Beyond books

How librarians drive forward a love of literacy

Reading was built into the fabric of our home growing up. Inspired by my mum – an English teacher and avid reader herself, I would often read late into the night, wake up and immediately reach for my book again. I never want to lose the feeling of being totally gripped by a story and, more importantly, I want every young person to experience that too.

In terms of children’s stories, Anne of Green Gables by L.M Montgomery is a firm favourite. I actually hadn’t read it until I was an adult, but Anne’s sense of wonder and the magic she sees in mundane things really inspired me. A more recent favourite is Hamnet by Maggie O’Farrell, which is a fictionalised account of the passing of Shakespeare’s youngest son in 1596 and its impact on the family – it’s a very honest and moving exploration of grief.

In the national Year of Reading – a Department for Education initiative that aims to address the UK’s declining reading rates – I feel incredibly fortunate to work in a role where I can help the next generation of readers discover their favourite titles, delve deeper into their interests through books and see how this ignites their imagination.

The first step to unlocking a love for literacy is to ensure our library is a welcoming, calming and positive space. The library is open throughout the school day and after school. It functions as an academic environment for pupils to revise and work independently, with every subject generously accounted for in our non-fiction collection, which is regularly updated at the recommendation of subject specialists, as well as a relaxing retreat for pupils to read for pleasure.

From the very start of their journey at Loughborough High School, pupils visit the library weekly for quiet reading time with their English teachers. I love hearing about the genres they gravitate towards, previous books that they’ve enjoyed and how they want a book to make them feel. I use these snippets of information gleaned from these sessions to inform the time I spend researching new releases, successful school reading strategies, prize-winning books I want to add to our collection, the latest reading data and statistics, and more. Being informed means that I can ensure the library remains relevant to the High School’s pupil body.

One of my favourite things about my role as a Librarian is just how much time I get to read. I read not only to ensure that the books I’m putting on the shelves are engaging and suitable, but also because modelling is how young people learn. If they see me, alongside their friends and teachers, reading then they are far more likely to develop the habit too.

Another way in which reading for pleasure is incentivised at LHS is by using library loyalty cards. Pupils collect a stamp for each book completed and once their card is full, they are entered into a prize draw to win a book voucher. Last academic year, I also ran a ‘book bingo’ which challenged pupils to read based on prompts such as ‘read a book set in another country’ or ‘read a book beginning with the first letter of your name.’ This proved to be effective in encouraging pupils to diversify their reading and pick up titles that they might never have looked twice at before.

Through books, young people encounter characters who make choices they would never make, explore beliefs they may not share and experience cultures removed from their own. In doing so, they learn to question, reflect and empathise. They develop the critical thinking skills needed to understand the world beyond their own. They become engaged, discerning and well-informed learners who are better equipped to navigate an increasingly complex world.

Linked to improved mental wellbeing, better memory, stronger speech development, wider vocabulary, increased creativity, a longer attention span and better sleep, it is impossible to deny the benefits reading has for children and young people. With this in mind, I believe it is crucial to make sure that pupils feel like the library is their own.

We have recently appointed pupil librarians, who give up one lunchtime per week to help with daily library life (organising shelves, categorising books, checking books in and out of the library). I’ve found that when pupils feel a sense of ownership for the library and know that they have the freedom to shape it, this grows a stronger reading culture across the whole school.

If I had one key message for pupils, it would be this; there are so many excellent books waiting to be read by you. Books that will literally change your life. Read broadly and hungrily and often.