Tag Archives: social media

New Key Issues

SLG are proud to present the next two leaflets in our new 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. These two leaflets deal with Instagram in the School Library written by Bev Humphrey and Schools Library Services written by Amanda Deaville, Jill Florence and Elizabeth Hutchinson.
We hope you find these informative and useful, and look out for more in the series coming soon!

Key Issues – A Good Starting Point

SLG are proud to present the first three leaflets in our new 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. These three leaflets deal with Cataloguing and Classification written by Sarah Pavey, Using Twitter written by Caroline Roche and Impact Evaluation written by
Lucy Chambers. I hope you find these three useful, and look out for more in the series coming soon!

How do you make a good case for your library?

We all have been there and experienced it: the utter frustration at seen a proposal for change or development turned down by your line-manager or the Headteacher. I have been at the receiving end of many refusals before I realised that something had to change in the way I was preparing my presentation. So the big question was: how can I be more persuasive next time? How can I sway the key stakeholders on my side?

This is how my personal campaign began…

In my research for a better way to change management, I have come across a number of useful resources that have made me see my problems from a different point of view or given me practical tips that I could apply in my workplace.

The first resource that has opened my eyes to other alternatives is definitely the book “The Library Marketing Toolkit” by Ned Potter (Facet Publishing). There is a fantastic website which acts as a companion to this book and which I urge to visit and explore: http://www.librarymarketingtoolkit.com/ .

Proactive vs reactive.

The chapter that has absolutely revolutionised the way I think about tackling any obstacles in my way is the “Marketing and People” one: full of tips and case studies, it really made me realise how the ability to influence people had to become my constant priority, use the the power of Word of Mouth as well as regularly reaching and outreaching. Our colleagues as well as other stakeholders in our service, big or small, can become our champions in our campaign for change. They can assist you in establishing your professional reputation and they will probably be your biggest supporters in pushing your agenda. What I really learnt in applying these priorities is that you need to constantly nourish your support network and not seek to create one just when you most need it: this will probably not come organically and support may arrive too late!

Battle Plan.

When preparing to make a change or submit a proposal for a major re-development, one model is highly recommended to ensure that you are successful: the 5 case model. The five elements of this model ensure that you are really prepared for your upcoming battle: I find it easier to see every element as an extra arrow to my bow. This model includes: The Strategic Case, The Economic case, The Financial Case, The Commercial Case, The Management Case.

If all these elements are carefully considered, investigated and analysed, you not only considerably increase your confidence in delivering your proposal but you also prepare solid grounds for your proposal to be accepted more easily.

The Strategic Case

What is the strategic context of you proposal, namely why do you want to make this change? How does this change fit within the existing structure of your organisation, including goals & strategies, existing practices and resources? Does the change that you are proposing allow the organisation to exploit new opportunities or respond to new threats?

Essential elements to be included:

  1. A clear description of what is proposed and its fit with the business strategy
  2. The key objectives to be met and benefits to be realised
  3. Key performance indicators for those objectives
  4. A resource overview

 The Economic Case

How does your proposal deliver value for money? How does your recommendation/proposal clearly provide a return on investment? How does the option that you are proposing deliver better that the other options considered?

Essential elements to be included:

  1. Critical assessment of the options considered, including cost-benefit analysis of each option: for example, a risk impact assessment of each option.
  2. A final recommendation based on a balance of cost, benefit and risk

 The Financial Case

How affordable is your proposal? How will it be funded and to what extent can your business/organisation afford it?

Essential elements to be included:

  1. Total cost of your proposal
  2. Impact upon cash flow
  3. Source of funding
  4. Possible considerations regarding the business affordability gap. If this is the case, considerations about borrowing additional finances and at what rate.
  5. Analysis of the split between revenue and capital expenditure

 The Commercial Case

What is the commercial viability of your proposal? How will you source and ensure a steady and secure supply of the commercial elements of your proposal?

Essential elements to be included:

  1. Identification and sources of the required internal and external resources
  2. How continuity of supply of those resources is to be maintained

 The Management Case

How will the proposal be project-managed to successful completion?

Essential elements to be included:

  1. Clear roles, responsibilities and accountabilities
  2. Delivery plan, including contingency plan, progress reporting and evaluation procedures

 

 

Focus on advocacy and branding: how do I write like an expert?

Antique TypewriterWe all do it, we are expected to do it: that little article in the school newsletter, that blog post in the library website, that short report for our headteacher, that training feedback form for our line manager, etc. etc. etc.

We all need to write for our job but are we doing it the right way?

Starting to post for this blog was really daunting at the beginning so I decided to ask a friend of mine for her top tips on how to make my posts interesting, useful and worth-reading.

These are the invaluable tips from Anne Wollenberg, award-winning freelance journalist and friend extraordinaire!

The audience comes first: I suggest having some questions you want each article to answer – whichever of these are appropriate to the situation… How did your event/initiative/course benefit the school? Why was it worth spending the money? What did you gain or learn from the activity? Why are you telling the reader about it? Who is your reader and what do they want to know? What matters to them? For example… do they want to know that you had a nice day out – or do they want to know why you spent their money, how they will benefit and how they will be affected? Don’t think about what you want to write but about what matters to the reader.

Always cover the basics: Make sure you cover who, what, where, when, why – and so what?

Keep your message consistent and clear: People should remember any one piece – whatever they are writing – may be the first or only article any individual reads about the organisation/library. What do you need to convey about how you operate, your priorities, your ethos, etc? Always bear in mind it may be someone’s first impression of you. Remind them of your brand messages. What are the aims of your library/service? How do you want to be perceived? What are you saying about yourselves? These are things to keep in mind when writing.

Keep your readership interested: Remember that your reader doesn’t really care about whether you had a nice day. They want to know why they should be interested in the day/event you had. It’s fine to say the day was fun or enjoyable (as it might encourage others to attend the next event) but say WHY. What did you do or learn that was enjoyable AND worthwhile?

Split it up a bit: 500-700 words is quite long and a daunting amount to write. And whatever the word length, always split your article up in different sections. It can include a certain number of words of body text (main article text) and then pick one or two or three of the following:

– Top three things you learned during the event/training course/initiative

– Action points: explain some of the ways in which you will implement what you learned, changes you will make, etc

– About the trainer/guest speaker. Who are they? What’s their job? What was it like to meet them?

– An interesting fact or point of discussion that was covered on the day

What NOT to include: what you had for lunch. Just, no!

Counter-extremism in schools: the new PREVENT guidance

In a bid to tackle the phenomenon of radicalisation, the government has passed  the Counter Terrorism and Security Act 2015 which affects every school in the country. In a matter of weeks, every school has been asked to provide clear safeguarding measures to address radicalisation: this is called the PREVENT action which comes with clear guidance for school and school staff.

The guidance is clear that:

  • Extremism and radicalisation are safeguarding concerns and should be dealt with using the school’s existing safeguarding procedures.
  • Schools must ensure that children understand the ‘diverse…religious and ethnic identities in the UK’
  • The Prevent duty does not require teachers to carry out unnecessary intrusion into family life

There are 5 themes within the Prevent duty:

  • Risk assessment: There is no single way to identify a young person who is at risk. Small changes in behaviour might indicate there are concerns about their wellbeing so members of staff MUST refer anything to the Designated Lead for Safeguarding who can then carry out a risk assessment
  • Working in partnership: every school should work in partnership with the Police. There is a telephone helpline for extremism 020 7340 7264. If you a member of staff is concerned that a child’s life is in immediate danger, or that they may be planning to travel to Syria / Iraq dial 999 or call the confidential Anti-Terrorist Hotline on 0800 789 321
  • Staff training: whole staff training is to be carried out in every school on this issue.
  • IT policies: Staff should develop an awareness of online risks and how extremists use social media to engage with young people. Every teacher needs to be aware of the online activity of extremist and terrorist groups
  • Building resilience to radicalisation: In all lessons, teaching, support teaching and non-teaching staff should seek to offer a ‘safe environment’ to explore sensitive or controversial topics

Use of Social Media by ISIS/ISIL and similar groups

As with other online harms, every member of staff needs to be aware of the risks posed by the online activity of extremist and terrorist groups. Keeping children safe from risks posed by terrorist exploitation of social media should be approached in the same way as safeguarding children from any other online abuse. In the same way that staff are vigilant about signs of possible physical or emotional abuse in any of their pupils, if you have a concern for the safety of a specific young person at risk of radicalisation, you should follow the school safeguarding procedures and report your concern to Elga Stuck (Designated Lead.

ISIL media presents ISIL as the powerful creators of a new state.. When ISIL’s official media groups release material online the group encourages supporters on social media to share the material – this is what gives ISIL its large reach, particularly to young people.

  • ISIL celebrates and promotes an image of success online in order to attract young people – it tells them that ISIL are winning side and offer an exciting life.
  • ISIL portray their ‘Caliphate’ as an ideal, utopian state where Muslims will find status and belonging.
  • ISIL insists that it is the personal duty of Sunni Muslims to support them and travel to the ‘Caliphate’.
  • ISIL portrays itself as the only group able to defend Sunnis from the Assad regime, the Iraqi army or the threat of the West.

ISIL uses:

  • Facebook: ISIL supporters use this to share content, such as news stories and YouTube videos, among their peer groups.
  • Twitter: There are a large number of pro-ISIL accounts sharing ISIL propaganda.
  • You Tube: This is used to host videos, both of official ISIL output and videos created by users themselves. Users post YouTube links in Twitter and Facebook.
  • Ask FM: FM People considering travel to Syria or Iraq use Ask.fm to ask British jihadis and female ISIL supporters about travel, living standards, recruitment, fighting and broader ideology. The answers given by ISIL supporters are encouraging, saying all their difficulties will be solved if they travel to the region.
  • Instagram: This is used by fighters and ISIL supporters to share the photosets frequently produced by various ISIL media organisations. ISIL supporters also use Instagram to share pictures of their life in Syria, often showing landscapes and images suggesting they are living a full and happy life.
  • Tumblr: This is exploited by fighters to promote longer, theological arguments for travel. Tumblr is popular with female ISIL supporters, who have written blogs addressing the concerns girls have about travelling to the region, such as leaving their families behind and living standards in Syria.

PM: On social media, ISIL supporters frequently encourage others to message them on closed peer-to-peer networks when asked for sensitive information, such as on how to travel to the region, what to pack and who to contact when they arrive. Popular private messaging apps include WhatsApp, Kik, SureSpot and Viber.

How can school librarians support the school agenda in this?

Our recommended resources include:

Counter-Extremism (narratives and conversations), an open-access video database put together by the London Grid for Learning

Inspire, a counter-extremism and women’ rights organisation lead by Sara Khan

 

The Beating Heart of the School – a London & SE SLG course

heart image copyright free

On Friday 14th November 2014, SLG London and South East committee hosted a training course to attempt to deal with some of the issues facing school librarians. This event was inspired by issues raised in the APPG document published in May 2014; The Beating Heart of the School. This is a summary of the key elements of the course.

Post written by Dawn Finch

The Beating Heart document has highlighted both the need for a professional librarian in schools, and the need of schools to have a more enlightened view of what exactly a school librarian does. Sadly it seems from their findings that in schools there is still a very archaic view of the abilities of school librarians, and this can hinder how much they are able to be part of the higher level or management structure of the school. Ultimately this can have a directly negative effect on pupil progress, and is essentially a misuse of valuable resources.

In the course we discussed how a successful and ‘outstanding’ school library is such an integral part of the school that its influence reaches far beyond its walls. It simply is not possible to be a “Beating Heart” if the pump does not have the strength to reach every limb! So how do we break out beyond our walls? We have all done every event and reading initiative we can think of, and taken part in every scheme and promotion we can – but most of us are still finding it hard to keep a high profile, and to increase the number of our loyal users.

One of the most successful strategies for creating extended loyalty for the school library is to engage in certain branding activities; make a logo, create a theme, decide what image you want to represent for your library and be persistent and consistent with your promotion of the library. Our aim should be that as soon as anyone sees our logo, they should have an instant understanding of what we represent, and of what a library can do for them. Branding is recognition in a heartbeat, and recognition creates loyalty. What we are looking to do is create a feeling, an emotion, and ultimately loyalty.

On the day we also looked at the issues surrounding digital literacy. The days of ICT skills in schools has passed, and school librarians are now at the front-line of the teaching of digital literacy. We live in a world of cyber-crime and cyber-bullying and our children’s best defence of this is knowledge and understanding. We cannot expect our children to protect themselves online, or to behave well, if we do not model good behaviour in schools. To this end we need to be using social media and blogging just as they do, but to use it to show young people how it should be done.

There are many arguments against the use of social media in schools but, as Ofsted are increasingly saying, it will soon not be possible for schools to achieve an outstanding rating if they fall behind in digital literacy. The fact remains that some of the finest resources available for researchers are now in blog form. To deny use of blogs and blogging in schools is to deny access to some of the most accurate first-hand resources available. This denial will also act as a kind of exclusion policy exposing the ‘haves’ and the ‘have-nots’ in the classroom.  If we do not allow our pupils access to blogs for information and research, we are simply encouraging unreliable wiki-research and creating a two-tier system of work.

As an example, let’s look at the landing of Philae on Comet 67P. Pupils researching this historic event can read Wikipedia, or newspaper reports, but how much better is it to access the blog of the European Space Agency and subscribe to their updates?

How about if your pupils are studying fashion? During London Fashion Week they might be able to find a newspaper report about the week, or even some smaller articles on the official site. How much better would it be to follow the accredited blog of a young designer as they go through the process for the first time?

Then we should take into account the fabulous resources that we have at our fingertips to protect our own service. How would we have access to articles like this one by Phillip Ardagh about the importance of libraries if we did not access blogs? We are not even touching on the importance of Twitter and other social media as a vital communication tool, but needless to say it is all part of the same move towards a digitally literate society.

The issue of cyber-bulling and trolling is at the top of many schools’ agendas, and is often an excuse used to prevent access to social media sites. This can lead to failings in how children perceive social-media, and failings in how schools deal with cyber-bullying issues. The children that I have supported through these issues still complain that school doesn’t “believe it’s real.” Pupils often complain that adults (including teachers) still insist that the hurt felt from online insults and persecution is not real. They are often still told that they should “get over it” or “forget it” or “ignore it.”  It is very real, and the key to preventing it is to first accept the reality of it. The “sticks and stones” line is dated and insulting. If you hit me with a stick, I’ll heal. If you cut me down with savage words I may carry those scars for the rest of my life. Embracing the hurt is the first step to preventing it from happening, and the first step towards stopping your pupils from behaving in this way themselves. The next step is using social media in lessons and as an educational tool.

We, as school librarians, have a duty to provide what our pupils need, and that is information in any form and format. We should do this by using social media in both our communication methods, and in our service to our young learners. By staying at the cutting edge, and using every tool at our disposal, we will future-proof our service whilst providing what our pupils need to fully progress as both informed learners, and socially well-adjusted adults.

Course delivered by Dawn Finch

Literacy and school library consultant, writer of children’s fiction and non-fiction books.

www.dawnfinch.com

Footnote; we will be revisiting elements of this course in much greater details, including supporting EPQs, in our April LibMeet as well as our Summer 2015 training courses. Follow this blog for more information. If you are a CILIP member you can log in and see our events posted here.

All of our events are open to both CILIP members and non-members, but if you are a member the cost of events will be lower.



Documents referred to on this training course can be downloaded by using the links below;

The Beating Heart of the School – APPG report on school librarieshttp://www.cilip.org.uk/cilip/advocacy-campaigns-awards/advocacy-campaigns/libraries-all-party-parliamentary-group/beating

Moving English Forward – Ofsted

http://www.ofsted.gov.uk/resources/moving-english-forward

National Curriculum for English (2014/2015)  https://www.gov.uk/government/publications/national-curriculum-in-england-english-programmes-of-study

 

 

Essential Training

Educational Attainment and School Libraries

Is your library at the Heart of the School?

Date & Time:
Friday, 14 November 2014 – 10:00am to 4:00pm

Inspired by the recent CILIP report of the same name, this training day will explore the answers to key questions:
– Does your library service meet school priorities?
– Is it responsive to user needs?
– Are all your users aware of the services you offer?
– How can you ensure your service provides value for money and
supports school objectives?

The course will explore how you can make an impact within your organisation and promote your service to school stakeholders. Through practical examples and the application of case studies, delegates will discover how to ensure that the impact of their service on teaching and learning attainment is both visible and strategically aligned with school priorities.

Programme

An interactive programme will facilitate learning through a series of lectures, discussions and exercises. Participants will have the opportunity to interact with professionals from different schools and libraries where fresh perspectives may be revealed and reviewed.

Participants will:
– Explore practical ways to raise the visibility and educational impact of their service.
– Reflect on the features of an outstanding school library.
– Consider the strengths and weaknesses of their own service.
– Understand the benefits of social media and how to apply them in a school environment to positively impact pupil development both inside and outside the library.
– Learn how social media and blogs can be used to effectively brand the school library and improve communication with parents, students and staff and raise awareness of the library.

Speakers

Dawn Finch

Dawn Finch is a literacy and reader development consultant and vice-chair of the London & South East School Libraries Group. With 25 years of experience in both school and public libraries, Dawn’s career in training and library development includes working for the UK’s top training companies. She has done extensive research on the implications of the National Curriculum and the Framework for Literacy on library services, has worked with many schools in establishing and managing an effective school library and is active in reading and literacy campaigns. Dawn’s portfolio also includes delivering creative writing workshops to children. A published author, Dawn is a member of both the Society of Authors and the Society of Children’s Book Writers and Illustrators.
Address:
CILIP HQ

7 Ridgmount Street

WC1E 7AE London, LND

United Kingdom

Contact Details

Amanda Berrisford
020 7307 8700

Booking Information

Event Cost:
CILIP Members: £96 (£80 +VAT)
Non-Members: £115.20 (96+VAT)

Library and Information Sector Subject Tags

Event Format

– See more at: http://www.cilip.org.uk/events/educational-attainment-and-school-libraries#sthash.M0Gu5dGZ.dpuf

Twitter 101 with James Dawson and Dawn Finch

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Twitter 101 with James Dawson and Dawn Finch

At the London and South East SLG LibMeet we were lucky enough to have top YA author James Dawson with us and he helped us out in a discussion about the merits of social networking and using Twitter. If you haven’t discovered him yet, James is particularly entertaining on Twitter and is more than aware of the importance of social networking. I’m deeply envious of his huge number of devoted followers, but I hope I’m worth a follow too!

You can follow James @_jamesdawson and me @dawnafinch and decide for yourselves.

Firstly, are you on Twitter? If not, why not?!

These days it is vital that School Librarians are more proactive with their approach to their work, and this should include embracing and using social networking. Many of us are now used to using Facebook amongst our friendship groups, and this format is not ideal for use for work or school, but what about Twitter?.

Twitter at its most basic is a simple forum for people to share short comments (140 characters long), links and photos and to retweet (share) other member’s messages. It is a fantastic way to link with your followers (pupils) and to express a public profile for your library.

For starters – get an account! Obviously you are going to need to check that this is okay with your headteacher and SLT. If you can, choose an account name for your library account that shows that you are a school library, this will help. Authors love library accounts and are far more likely to reply if they can instantly see that you are school library. If you have a private Twitter account, keep it that way and don’t link the school account to yours. Everything that you post on your school account should represent the ethos of the whole school and should promote books and reading.

Next – follow people. Search for authors and other librarians that you know and see what they post. If they are interesting and posting regularly (and replying to questions) then follow them. A lot of people will follow you back, but don’t take it personally if they don’t. Search for organisations connected to books and reading, and follow them. Because you want to keep this interesting for young people, avoid the dryer more sales-orientated organisations and stick to things that your pupils will want to read and share.

Make it known. Pupils will not follow you if they don’t know you are there. Put the Twitter name on all of your emails and stationery. Stick a poster up in the library saying that the library is on Twitter. Make sure that the staff know about the account and have the account name in a prominent place so that others can follow too.

What to say! Twitter is full of things that are of interest to young people. Seriously, have a search and see what other people have posted and share it with a retweet. Start off by sharing things like new books in the library (with a photo) and tell people what the library offers. Are there school events you can share? Author events? Book launches? Follow your local bookshops and share their events. Search for events by the most popular writers in the library, and retweet their posts. Don’t wait for something interesting to come up, search for things and keep your Twitter feed interesting and up to date. Start up a Library Twitter Group at school and take pupil advice on what should be on there.

What not to say! Basically, if you wouldn’t put it on a t-shirt and wear it around school, then it shouldn’t be on your Twitter feed! It sounds simple but you have to be in work-mode at all times online. Make absolutely sure that you do not post anything that the parents and governors might find inappropriate.

What next? Direct contact with authors is one of the best reasons to be on Twitter. Authors use Twitter all the time and you can find most of the top names in children’s and YA fiction on there. Search your favourites and see if they reply to other people, and then Tweet them too! Just write a message with their Twitter name in it, and see if they reply. You’ll be amazed how many will reply to an account that is clearly a library.

#hashtags When you have worked out how to do your tweets and are finding it easier to navigate the pages, you should start using hashtags. These are the little bits that you add into your messages so that people can find other messages with the same themes. Basically you write your message, and then you add a hashtag into the body of the message. For example, if you are writing a tweet about how great the library is, you might use #lovelibraries and it will become a link that other people can use to find people who also love libraries!

Some of the most useful hashtags for librarians are #lovelibraries #amreading #shoutabout but you might also like #amwriting as lots of writers use this one. Keep a note of the hashtags that other people use so that you can use them too.

Advanced stuff! When your account is busy and active you might find that you need to start thinking about how to organise your account a bit more. This is when you might want to try things like Hoot Suite. You can organise things into lists so that you can just see the tweets that matter to you and your library.

 In summary, we need to be out there, be visible and be active in all aspects of reading and literacy and social networking is just another part of it. Agree with it or not, it’s not going anywhere and so we may as well use it to our advantage!