Starting a Book Club and Creative Writing Group

Starting a Reading and Writing Group in a Sixth form College

Why do it in the first place?

Was it:

• ·        Part of a well-planned literacy strategy based on research and well known educational values?
• ·        Response to requests from students for such a club in keeping with the college’s policy on promoting extra curricular societies?
• ·        Just for fun?

I do ask myself the same question.

The notion of a well-planned literacy strategy is a slight exaggeration. I have plans, but putting them into practice has not always turned out as I might have wished. I must declare my self-interest. It isn't worth getting into something which is not mandatory unless you are going to enjoy it. I am super lucky; propagating my obsession is actually part of my job. It is why I am a librarian. Running a book group actually gives me the right to talk about the amazing books I get in for others to enjoy. Once I made it clear that I could get books in on request, some students became my best friends. I helped them by providing the next big YA thing or manga, or whatever, and they helped me to build up an exciting and varied collection of relevant fiction to appeal to a wide range of young people.

There was another stream, the writers. The original idea for a creative writing group came about for a few reasons. I was once approached by a shy student who told me she had finished writing a book and didn't know what to do with it. At the time I pointed her in the direction of the writers and artists handbook of which we had a very out of date copy, but felt my response had been inadequate. I know from experience how difficult it must have been for her to ask me, as if writing a book is confessing to a crime. Then I asked students in a library user’s survey, to suggest activities that they would like to see in the library. The responses included a number of requests for both a reading and a creative writing group. I also discovered a battered copy of a home produced anthology produced by a creative writing group a few years previously, it had been done before..

It was clear to me that students with a desire to pursue creative writing would benefit from having a space where they could come and share their passion without fear of ridicule and discouragement. I was unsure as to how it would work out and whether we would have one group for readers and one for writers and even if we would have enough interest to sustain either or both.

 I launched the idea with trepidation and not much hope, as my attempt to set up something the year before had completely flopped. I advertised a lunchtime meeting in the cupboard-come meeting room tucked away behind the issue desk and settled myself in to wait for someone, or no one to turn up.

To my amazement, they did. We had to move the meeting into the main library and I took 18 names at the initial meeting, with several others sending apologies but expressing interest. I had 23 students interested in either a book group, or creative writing group or both. I was amazed and scared. How would I choose what we did? I didn't want it to turn into an extra lesson; I had envisioned a small lunchtime club with its content and direction dictated by its members.

I managed to get the use of a classroom close to the LRC which had a screen and computer if I wanted to show any youtube clips or film trailers. We started as a joint reading and writing group but after a while it was obvious that the groups had very distinct aims and we split into two, the writing group meeting every Friday and the reading group meeting on alternate Tuesdays (to give a chance to finish the chosen books)

Reading Group.

The first issue was book selection. It was important that this come from the students. I had some vague ideas about shadowing major literary prizes such as Man Booker, or even the Carnegie, but in the end I left it open to the group. I asked them to write down the books that they would like to see in the book group, either books they had read which they would happily recommend to others or books they would like to read. I went through the list and identified the books mentioned more than once. The first list was as follows:

·        The Hobbit -Tolkien

·        The Book Thief - Marcus Zukas

·        The Fault in Our Stars - John Green

·        Dancing Jax - Robin Jarvis

·        Divergent - Veronica Roth

We met every two weeks, the numbers did decline but that was expected. I had made it clear from the outset that I did not want the program to become a burden and they were welcome to dip in and out as their coursework allowed. It has settled to a comfortable, variable half dozen and we are now embarking on the second selection again selected by the group members:

• ·        The Secret Life of Bees – Sue Monk Kidd
• ·        Long Lankin – Lindsey Barraclough
• ·        Never Let Me Go - Kazuo Ishiguro
• ·        The Woman in Black- Susan Hill
• ·        Stardust – Neil Gaiman
• ·        The Perks of Being a Wallflower - Stephen Chbosky

I am in the process of setting up a forum on Moodle to allow the group members another way of discussing the books. I am asking them to give each book a rating (1-5). Where 1 is rubbish and 5 is brilliant so that at the end of the year we can announce the college book club winner.

Reflection

I am delighted with the success of this small group but with some reservations.

I have provided a friendly, non-threatening lunchtime club for committed bibliophiles, but am very much aware that this could be seen as a relatively exclusive, even privileged group.

It does not constitute a literacy policy. I am not reaching reluctant readers. I am aware of this and am aiming to expand to develop a more positive outreach, using schemes such as the six book challenge. I already have contact with a couple of manga fans who are helping me develop a small collection. Quite apart from my book club members, my policy of getting books in on demand has led to me buying in a lot of popular dark romances, and middle range fantasies aimed at boys such as the Young Samurai series by Chris Bradford and the One Piece Manga series by Eiichiro Oda. This has certainly won me some friends even if the choices may not seem too intellectually demanding. My policy is always primarily to encourage reading for pleasure.

The Creative Writing Group

This was the most challenging project from my point of view and I have relied heavily on suggestions from the students themselves. Two of the group had already been members of a creative writing group at their previous school. Some of them have also tried nanowrimo and one is a member of a creative writing group at a local public library which has provided useful contacts.  It has been a steep learning curve. All I had to guide me has been my enthusiasm, writing workshops from the UEA creative writing course and materials from the web. We meet weekly, up to half a dozen members with some overlap with the book group.

We do short workshops and each week there is an opportunity for a member to share something, but this is not compulsory and my aim is to help the members build their confidence to the point they feel able to do so.  I see it as a kind of writer’s self-help group.

 I did start with the hope that we might produce an anthology, but currently I am happy if the participants are enjoying the group, having the opportunity to discuss different approaches to creative writing and experimenting with the workshop activities. Each member is encouraged to bring a notebook and regard the workshop activities as a way of building up a reference of starting points which they could build on at home if they felt they wanted to.

Again, we have a small friendly lunchtime club. Whether it is benefiting their future literary aspirations I have no idea. I hope it is at least helping them to build their confidence in their art.

Both groups are experimental. I am hoping to build on them to create a more student centered community in the LRC. Two members are now doing a small amount of work experience in the library and we are planning on some events for book week in March.

Hopefully I will be able to report on more reading and writing activities over the next few months. Please comment, or post suggestions.

,

recent reads

I am currently reading les miserables. I started reading it after seeing the film because I realised how ignorant I was of the original. I am unexpectedly hooked, just making me realise what a fantastic creative job the writers Alain Boublil and Claude-Michel Schönberg did in adapting it to a stage musical and subsequent film. The atmosphere and flavour of France at a time of upheaval and the interior life of the key characters makes compelling reading. I found my understanding of the emotion and conflict expressed so eloquently in the songs and music of the film was greatly enhanced by reading the book. If you enjoyed the film, try the Victor Hugo original, you will not be disappointed.  

Identity

Thing 3

It was interesting to revisit this area a year later. I Googled myself and found myself along with lots of other Pam Riley’s. I didn’t find anything too worrying fortunately; I haven’t had a miss spent youth on Facebook. Although I have identified another Pam Riley in the UK library world in North Wales which I suppose could give rise to some confusion. I maintain that online presence is not something you can design, it evolves from who you are.  

Why Blog?

Why Blog?

I started blogging last year as a result of CPD23. My experience over the last year has been mixed. My main problem has been trying to decide what I have to contribute? I am a lowly library assistant in a sixth form college library working alongside staff who have been here for years, but are not “ into” the library professional world. I have registered for chartership and have a mentor in another college but contact is limited because of work load. I must confess I do feel a little isolated. I also subscribe to the east of England cilip group but most activities seem to be based in Cambridge. I attended a portfolio workshop there but it is a bit of a trek. Why does nothing ever happen in Norwich? Also I did not find blogging produced a waterfall of useful and friendly contacts I had hoped for. I am mostly to blame for this. I have not been reading and commenting on enough blogs, and my tagging has probably been less than it should be. Also I realised that I wanted to blog about things other than library, and felt it was important to make a clear distinction so that people who just want library stuff don’t have to plough through my accounts of youth activity holidays, being the parent of an autistic child, church stuff, what my dog has been up to … you know the kind of thing – that is why I renamed my blog (Pam’s Library Blog) with the intention of starting other more focused blogs on other areas when I get round to it. 

Positives:

·         Good way of focussing thoughts and clarifying ideas.

·         Read many interesting and informative blogs

Negatives:

·         Too many blogs out there already, can mine contribute anything new? Often feel as if I am dropping words into an ocean, or talking to myself. 

Conclusion:

I can see the potential in blogging even if it is just a way of keeping a record of what I am doing in my own library and my career development. If it is useful to other people, then so be it. If not, then it is still useful to me.

Dewey Mashup

 

Cataloguing mash up in a sixth form college library

Currently in our library we have an "evolved" system. Basically we use Dewey but try to adapt to increase usability and access to resources. So I suppose we could be described as having a mash up - relying on signage to help students browse creatively but having the Dewey numbers to help locate specific texts. Inevitably there are conflicts but hopefully the system is working and we are always open to suggestions from staff and students.

Non Dewey

Reference Section

We have a reference section containing encyclopaedias, large format reference books and Big Dictionaries – these are classified according to Dewey but located in a separate section (partly for practical reasons due to the physical size of some of these books)

Fiction

Fiction is classified alphabetically by author. Over the last two years we have been experimenting with genre and sub-genre groupings on rotating book displays to encourage browser uptake. I would say this has been successful in encouraging the leisure readership although inevitably any attempt to classify books in genre is fraught with problems.  I tend to work on the idea of what is the first thing you think about when you see this book. Is it a crime thriller or a historical novel? The problem is that many books could easily fit under several headings.

 We have tried to be led by our clientele and as a result we have teased out Dark Romance (Twilight and similar stories), Science Fiction, Fantasy, Crime, Youth Fiction (Young Adult ), Chick Lit, Graphic Novels and Horror.  We already had separate sections for quick reads and short stories. This is a work in progress and I am sure we get it wrong frequently but hopefully it will encourage browsers to find the kind of book they enjoy easily. The rest stay in the main collection if they do not fit comfortably into a genre.

Coloured Stickers

Careers and Higher Education Shelves – Green Stickers

Located in its own area this is particularly necessary as Dewey often tends to put careers books into individual subject areas which not easy for careers browsers.

Staff Development Shelves – Lilac Stickers

Here we place books bought for staff use which if we were ruled by Dewey would be scattered all-over the library. These include books and materials on teacher training, class management, class planning, special needs and the use of VLE for lesson planning.

 Self-Development and Study Skills Shelf – Orange Stickers

This shelf carries everything from memory training, stress management, study skills advice; self-help guides and is invaluable in the exam season but often hidden away in psychology or other places.

Alphabetical Shelves

 Biography and autobiography are shelved together alphabetically with a distinctive spine sticker. We also have a rotating book display for recent or topical biographies

Books about individual artists are shelved alphabetically under the single number 759. The books have a yellow alphabetical sticker on the spine

Photographers are likewise shelved alphabetically under 779 with alphabetical white stickers on the spin.

Poetry at 821, again alphabetically arranged as are playwrights at 822 with the exception of Shakespeare who has a whole area to himself

Graphic Artists are currently arranged alphabetically with a silver spine sticker 741

Fashion Designers are currently being arranged alphabetically at 746.92 with a pale pink sticker

Now to Dewey

Some subjects group well in Dewey, some do not. When you are trying to make the library stock as accessible as possible to students it is sometimes preferable to group subject areas in such a way that they can browse. Most people prefer to browse, unless they have been given a specific title to find or are well into academic research. As such it has been necessary to compromise adherence to the strict tenets of Dewey to a certain extent. Obviously some of our students will eventually go on to higher education where grounding in Dewey will be advantageous but we have to balance that with the demands of our intake.  Most of the teenagers who come to our college are not habitual library users and are often put off by the library image of exclusivity and rigid behaviour. This is something we are trying to counter be creating an atmosphere which is open, friendly and accessible and for it to be obvious where different books can be found. For this reason we have tried to create clear signs and maps and are working on developing a lively and entertaining library induction for all students and staff. It is something we are trying to develop and expand to try to overcome the barriers to using the library. We also try to encourage use of the VLE which also gives the students direct access to the library catalogue and a considerable number of eBooks and other online resources.

Problems

Trying to combine Dewey with a browsing system is a challenge to ensure that resources are easy to find. A confusion of systems can make for miss shelving and students searching for books by number when they are stickered.

Solution- Clear labelling

Some Dewey categories are not used, mainly because we hardly ever have any books falling within the categories and it is easier to group them with books with a user group which includes them. An example of this is manufacturing. Usually books in this category have been ordered by the design department and for that reason fit better in 745 or there about, rather than 620.

We try to accommodate members of teaching staff and help them to encourage library use among their students but occasionally there is conflict. Occasionally they consider part of the library to be their exclusive domain and want to dictate their own system. Such situations require careful negotiation or total chaos can ensue.  One example of this was the public services section which was scattered around 363, whereas most of the students involved were also the main users of books on outdoor pursuits. As a result all books connected with public services are now automatically shelved at 796.

Some categories have been changed or simplified to reflect the size and focus of our collections. The head of psychology had very specific headings which she wanted represented in the shelving of psychology books. This did not always tie up with the Dewey designations for those books but made more sense to her students and the modules she was teaching so we compromised.

As a result of this we have developed a Library Cataloguing Guide to clarify the system we use in our Library and help guide other staff if they are involved in classification of stock. It is under constant review as we spot historical inconsistencies or see ways in which it can be improved. I have included a copy of its current form. (3)

I have also included links to two articles I found useful and interesting when researching this. The Glade system developed at Darien Public Library as described by Barbara Fister in the Library Journal (1) and the news story in the Chicago Tribune (2). Both describe situations which seem to show Dewey as out-moded, especially in a public library scenario. I work in the world of education at a sixth form college where we have the dual pressures of wanting to make the library accessible and easy to use whilst also introducing students to the more rigorous demands of  higher education research. For these a familiarity with Dewey Decimal System is a necessary discipline. It is a bit of a balancing act and requires constant monitoring of the needs and requirements of both staff and students.

1. The Dewey Dilema. Fister, Barbera. 12/01/2009, s.l. : Library Journal.

2. Who's killing the Dewey decimal system? McCoppin, Robert:. s.l. : Chicago Tribune 18/02/2011, 2011. 2.

3. Library Cataloguing Guide. Riley, Pamela. 2012.

Links

Fister , Barbara: The Dilemma  Library Journal, 10/01/2009

McCoppin, Robert: e Dewey Who's killing the Dewey decimal system? Chicago Tribune February 18, 2011

Library Cataloguing Guide

If you have any suggestions for a lively and entertaining library induction which would be suitable for 16+ students I would be very grateful. Also if you have any other comments on cataloguing I would also welcome them (just please don’t send the Dewey police!)

Holocaust Memorial Day

This is the blog I wrote to go with our library display:

It is Holocaust Memorial Day tomorrow and we have set up a display in the library to mark this. The theme this year is Speak Up, Speak Out and the emphasis is not just on remembering the terrible events of the genocide of Jews and others under the Nazi regime, but to be aware of current events happening around the world.  The books selected are a mixture of factual history, biography, and responses such as photography, plays, novels and graphic novels. Please browse these, they give different and thought provoking pictures of events.

The two photography books are subtle, not depicting the horrors of concentration camps and death but rather the impact of past events on the present: A feeling of absence, empty rail tracks leading to the gates of a deserted death camp; A pleasant suburban German street whose name records the ghost of the people who once lived there.

There are two books about Anne Frank, firstly her famous diary and secondly a collection of photographs depicting a lively teenager living in hiding up until their betrayal. . I have also included Schlindlers’ Ark, the film of which everyone should see, and The Girl in the Red Coat the account of one of Schlindler’s rescued Jews.

I have included two novels, even though I always feel slightly uncomfortable about the idea of fiction based on such stark real events.  It seems slightly wrong, as if the stories are being stolen from those who really own them. However, the Boy in Striped Pyjamas is worth reading. It captures the terrible innocence and vulnerability of childhood in clashing contrast to the evil madness of genocide. 

The plays include one called Kinder transport which makes my blood run cold. The terrible sacrifice of parents knowing their own situation was hopeless, packing their kids off on trains across Europe with sweet lies. “You’re going on Holiday, we will join you later, don’t worry.” How could the world let this happen? I saw the statue at Liverpool Street Station recently. I used to know a sweet old lady who used to send lovely presents to the children, she was a Kinder Transport orphan.

I also included 2 graphic novels: Maus and V for Vendetta which show a different reaction to events. V having become a bit of a rallying point for the anti-globalisation and occupy movement in recent months although it is based on a dystopian world in which the Nazi party wins.

When I was a teenager (it is possible) I took a gap year before university and spent some time in Israel working on a Kibbutz. I met elderly concentration camp survivors and was befriended by a Dutch couple. The man had escaped capture because although living in Holland when it was invaded, he had a British passport. So instead of being murdered as a Jew, he was interned as an enemy alien. This saved his life although he had the terrible awareness of knowing what was happening to everyone else while he was safe in internment. Whilst in Israel I visited the Yad Vashim Holocaust memorial museum in Jerusalem and was shocked by the accounts of boatloads of Jewish refugees being turned away by allied ports and having to return to certain death in Germany.

It is impossible to underestimate the horrors which humankind is capable of. It is also impossible to underestimate the courage and self-sacrifice which is possible. Another book on the display is Corrie-Ten Boom’s Hiding Place which tells the true story of a courageous Christian Dutch family who sheltered and helped many refugees to escape before being betrayed themselves.

There are also a wealth of Ebooks available, just write Holocaust in the library catalogue (OPAC) and click on them and follow the instructions.

Finally, the message of HMD 2012 is clear. Be prepared to Speak up and Speak out against injustice and inequality where ever we see it.

Books Used:

Boyne, John – the Boy in Stripped Pyjamas

Langham T Anne Frank - Beyond the Diary
 Ten Boom, Corrie The hiding place
Samuels, Diane, Kindertransport
Pascal, Julia The holocaust trilogy
Hiller, Susan; The J. Street Project, 2002-2005
Norfolk, Simon; Ignatieff, Michael For most of it I have no words : genocide - landscape -memory
Spiegelman, Art;The complete Maus

Keneally, T Schindler’s Ark

Moore, Alan; Lloyd, David (ill) V for Vendetta

Still working at the 23 things

I started late and have really only dipped my toe in the water. Enough to irritate my teenage daughters who don't think people of my age should do facebook or twitter or any other social media. 23 things gave me the confidence to venture into the world of blogging and try out a whole series of new "toys" whose usefulness is already apparent in my work toward chartership. Sadly my progress has really been to slow for me to make the Nov 30th deadline for a certificate but that is a small matter. I fully intend to continue working on the "things" and applying them to my current situation. I am unable to access some of the features at work (discussions are on going) which has limited some of my activities. So , a quick review of current progress:

Thing 1 : Blogging, I could get used to this, this I will keep doing.
Thing 2: Looking at other peoples blogs, this I will also continue to do.
Thing 3: Rss feeds - very useful, although i am in danger of overload, push note - doesn't work on my browser, Twitter - I am still getting to grips with finding good people to follow - I follow more than I tweet but I can see the potential.
Thing 4: Reflective Practise - I had just been to the Umbrella conference which certainly boosted my enthusiasm for all things 23.
Thing5 : Online networks - I have joined LinkedIn, Facebook, LISNP, LATnetwork,
Thing 6: Special interest groups: schools group, youth library group and professional development group.
Thing 7: I also subscribe to the east of england group. I also subscribe to newsletters from love2read, teenreads, A&C Blacks, the library journal and anything else that looks interesting. 
Thing 8: Google Calendar - still getting to grips with this but at least i am never going to forget another birthday.
Thing 9: Evernote - this is probably the tool I have used the most - even if it is in the realm of collecting recipes and ideas for christmas presents than professional use ( can't get it to work at work yet - )
Thing 10: Qualifications and training routes -  This is why I am working on my portfolio for chartership
Thing 11: I have a mentor who I found through the CILIP mentoring system. So far it is working well.
Thing 12: I am using facebook, twitter and google + and gradually getting used to it although I have to confess I still feel fairly nervous about the whole thing. I tend to follow rather than tweet and feel I am scavenging other people's wisdom rather than contributing anything of my own. I'm sure I will get there eventually.
Thing 13: Google docs is very interesting and I can see all sorts of applications, wiki maybe, drop box looks great but unless I can access it on my work computer - a bit pointless. Similar to evernote.
Thing 14: Started trying to use Mendeley - and I'm sure it will become part of my tool kit - again home use only at present.
Thing 15: Attended Umbrella, brilliant but so far - nothing more ambitious than attending
Thing 16: Following, reading, sharing and retweeting voice of the library and mygibbo postings etc - a bit passive I confess.
Thing 17: Prezi - I have plans, havn't had time to create one yet - but I will - something for library induction?
Thing 18: Jing - podcasts - as above
Thing 19: intergrating things - not easy, it is hard to do anything IT related in breaks - if you are sitting at your workstation you are assumed to be available for enquiries and sorting out problems - only way to guarantee a lunch break is to physically remove yourself from the library. But I am engaging in positive discussions with my managers about the value of using social media in the work place. I am getting involved in running the libraries moodle page and encouraging interactivity.
Thing 20: see "Why I am doing this" blog
Thing 21: really helpful post from Maria Giovanna De Simone - I will keep it and refer to it when necessary!
Thing 22: Volunteering : I can fully support the value of voluntary work in self development which is always beneficial even though I have never worked in an information or library role in a voluntary capacity. What I have done is be a trustee of a community charity which works in a number of capacities, one of which is youth work. Experience is never wasted.
Thing 23: Where do I go from here? Well continuing to work my way through the things and using what I have learnt.
Thank you so much for the work you have put into this programme. It has been very helpful and illuminating.