Scoping Study Report to CILIP on Carnegie Kate Greenaway Shadowing Scheme Submitted October 2011 Professor Teresa Cremin (OU and UKLA) and Joan Swann (OU) Contents 1. Background .......................................................................................................... 4 1.1 Introduction ................................................................................................... 4 1.2 Remit ............................................................................................................... 4 2. The wider context: reading for pleasure ......................................................... 6 3. Reviewing the past: critical reflection on previous reports and surveys .... 9 3.1 Key challenges ............................................................................................... 9 3.2 Key themes ..................................................................................................... 9 3.3 Recommendations ....................................................................................... 11 4. Examining the database: focusing on ‘web-active’ groups ......................... 13 4.1 Regional location of groups ....................................................................... 14 4.2 Date of registration ..................................................................................... 15 4.3 How group leaders heard about the shadowing scheme ..................... 16 4.4 Institutional location of groups ................................................................. 16 4.5 Professional affiliation of group leaders .................................................. 17 4.6 School groups: types of school .................................................................. 18 4.7 Age ranges.................................................................................................... 18 4.8 Awards shadowed ...................................................................................... 19 4.9 Shadowing activities ................................................................................... 19 4.10 Recommendations ..................................................................................... 21 5. Analysing the interviews and observations .................................................. 24 5.1 A note on data collection and analysis .................................................... 24 5.2 Group profiles ............................................................................................. 25 5.3 Perceptions of benefits for group leaders ................................................ 26 5.4 Perceptions of benefits for children and young people......................... 29 5.5 Potential effectiveness of shadowing as an advocacy tool for school and public librarians ......................................................................................... 33 5.6 Range and diversity of shadowing practice ............................................ 34 5.7 Relationship between shadowing and literacy lessons ......................... 35 5.8 Recommendations ....................................................................................... 38 6. Listening to the young: ‘Ask the author’ and Have your say’ .................. 40 6.1 Ask the Author ............................................................................................ 40 6.2 Recommendations ....................................................................................... 43 2 7. Final summary and recommendations .......................................................... 44 7.1 Summary of previous recommendations ................................................ 44 7.2 Recommendations for maximising participation ................................... 45 7.3 Recommendations for web developments……………………………. 47 7.4 Conclusion…………………………………………………………………49 References………………………………………………………………….………50 3 1. Background 1.1 Introduction The Chartered Institute of Library and Information Professionals (CILIP) organises the CILIP Carnegie and Kate Greenaway (CKG) Children’s Book Awards. CILIP also manages the accompanying CKG Shadowing Scheme which is supported by a website that librarians and other group leaders can use to encourage reading and foster young people’s enjoyment of reading. In order to explore the potential of this scheme, build on previous evaluations and make recommendations regarding development, this Scoping Study was commissioned in May 2011. 1.2 Remit The tender for the Scoping Study stated that the outcome should be: A scoping report to inform future web developments and the shape of the shadowing scheme to maximise participation. The report will lead to a bid for research funding from the Carnegie UK Trust. We refer to this planned follow-up research as the Main Study, which would be informed by Scoping Study evidence. The Scoping Study was expected to provide evidence of the impact of shadowing on those participating, in particular identifying: benefits to children and impact on their reading habits and lives benefits to group leaders managing reading groups the potential effectiveness of shadowing as an advocacy tool for school and public librarians CILIP were particularly interested in growing participation in the scheme and developing strategies to engage hard to reach groups. In addition they sought to gain recommendations that might lead to web developments and to the design of a Toolkit for group leaders. This Scoping Study report draws on the following evidence: Analysis of the CILIP database of registered groups – this focuses on groups in which group leaders have logged on to the shadowing site at least once in 2011. It provides broad demographic and other information on groups who have shown some measure of web-based activity in 2011. Analysis of evaluation reports and previous data sets - These largely comprise surveys of group leaders and young people in 2004, 2007, 2008, 2009 and 2010. The analysis seeks to identify recurring issues in the eyes of participants and to document the unfolding trajectory of the scheme. Semi-structured interviews (face-to-face, telephone and e-mail) of a sample of 27 group leaders - The sample was selected with the aid of CILIP to reflect a geographical spread of groups. The interviews provide more detailed 4 information on the groups and their activities, and views of the scheme expressed by group leaders. Group visits - Visits were made to four of the groups whose leaders were interviewed, in Durham, Bristol, Birmingham and Reading. Where relevant, interviews were carried out with other staff. Young people were also interviewed, or completed open-ended questionnaires. Group meetings were observed and audio-recorded, and other data collected (e.g. activity sheets, copies of displays). Young people’s on-line voices - The ‘Have your say’ and‘Ask the author’ data sets from the website were examined. ‘Ask the author’ data were selected for analysis as an example of this type of web development, to ascertain its use and potential. This mix of methods has allowed us to address the planned outcomes of the scoping study as well as to pilot a range of approaches that may be drawn on in the Main Study. 5 2. The wider context: reading for pleasure It is generally recognised that wider reading urgently requires a higher profile in education to raise both attainment and achievement. International studies suggest that children in England continue to read rather less independently and find rather less pleasure in reading than many of their peers in other countries (Twist, Schagen and Hodgson, 2003; 2007). In the 2006 Progress in International Reading Literacy Study (PIRLS) reading attainment fell significantly in England and only 28% of the English children reported reading weekly compared to an international average of 40% (Twist, Schagen and Hodgson, 2007). These results are largely in line with other studies such as the Programme for International Student Assessment (PISA) (OECD, 2002) which revealed that nearly 30% of English 15 year olds never or hardly ever read for pleasure; 19% felt it was a waste of time and 35% said they would only read if they were obliged to do so. This was despite high average scores in terms of attainment. The PISA (OECD, 2009) also showed continued deterioration in enjoyment of reading, in contrast to a survey carried out by the National Literacy Trust which suggests the decline may have halted, although this research indicates that the gender gap continues to widen and book ownership in children and young people has fallen (Clarke and Douglas, 2011). Additionally, another national study (Maynard et al, 2009) indicates that those in the 11-13 age range in the UK are much less likely to choose to read and find pleasure in reading than their younger peers. This represents cause for concern, not least because as PISA has shown: Being a frequent reader is more of an advantage than having well educated parents Finding ways to engage students in reading may be one of the most effective ways to leverage social change (OECD, 2002:3). It is vital therefore that different professional groups work together to foster reader development and encourage pleasurable engagement in reading. The CILIP CKG Shadowing Scheme provides a valuable initiative which supports school, youth and public librarians and teachers running groups to shadow the CILIP CKG Children’s Book Awards. It has the potential to make an impact on the development of individual readers and the lives of those who participate and to make