Friday, 26 May 2017

MP encourages parents to support children's reading

With the forthcoming "snap" election it is really heartening to know that an MP has spoken out about the importance of parental encouragement for reading. Sadly, it is not anyone in the UK, but then at the moment we do not actually have any MPs, we just have contestants for the role.

This particular MP is Mr Edwin Nii Lante Vanderpuye, the Member of Parliament for Odododiodoo Constituency in Ghana. In his speech for 2017 International Children's Book Day he urged parents to promote a reading culture for their children and he told children to "read, do not stop reading, read anything at all". Mr Vanderpuye carried on with reporting the library services available in the area, which includes a mobile library that visits schools. To read more about it see:

If only our potential MPs could be so passionate about reading and libraries in their campaigning. There is a chance to encourage them. CILIP is spearheading a campaign to get all parliamentary candidates to state that they will use evidence base facts in their electioneering.

Why not ask them to commit to keeping libraries open  and to promote reading as well.

The Trouble with ISBNs

This is a post that I wrote for my work blog. ISBNs seemed like such a wonderful idea as a way to identify a unique work, but that was in the days of books being only in two formats, hardback and paperback. Now they could be anything, and the quantity of ISBNs are increasing rapidly. Perhaps it is time to have another think about them.


 As a Librarian and shuffler around of books I have found International Standard Book Numbers (ISBN) to be really useful. Unlike what is portrayed in popular media the role of a librarian is not to stamp books and go "Shh" at people aggressively. It is our job to find things and to put things in the right order or place so that other people can find them too. I like to simplistically say that the purpose of a librarian is to sort things out into piles and that is a reasonable basic analogy of what we do. We take the things that hold knowledge, such as books, scrolls, documents, vinyl records, compact discs, digital texts, databases, e-books, anything and we make them "discoverable" by arranging them in ways that are  easy to find. So books can be sorted out into the type of knowledge that they contain, such as History, Geography, Religion, Science and so on. There are many ways that things can be sorted, which is why there are many classification systems - Dewey Decimal, Library of Congress, for example. A book is assigned a particular classification number according to the knowledge that it holds, its content, so there can be many books attributed to the same number. Of course the titles and authors are different. So, what if you want to find a particular book? This is where ISBN numbers come in handy. The number is an official International Organization for Standardization (ISO) standard  which was introduced by the book trade in 1970 to identify one publication or edition of a publication published by one specific publisher in one specific format. It was set up to allow automated machine reading of books, or "book like items", such as maps. The thirteen digit number is made up from smaller number groups that have been mathematically calculated to represent different elements. Let's take one of the numbers from the books in the photograph above.
 The number above shows that it is an ISBN (preface), it was published in the UK  (geographic element), it was published by Ladybird Books (publisher or imprint) and it is this particular book (edition). In fact it is a hardback book titled The Shed. The machine readable part of the ISBN is the bar code, which can be scanned by a supplier, bookshop staff or library staff to identify that particular publication. ISBNs are issued through national agencies and held on their databases. This means that if you know that you want to buy a copy of the Ladybird Book of the Shed and you have its ISBN number you can type that in to Amazon or a library catalogue you can find out where to buy or borrow it.


So each ISBN number is a way of identifying that a printed, hardback copy of the title "The Shed" written by J.A.Hazeley and J.P.Morris was published by Ladybird Books Ltd, Loughborough in 2015. If the publisher decides to sell a paperback or e-book version, or the author wants to update or correct the words or change the illustrations in a second edition, then each one would have a different number in that edition element. Great, perfect for identification - by a machine. Just imagine that you are a  librarian you only want one copy of The Shed and you don't care whether it is hardback or paperback, or you are trying to make space on your selves and only want an e-book and all you have is a long list of numbers and you can't work out which is the e-version, which the paperback and which is the one with different pictures. You see, the "edition " part of the numbers is a unique grouping just for that instance of publication. It is not a code that means e-book, or hardback, or third edition. This is the problem with ISBN, they are just too unique sometimes.

What is needed is an identifier for the intellectual output of that book, whatever the format. Now, I am not very well acquainted with these, but in searching for information for this blog post I have come across International Standard Text Code (ISTC) identifiers. This appears to be a number allocated to the textural content of something, no matter what is wrapped around the outside, metaphorically. So, perhaps these are the numbers to use at a time when any piece of text could available anywhere in any format and the variety of format choice just keeps growing.

This blog was first published on 24th March 2017 in Evidence Base Blog

Friday, 10 February 2017

Not a library, but a bus to spread reading and literacy

In Tampa, on Tampa Bay, in the American state of Florida lives a little yellow bus, called Bess. This bus is full of books and is a not for profit enterprise, that travels accross the USA distributing new books to children in areas of deprivation.  Staffed by volunteers it visits schools who read the stories to the children in classrooms before giving out the books. The intention of the project is to build up libraries in children's homes and give children the opportunity to own a book, which they may not have otherwise.

The idea was started by one woman, Jennifer Frances (Jenn) 14 years ago. It intially operated only in Tampa, but decided to go nationwide after its first 5 years. Jenn says that she was inspired by her grandmother (Nana Bess) who gave her the love of books and reading. Jenn wants to do that with each child. The vehicle manages to operate through donations and sponsorship, from a variety of sources, including Mecedes Benz to a book publisher.

I think that we are very fortunate that here in the UK we have the Book Trust's Bookstart scheme, which also gives books to children. This is a larger enterprise than Bess the Bookbus. Books are distributed to each child in the UK, not always in a little yellow bus, but Sheffield used to have a little blue bus, like a zoo, to go around schools and centres giving out stories and Bookstart packs. I am not sure that it still has. Usually the books are given away at libraries or health clinics, by library staff or health visitors, and children recieve them at the ages of 0-12 months and again at 3-4 years.

Here is the Sheffield bus, with the Bookstart Bear.
Bookstart is a UK charity, has a certain amount of government funding and accepts donations. It works closely with publishers to produce books suitable for children with additional needs and dual language books. Bess the Bookbus, and Bookstart have the same aims - give books, get children reading. 

Friday, 13 January 2017

Places where they do it better

Today it has snowed.

Snow outside my study window


Now, living in the UK that shouldn't be news, snow is part of our regular weather pattern but it seems to excite us and whips up the media into some sort of frenzy about cold and the destruction of life as we know it. I switched on the television news to see a reporter on the streets of Canterbury.The reporter was pointing out the small scattering of snow that had settled on a grassy verge, you could tell it was grassy because you could see the grass. Then the camera turned to show the road which had many tyre marks in freezing slush. Traffic was flowing normally and safely, people were walking around as normal. The reporter was explaining that this was snow and when it froze it became icy and slippery, which was dangerous.

Dangerous snow in Canterbury
I thought to myself "but what has happened to education and experience these days? Do people not know about snow and ice? What are they teaching then in school these days?" Now, the reporter could have been sent out to get reports of blizzards and traffic congestion and a scattered patch of snow and slush was all he could get, so he was making the best of it. Undoubtedly frozen slush is a hazard to cars and pedestrians. I simply felt that the normality of the situation did not merit the sensationalism that it was being given.

This is a long lead up to what I was really going to say and perhaps the link is tenuous but my despairing thought about children's education is nothing to do with the quality of teachers, I have been one. It is more about the way that education systems have been played around with by Political Parties whose goal does not appear to be helping any one individual to blossom into a person who loves learning and discovery. Governmental leadership are more concerned with statistics and budgetary cuts. Education is not simply about sending children to school, it is something that children do, they learn because they are children and what they learn is dependent on the experiences around them. Children learn to read when there are books around them.

Now, here is the bit about other countries doing this well, better than the UK. In a city in the Philippines, Baguio City Library has developed an outreach programme with local elementary schools and day centres which lends books to children for up to three days in order to develop "the love of reading for lifelong learning". The city Mayor is supporting this project: the Baguio City Library Mobile Book Service because he is "a firm believer and promoter of the power of reading and education" to improve ones station in life.

Getting children involved and giving them the opportunity to have a say in running a bookshop is another way to stimulate their reading. In Michigan, USA, Warren Public Library has a strong supporters group, the Friends of Warren Public Library which runs a bookshop to raise funds for the library. They allow children to be full members of the group. For $1 a year the child receives  12 free books from the bookshop, 10% discount from books purchased and the right to attend the regular friends meetings and have a voice in the running of the bookshop. It is hoped that the children will remain as members, possibly running the bookshop in the future.

Finally, the City of Jember in East Java has problems with literacy. Indonesia is said to have low "Literate behaviour characteristics" according to the United Nations Development Program. This prompted the government to start Indonesia’s Reading Movement in 2015. The government was not alone in trying to inspire literacy and reading because a retired teacher, Imran Suligi, has  already set up a foundation called Indonesia Membaca in order to combat illiteracy. Imran set up a library, developed into a "Reading Park" which has been recognised officially by the Indonesian government. There he provides physical activities for children, followed by reading sessions. In the past he distributed books by motorbike. Imran's latest enterprise is to lend out Reading Corner packages; books, a bookshelf and a carpet, all free of charge.

I just wish that the UK government and all local authorities had the same desire to create the environment where children could learn freely. Investment and development at the beginning of a long life would prevent the need for expensive education programmes and suddenly statistics would show that the UK is a nation of readers. And everyone would know about snow and the slipperiness of ice.