Visit to Ponteland High School Library: a day in the life of a school librarian

Last month I spent the day at Ponteland High School Library, shadowing the school’s librarian Ann-Marie Laws. When I visited the library in June (see my previous post), Ann-Marie had kindly offered to show me a day in the life of a school librarian.  As I have been in my current job for more than 11 years I thought this would be an ideal opportunity to see how a library in another sector works. The library supports approximately 1200 students and 100 staff. Ann-Marie is the only librarian and has to provide the resources necessary to support the learning needs of the students with a limited budget and resources. Yet she manages to make the library an inviting and welcoming space. This makes a difference to whether students use the library or not, and is important, particularly as there seems to be a connection between good library provision and pupils’ reading and information skills. (Lucy, 2012)

I thought I’d look a little at the similarities and differences I found between the school library and academic library.  The most obvious one to me was that there was no smartcard system in the library.  Having worked for most of my career in a university library and also briefly in a public library, I am used to some sort of card system to allow users to enter and borrow books. I think as the library at Ponteland is much smaller, perhaps there is less need for this. Instead the Year 12 and 13 students simply sign in whenever they need to use the library. Younger students can come and sign for a pass which allows them to use the library at lunchtime; they are given a pass which they return when they come to use the library. The sign in system is also used for students who want to use the library at break time. This is an efficient way to control the number of students using the resources.  Obviously because of budget restraints a computerised card system would not be possible, so Ann-Marie has been very creative and I think it works very well. While I sat with Ann-Marie at the librarian’s desk I helped to give out passes and I thought it a useful way to get to know the students and see who is using the library. In my experience in the Robinson Library there are so many students and staff it’s only really possible to get to know a handful of library users. 

Another big difference was that the use of social media is not allowed and sites such as Twitter and Facebook are blocked. As a bit of a social media addict I don’t know how I’d survive the day as it’s an important source of library and university news.   However, as Matt Britland (2012) says, there is a debate for and against the use of social media in schools. On one hand it can be a good promotional and broadcast tool, but it can also be open to abuse.  It seems to me that in a school it’s not always easy to police student’s use. Although Ann-Marie can monitor students’ website use to ensure they are working and not accessing in appropriate material, it wouldn’t be feasible to do this all day.  Social media can also be time-consuming to use, so it may not be appropriate for a solo school librarian to use it as a communication tool, especially as other tasks take priority.  In the Robinson Library we have several people who tweet and use other social media channels so the responsibility is not left to one person. 

During my day I sat in on a Year 12 induction session led by my colleague Jackie Dunn.  I have assisted with Information Literacy sessions in the Robinson Library so I thought it would be interesting to see what differences there were. Obviously the message is the same, but the audience is difference. Despite the lack of electronic resources, it’s still important to stress how to find, evaluate and analyse information and how to use information ethically. So Jackie stresses the importance of using reliable, academic resources like Intute and Sweetsearch instead of Google, even though the latter can be a good starting point. Ann-Marie uses lots of imaginative techniques such as quizzes and games to engage students and get them thinking about how they find and use information.  As well as this Ann-Marie has introduced Drop Everything and Read http://www.pchs.northumberland.sch.uk/dropandread.php which encourages students to read every day for 20 minutes. I think it’s important that this becomes a habit and vital that schools have a qualified librarian who can ensure that pupils have the skills to read and handle information effectively. The work that Jackie and Ann-Marie do in teaching information literacy in the school is important as it gives the students a head start for university and beyond.  

Ultimately the school librarian needs a wider variety of skills, or at least different skills than an academic librarian. So in the Robinson Library there are several staff members to deal with tasks such as cataloguing, book ordering and IT, whereas Ann-Marie does it all. I think there are advantages and disadvantages to this: she has complete control of everything, but she has no other qualified librarian to discuss problems and ideas with, although she does network online. However being a solo librarians is probably a good way of keeping skills up to date; I know there are things I studied for my MA which I have not had the opportunity to use.

Thanks again to Ann-Marie for arranging the visit. I thoroughly enjoyed the day and it was interesting to see the contrasts between sectors. I realise I am lucky to work in an academic library where we have a plethora of resources at our fingertips, but I wonder if that makes us lazy.  However it made me see that in both academic and school libraries we have to be creative and flexible in the way we manage teach and promote library resources to benefit our users.

References

Britland, M. (2012) 'Social media for schools: a guide to Twitter, Facebook and Pinterest', The Guardian,  [Online]. Available at: http://www.guardian.co.uk/teacher-network/2012/jul/26/social-media-teacher-guide?CMP=twt_gu (Accessed: 27 September 2012).

Lucy, G. (2012) 'Do school libraries make a difference?: Some considerations on investigating school library impact in the United Kingdom', Library Management, 33(6), pp. 403-413.

Robinson Library summer visit to Durham University

The Robinson Library summer visit is an annual event andthis year we were lucky enough to visit Durham University Library. We had a busy day, visiting the Main Library,as well as Palace Green Library and Durham Cathedral Library. Our host for theday was Jon Purcell, formerly the Robinson Library’s Deputy Librarian and now DurhamUniversity Librarian. As it was a longday this post is just some general highlights and reflections.

The main Library

Founded in 1832, Durham University is the third oldest universityin the country, although according to our host there is some dispute aboutthis! The library was originally established in 1833 on the Palace Greensite. By 1983 the Science Library wasextended to become the Main Library. The Main Library (also known as the BillBryson Library) was designed by Faulkner Brown, who was also responsible forthe design of the Robinson Library. The similarities are evident; the narrowwindows, staircases and the brick walls and exterior all felt very familiar.However the library has been undergoing a major redevelopment, the mostsignificant part of which is the new East Wing. This new extension increasesthe size of the library by 42 %. All theglass and steel used in this part of the library gives it a light and airy feelwhich is quite a contrast to the older part of the library which felt darkerand a little claustrophobic. The newentrance is a very welcoming, colourful space with lots of seating and a lovelypicture window. There is a combined Help and Information desk which I think isa really good idea; I’m sure students can sometimes find it a little confusingto be confronted by separate Reception and Service desks when they enter theRobinson Library.

Like a lot of academic libraries, a lack of study space is aproblem and Durham have addressed this by adding 500 more seats. The new extension means that Durham are nowlucky enough not to have to rely on their three stores, which will be closedand all books transferred to the main library. I think all academic librariesseem to have a constant battle between providing more study space but notlosing so much space to this that users won’t have access to the books theyneed. I don’t know if any library hasmanaged to resolve this problem yet.

As part of the redevelopment all staff, including liaisonlibrarians, now work in an open plan area. Although we have a similar area for Document Delivery Services in theRobinson Library, I’m not convinced this would work as our liaison staff oftenhave staff and students visitors and need some quieter space. And I’m sure ourtechnicians would feel harassed if they were so accessible all the time!

Palace Green Library

In the afternoon we visited Palace Green Library. Although Durham University Library wasestablished in the 19th century, this site has been around for a lot longer. Ithouses Special Collections, including Bishop Cosin's Library and the SudanArchive. This site has also been undergoing redevelopment, including thecreation of new galleries allowing items from Special Collections and archivesto be exhibited. Dr Sheila Hingley, Head of Heritage Collections gave us anoverview of this work.

Dr Sarah Price provided us with an introduction to the workof the Heritage Collections Education Team. Like Newcastle University Library,Durham University Library does a lot of outreach work with schools. This isobviously a very busy and exciting time for them as the arrival of theLindisfarne Gospels is now less than a year away.

We also visited Bishop Cosins Library which was built in1669. In contrast with the Main Library, Bishop Cosins and Bamburgh Library aresmaller and darker and the library smell is very distinctive, reminding me ofchurches for some reason! I think this atmosphere would have been moreconducive to working in silence. Interestinglythe library had a unique classification system; portraits above the bookcases identifiedthe subject. This would have been an easy way to organise a smaller collectionsuch as this, but I don’t think it would work successfully in a larger library. However the collection is alsoaccessible via the main catalogue.

Durham CathedralLibrary

For our final visit of the day we were lucky enough to visitDurham Cathedral Library and Monks Dormitory. The latter was particularlyimpressive for the ceiling constructed of huge beams made of whole trees. AgainI was struck by the quiet space. It’s no surprise that students like to keepthis place a secret, as it’s so distinct from the hustle and bustle of a modernlibrary space.

Overall this day was a good opportunity to visit other typesof libraries and appreciate the similarities and differences. It was good toget a sense of the older libraries, but as much as I enjoyed my visit I don’tthink I’d like to work there; I prefer the technology and conveniences of amodern academic library. Thanks to Jon Purcell and all the Durham Universitystaff who made it such a fascinating visit.

Roving for Service Excellence workshop, Robinson Library, 5th July

I attended this Roving workshop which was arranged by my employer and delivered by Michelle McArthur-Morgan of Jigsaw@work.  With the current refurbishment of the Robinson Library this summer, particularly the rearrangement of the subject floors and the changes in the Information Desk service, the way we provide assistance to students is changing.  Instead of having static Information Desks, there will be more emphasis on roving and staff will have to be more proactive. I think a lot of people, myself included, are daunted by this idea so I hoped that this workshop would help me get over the fear and offer some hints and tips on how to be a better rover.

The aims of the workshop were to:

• Understand why roving is an important part of delivering a modern university library service
• Increase awareness of the role of rovers
• Be aware of the benefits of roving
• Overcome the fear of roving and other common barriers
• Develop techniques to ease obstacles

Throughout the day we participated in exercises and activities which really made us think about ourselves and our potential customers. I would usually be quite apprehensive about this kind of workshop but the day was relaxed and informal and all the activities were a lot of fun.

To begin with we discussed the role of rovers; why they were needed, the duties and task involved and our perception of roving.  Some of the things we considered were:

• Can’t assume students know anything about the library, especially first years
• Roving is good for library marketing
• Staff represent the library, therefore need to be visible, approachable and friendly (but not too friendly)
• Makes librarians seem less intimidating
• Do it to provide a good service and engage with users
• Can promote other library services, e.g. Libguides
• Need to have a good standard of knowledge (but always have support from colleagues)
• Be proactive – remove barriers

We also talked the benefits of roving in the Robinson Library for both staff and students:

Staff benefits

• Chance to use skills and keep them up to date
• Good learning experience
• Makes a difference to students
• Good for staff morale – get a buzz from helping students
• Good customer service
• More personal and sociable

Student benefits

• Find resources they’re looking for
• Feel valued
• Saves time
• Staff more accessible when they’re not sat behind a desk
• Increases user education and IL skills

My favourite part of the day was the activities which were designed to determine more about our personality types. I could go into great detail about this but that would be a very long blog post.  Essentially there are four types which can be summed up as Creative, Caring, Organised and Action.  Suffice it to say I think the outcome was quite accurate: I was a Carer which means I’m considerate and a good listener, but dislike confrontation, need to feel appreciated and reassured to maintain confidence and like a supportive environment.  I think this was a good exercise to undertake as I embark on the Chartership process as I find it difficult to be reflective, especially when it comes to putting myself under the spotlight. This part of the day also enabled us to determine the possible different character types of students so we had clues on how and when to approach them. 

Following this we discussed confidence, which is something I’ve struggled with. However, when Michelle confessed that 15 years ago she would never have had the confidence to do the job she does, this struck a chord with me; before I completed my MA and began my secondment I would never have had the confidence to do some of the things I’ve done in the last couple of years. So this was quite inspiring and reassuring. This element of the course reinforced for me the need to focus more on my strengths and shout about them more, though I do still find it hard. A good confidence building tip we were given was to record situations and tasks we do well. So I am trying to do this more as it will be good evidence for my Chartership portfolio.

We also looked at body language. As 93% of our communication is non-verbal this is very important. I’m sure a lot of people are familiar with some of the more common gestures and signs in body language, so I won’t go into detail here, but again having some clues can be very important to how we deal with our customers.

I found the day very valuable and I’m sure I will find myself referring back to the accompanying booklet a lot in the future. Initially I was worried that students would see roving staff a bit like pushy, over-friendly sales assistants. When I walk into a shop I don’t want to be harassed unless I really need help. But by the end of the day I realised that you just need some clues on how to read students or staff so that you can spot when it is appropriate to approach them.  After this workshop I’m more prepared to embrace this new part of my role. Essentially it’s not always appropriate for staff to be sitting behind desks and waiting for students to approach them: we need to anticipate their needs and be more pre-emptive.  As well as being a good way to increase user education, it’s also a way to demonstrate that library staff are friendly and approachable and not stuffy old librarians!

Ponteland High School Library visit

This week I visited Ponteland High School Library. The visit was arranged by Jackie Dunn, Assistant Librarian, Robinson Library and Anne-Marie Laws, Librarian/Learning Resources Centre Manager, Ponteland High School. The aim of the visit was to give us an awareness of the kind of facilities school libraries have. I thought this would be useful as I’ve just registered for Chartership and having worked in an academic library for over ten years I think I need to increase my awareness of the wider library profession.

When we arrived at the school we were met by sixth form students who gave us a tour of the school. They were very enthusiastic and obviously very proud of their school. As I was last in a school more years ago than I care to remember I could see that things have changed a lot since then! There seem to be a wider range of subjects on offer to cater for all types of students and opportunities to go on a variety of educational trips. Despite this I still would not want to be back at school!

After the tour we were met by the Anne-Marie who had even gone to the trouble of baking a cake for our visit! (It was delicious). Then we had the opportunity to talk to her about her role. As with most school libraries, she is the sole librarian, supported only by student library assistants.  I was surprised to find that she works with a very limited budget which would only buy a handful of books in the Robinson Library. Because of this she can only buy books for a couple of subjects each year.  Also, it seems that a school librarian has to be to be a jack of all trades: some of Anne-Marie’s additional duties included selling school uniforms and invigilating exams. However like a lot of libraries I don’t think the library or librarian get the recognition they deserve.  

We also talked about Chartership. As I have just registered I was keen to talk to somebody who had gone through it and come out the other side.  Both Annie-Marie and Jackie were happy to answer my questions and I felt less daunted and more reassured about the task ahead.

Following our chat we had a chance to look around the library. As you might expect, the library was small but I think Anne-Marie is creative and has done a very good job with the limited space and resources she has. Most of the books are available for loan and she provides a wide range of information resources ranging from books (popular fiction and classics, non-fiction and reference) to magazines and videos. I could see similarities and differences between the school library and academic library; for instance both use the Dewey Decimal classification system and the library is seen by students as a place to use the computer facilities.  

I found the visit very interesting and informative. Having no knowledge or experience of working in a school library I think it gave me an insight into an area I knew little about. However, while I can see the positive side of being your own boss as she is, I think I prefer working in a team and being able to confer with colleagues if I need to.  The visit has made me appreciate the facilities and staff we have at the Robinson Library much more.  Anne-Marie has kindly offered to show us ‘A day in the life of a School Librarian’ which I may consider at some point.  Thanks again to Jackie and Anne-Marie for organising the visit.

Chartership: the beginning

Although  my job doesn’t require me to be chartered, it’s something I’d always assumed I’d do at some point after completing my MA. Now though my current job is only a secondment, I think it’s focussed my mind a bit more on what I’d like to do in the future. So after some procrastination, I’ve finally decide to go for it!  I’ve filled in and posted my registration form and emailed a potential mentor: there’s no changing my mind now! I’m going to try and use this blog as way to chart my progress (or otherwise) through the chartership process

Visit to the Literary and Philosophical Society Library

Literary and Philosophical Society c. Blenky64 via Flickr

This week I visited the Literary and Philosophical Society's Library. The visit was arranged by my friend and colleague Jackie Dunn, Assistant Librarian at the Robinson Library. In a past life she worked at the Lit & Phil and has always been very enthusiastic about her former work place, so I was very interested to take the opportunity to see it for myself. Much to my shame I have never visited before, despite having lived in Newcastle all my life.

I thought it would be useful to visit another library from a professional point of view; I’ve worked in an academic library for the majority of my library career and never really seen inside a more ‘traditional’ library. It’s the largest independent library outside London, housing more than 150,000 books, including fiction and non-fiction as well as historical collections. Although the Society was founded in 1793 the library was not opened until 1825. Anyone interested in the history of the Lit & Phil can read more here. 

It’s another world compared to that of the modern Robinson Library which I’m used to. I was fascinated by the differences: our users are certainly not allowed (or supposed) to chat while working!  I was also intrigued to hear of the paranormal activity in the library, including tales of the ghosts of a witch finder and a former librarian. I certainly would not want to be left alone in the library on a dark night!

I found the visit interesting; having no previous knowledge of the Literary and Philosophical Society I think it gave me a good insight into its history. Thanks again to Jackie for organising the visit.

Library Day in the Life

Civic library, Newcastle, 18/9/1957, Hood collection on Flickr

I haven’t quite decided if Twitter is good or evil. Thanks to Twitter I signed up for #codeyear…and look how well that’s going! However, it also drew my attention The Library day in the Life project, a twice-yearly event where librarians, library staff and library students around the world share a week in their life via blogs, Twitter, or Flickr updates. At first I wasn’t sure sure if I’m really at the level where I have much to tweet about. Some days might be like today, helping a colleague with an Endnote session or manning the Information Desk, but on other days I might be in the workroom all day checking reading lists or working on Library Guides.  But I thought I'd join in anyway.  Even if my week isn’t that exciting, it’s interesting to see what other librarians are doing.

Code year

Saw the #codeyear hashtag on Twitter (thanks Twitter!). It's a new interactive programming lesson sent by email each week: http://codeyear.com/. It claims that we'll be building apps and web sites before we know it. As my only previous knowledge of any sort of coding is the HTML I did for my MA, I doubt it, but thought I'd give it a go. Hopefully I'll manage it. Or not. So depending on how I do, I may or may not post further...