project results

Consider how digital literacy theories can be applied to projects and develop a guide

Investigate databases, organisations and websites/blogs that might support non fiction areas of the curriculum and compile lists

Create puzzles and quizzes to support non fiction curriculum areas


Create virtual posters using websites such as Glogster (https://edu.glogster.com)

Plan displays for the future by researching the curriculum

Make QR codes with links to information (https://www.qrstuff.com)

Create infographics for subject areas (https://tinyurl.com/sa29c3u)

Use Blockposter.com to create giant posters

Explore #Poundlandpedagogy on Twitter for cheap display ideas

Have a go at some creative book folding through video tutorial or a book

Look for ideas and examples of how to make creative displays online


Tidy up your authority files

Add keywords and subject headings to more resources

Add URLs to resources including fiction

Add summaries to resources 

Create edocs to upload to your database

Add videos to your database

Make the home page of your catalogue more relevant

Add price data to your books

Add see also references to your references

Devise templates for reports

Tidy up your classifications / shelf marks

Create reading lists

Add reviews from students and official ones too


Create or update your Twitter account

Create or update your Facebook account

Create or update your Instagram account

Design a library logo

Create a library brochure for students

Create a library brochure for staff

Create a library brochure for parents

Preparation & CPD

Prepare/write your annual report

Read the Ofsted Inspection Guidelines & prepare any evidence you might need

Sign up for a MOOC (Massive open online course)

Finish or begin your portfolio for CILIP accreditation, membership, fellowship or revalidation

Complete an Adult Education and Training Level 3 (AET) online

Complete an online course offered by the School Library Association

Watch TED talks related to school libraries and education

Begin a distance learning degree or Level 3 qualification in librarianship, information or education

Read back copies of professional journals

Read books on professional development such as The Innovative School Librarian and primary or secondary guidelines for schools

Read some of the publications on practice available from the School Library Association

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Key Issues – Fosil Based Inquiry for School Librarians:An Introduction

SLG are proud to present the next leaflet in our series Key Issues. These little booklets are meant to be taster introductions to some important subjects you need to know as professionals. Written by members of the SLG Committee, they all give a short introduction to the subject, and further links if you want to know more. This particular leaflet deals with Fosil Based Inquiry and was written by Darryl Toerien.
We hope you find these guides informative and useful, and look out for more in the series coming soon!

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Great School Libraries Phase 2, By Caroline Roche, Chair of SLG and of Great School Libraries

After a packed two days of back to back meetings in half term – one Chairing Great School Libraries and one Chairing the School Libraries Group, I am writing to tell you about some exciting developments in the GSL Campaign, and how you can all help.

The Campaign has now launched Phase 2, after the successful Phase 1 which saw the ground breaking survey of school libraries. In Phase 2, we are looking at deepening our political involvement further. You will need to go to the Great School Libraries blog post to see this discussed in more detail, but we have one main and two secondary aims for the second half of this Campaign.

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Postponement of the SLG Conference

As you will know the Coronavirus is at the forefront of many minds at the moment and you may be aware that the Kents Hill Conference Centre where the SLG conference is due to be held was requisitioned by the Government and has had the 120 people from the last plane evacuated from Wuhan placed in quarantine there. Although none of them tested positive at the time so the risk was very low, we had a number of people who had booked or were thinking of booking, express their concerns about attending because of this, as well as comments from some exhibitors and speakers. At the time we also didn’t know what impact it might have on Kents Hill if someone tested positive during the quarantine period so the potential impact on the SLG conference was potentially very high.

At our recent SLG committee meeting, we discussed this in some depth and felt that although the risk was low, safety was our biggest priority and we needed to recognise the concerns of all those who might be attending as delegates, speakers, sponsors and exhibitors. We have therefore made the decision to postpone the SLG conference until later in the year.  We are provisionally looking at the weekend of October 16th – 18th but are waiting for the Conference Centre to confirm that all the requirements we have for our conference can be met that weekend and we will confirm those dates as soon as the Conference Centre confirms.  As it happens we have since been notified that none of the quarantined people at Kents Hill came down with the virus and all have been released from quarantine and the conference centre is to be thoroughly deep cleaned  and re-open for business soon, but having made the decision and started to notify people, we feel postponing until later in the year is the best option for us. Bookings for the new dates will open as soon as the new dates are confirmed. If you have already booked, please let Karen Usher know if you would like your booking transferred to the new dates, once they are confirmed. If you have any questions or queries please contact Annie Everall (Sponsorship, Speakers, Exhibition) annie@alannie.demon.co.uk  or Karen Usher (Delegate Bookings) karen@musher.demon.co.uk  Apologies for any inconvenience this may cause you

Caroline Roche & Annie Everall

Chair, SLG & Conference & Training Manager, SLG

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Children’s Mental Health Week, Bev Humphrey

Next week is Children’s Mental Health Week (https://www.childrensmentalhealthweek.org.uk), a week that stresses the importance of children & young people’s mental health, and the theme this year is ‘Find Your Brave’. There are some excellent resources available to download for both primary and secondary schools on the website but I thought I’d suggest some books that fit the theme. 

Picture books 

Ruby’s Worry. Tom Percival – this is a lovely story about how Ruby learns to deal with her anxiety and realises that everyone has their own worries. Bloomsbury have some fun resources you can download to use with Ruby’s Worry here: https://tinyurl.com/wu792ty

Black Dog, Levi Pensfold – allows children to explore their fears in a safe comforting way. There are great ideas for using the book here: https://tinyurl.com/rwkw3l7

Julian is a Mermaid, Jessica Love – such a warm fun story about being brave enough to be yourself and express your individuality. Walker Books classroom resources here: https://tinyurl.com/vtm3hv9

Middle Grade

I Go Quiet, David Ouimet – a picture book for older children that explores what it feels like to be an introvert in a noisy world. Gorgeous, poignant pictures and sparing but perfect text.

Wildspark, Vashti Hardy – The young female protagonist in this magical book is struggling to deal with her grief over the loss of her brother but she is definitely brave and strong. Resources available on the author’s website https://tinyurl.com/u467khq

Because of You, Eve Ainsworth – this one has an important message about standing up to online bullies – in the right way. Published by Barrington Stoke so a short read but a very strong one.


Letting Go, Cat Clarke – Fast paced adventure story about climbing a mountain both literally and figuratively. Powerful themes of dealing with depression and grief and building self confidence and independence. 

The Boy in the Black Suit, Jason Reynolds – both the main character and the girl he makes friends with are struggling with their own mental demons but manage to help each other see hope for the future.

Rowan the Strange, Julia Hearn – not a new book by any means but a story that has always stayed with me and that I think deserves to be more widely read. In wartime England Rowan who is suffering from mental health difficulties is sent to a lunatic asylum in Kent where he is treated with Electric Shock Therapy.

Positively Teenage etc, Nicola Morgan – there’s no one I trust more when talking about teen mental health than Nicola and all of her books would be a valuable read for students. Good resources on her website too : https://tinyurl.com/sfrw62w

Hopefully promotion and events of this special week will encourage young people who are having difficulties to seek help and to realise that they are not alone. Our libraries can provide a safe haven for struggling children and teenagers and if we have more books that mirror their feelings what a wonderful comfort that could be.

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