Monday, 30 July 2012

Going where other libraries cannot reach

This is the second post that reveals one of the "theories" that revealed itself during my research: another unique aspect of children's mobile libraries. Again it is so obvious that I am embarrassed writing it, a mobile library can get to places that a static library can't. Yes, I realise that a static library by the nature of it's name, cannot go anywhere, and therefore the service element of a static library needs mobile people, people who are prepared, eager and able to go out to visit the library. (You can tell I have just done a Phd, I am now all philosophical, pedantic and analytic). A library that can move can reach people who would not, or can not be sufficiently mobile or motivated to get on a bus, or get in a car, or even walk to their nearest library. 

Lack of mobility, difficulty of transport or geographic location are only a few reasons why some children do not visit their local library. Children told me that they didn't like the static library in their town, or their mum wouldn't take them, or it did not have such a wide variety of books ("books that I like"), as the children's mobile library. There is definitely a psychological aspect to the inaccessibility of a library building. Entering a box on wheels is not as foreboding. The static library opening times are also a factor, during the day, children are at school, nursery or play group. The beauty of a CML is that it can hunt down the groups of children where they are, when they are, they go to schools at school time, they go into the streets at home time, or holiday time. Children use CMLs without their parents, sometimes they have the supervision of teachers or other educational staff, but Adults are in the minority, and CMLs that stop in streets attract many unaccompanied children. This means that children can be independent of adults and learn to use a library although their parents do not.

There is a phrase that appears to be used by social scientists to describe a set of people who do not access the services of which they are entitled. These people are termed the "Hard to Reach" people who either choose not to access services or do not know that there 
are services that might help them. For some reason, library services are better dealing with "The hard to reach" than others. I looked at the way that CMLs tried to find those groups.
CMLs visit places of financial disadvantage, as well as some well to do area's, but I found
that  the socio-economic class of the child CML customer is irrelevant.

Family attitudes to reading, books and literacy, negative or positive, cut across socio-economic divides, therefore, the CMLs need to go to all area's to capture the children who's parents are not that bothered about books in the home. I attempted to find the dominant socio-economic or ability group of CML visitors, and I have to say that no specific group of any type dominated the visitors that I met. They were a complete mixture. In that mixture were children who's families certainly encouraged reading, and some children who were so far advanced in their reading skills, in ability and speed, that an ordinarily household would not have been able to hold all the books the child read. Those children certainly benefited from a free, never ending supply of reading matter. At the other end of the scale were children who were afraid of touching books, or did not know how to hold one and turn the pages. These children were gently encouraged to have a go, and  at least gained the experience that books contained words and pictures that were there to convey a message. Two things can be concluded, the CML is of use to children of every ability and, in order to reach the hard to reach, and children of low ability, you have to take the total mixture.

It is rather unfortunate that only a very small percentage of the child population of the UK actually have access to a CML. When I wrote the thesis, about 9 months ago, 16 local authorities of a total of 228 operated 26 children’s mobile libraries in a range of geographic locations. From my current investigations, this has gone down to 12 authorities and 21 vehicles, a sad reflection of the economic climate. However, the CMLs that I know about visit children located anywhere. Not all CMLs go to all the types of location on the following list, for various reasons, but at least one CML go to such places as Schools, Special Schools, Nurseries, Pre-school groups, parks, streets where children live, children's secure units, traveller sites, fair-ground permanent sites, farms, urban areas, rural areas, inner city and city estates. If one CML can visit such locations, then surely others can also. Although CMLs do not visit each child in the UK, they hold the potential to do so. CMLs can reach all children of all abilities. 

The above diagram shows my simple argument. It just needs funding and the will to achieve such a situation.
 


Tuesday, 24 July 2012

What two entires in one day?

Record Gazette > News

This is a link to a webpage about a children's mobile library that has been commissioned for a literacy improvement project. I am pleased that someone with money and authority can understand the contibution that such a resource can have to literacy 

Reading for boys.

 I have not yet read the detail of this report,( Boys_Commission_Report.pdf (application/pdf Object) but the executive summary suggests that there is absolutly no reason why boys should not be reading as avidly as girls. There is no strange quirk in the male brain that stops boys from enjoying reading. I also believe that boys DO read, because I have caught them at it, devouring books, magazines, web pages, newspapers in a school library, on children's mobile libraries or at home. The problem appears to be more the fault of adults. The exectutive summary of this report says that adults expectations of boys are at fault, teachers don't know about the right books, adults don't buy the right books.

The point is, adults don't look and take note of what the boys are reading, for example the sports pages of a newspaper, or a website about their favourite online game. The exective summary concludes that contact with a regular (weekly) male reading role model gets boys into the reading habit. During the time I spent working on and researching children's mobile libraries I observed many males being a reading role model. Not only male CML operators reading stories aloud, but also male operators quietly reading to themselves in full view of the children and male parents reading to their children (male and female). Male operators also praise boys' reading and discuss their choice of book with them, as an equal because the operator has read that book.

There are a number of other reasons why childrens mobile libraries are a conduit to boys reading enjoyment.
  • They can choose whatever book/reading matter they want from a wide variety, uncensored by parent or teacher (mostly)
  • They are in an enviroment where reading is accepted by their peers
  • They respond well to the individual attention they recieve on a CML and the informal situation
  • The nature of the learning environment found on a CML including humour, fun and adventure, matches the learing style of most boys. 
So, my solution is, get more children's mobile libraries, and send them out into the world seeking out boys, luring them out fom behind their computers and draging them from the playing fields!