INSIGHT School Libraries Group
Forging our futures: School librarians’ legacy in shaping higher education journeys
I
N May, school librarians bid farewell to students leaving for higher education. The interactions these students have had with librarians
throughout their school journey will play a pivotal role in their ability to transition smoothly to academic life. The quality and depth of these librarian- student interactions could significantly influence how well these students adapt to new challenges and demands. Many school libraries, Key Stage 3 students (aged 11-13), now focus on promoting reading for pleasure. This change was influenced by alterations to the National Curriculum in 2014, (Department for Education, 2014) which eliminated mandatory opportunities for independent research projects. Consequently, students now have limited experience with the research process expected by universities. Schools often prioritise rote learning to maximise grades (Roberts, 2021), a trend that has intensified post-Covid-19, particularly regarding improving literacy standards (GSL, 2019). School librarians now frequently report to a Head of English and the profession faces challenges such as library closures and a decrease in qualified librarian positions. In some cases, school libraries, including those with sixth forms, have reduced non- fiction in favour of internet access. The reduced time spent developing research skills and using non-fiction materials at school may leave students unprepared for working with academic resources in university libraries. The lack of exposure to academic support and guidance from qualified librarians might impact on students’ ability to complete assignments. Davison-Cripps (2022) suggests schools lack a good understanding of the role librarians can provide, so how can we expect undergraduates to use libraries and accept help from professionals? Many leavers will have witnessed their school
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librarian being furloughed or redeployed during Covid and deduced the role was not essential to teaching and learning. Leavers may perceive library advice as irrelevant, especially if they have achieved top A-Level grades. Cage et al. (2021) highlighted that university staff noted issues with academic expectations during the transition. Reflective writing is crucial from the outset for social science and literature-based degrees. Receiving poor grades due to following previously successful methods can evoke anger and resentment and exacerbate the fear of failure in previously high- achieving students. This impacts self- esteem, already fragile during this period. Thompson, Pawson & Evans (2021) report the pressure undergraduates face in academic work through not being prepared at school. Involvement of school librarians in sixth form transition could prevent such situations arising. Changing the perception of school librarians in England will be an uphill struggle due to the current curriculum. Barnardos’ (2023) highlight students’ complaints about inadequate school support for transition and how schools seem unaware of students’ situational anxiety caused by exams, homework, and detentions.
The collaboration between universities and schools, seen in Nordic countries (Norden, 2022), could be beneficial as a model. Here university librarians’ collaborate with school librarians through on-site outreach, emphasising independent learning skills,
understanding emotional fluctuations and helping students adapt to the demands of higher education. Lessons from US “summer bridge” programs, as indicated by Cage et al. (2021) and Bir & Myrick’s (2015) study, could be instructive. These initiatives promote a sense of belonging and confidence. School librarians must work to shift the current narrative in England, showcasing their qualifications
Sarah Pavey is an education consultant for her own company SP4IL with over 20 years experience as a school librarian. She is a fellow of CILIP and RSA, a committee member of both the School Libraries Group and the Information Literacy Group of CILIP.
and expertise beyond leisure reading, to equip school leavers with an advantageous start in their higher education journey. Recently, myself and school counsellor Dr Ros Sewell have written in depth about how the perception of school librarians and school counsellors affects access to these services at university (Pavey & Sewell, 2023). IP
References
Barnado’s. (2023). It’s hard to talk. Expanding mental health support teams in education.
https://tinyurl.com/mr4bx7nb
Bir, B., & Myrick, M. (2015). Summer Bridge’s effects on college student success. Journal of Developmental Education, 39 (1), 22–30.
BMG Research. (2019). National survey to scope school library provision in England, Northern Ireland, and Wales: Research report. Prepared for Great School Libraries.
https://tinyurl.com/mrnz64af
Cage, E., Jones, E., Ryan, G., Hughes, G., & Spanner, L. (2021). Student mental health and transitions into, through and out of university: student and staff perspectives. Journal of Further and Higher Education, 45 (8), 1076-1089.
Davison-Cripps, E. (2022). School libraries in lockdown.
www.sla.org.uk/patrons-appeal
Department for Education (2014) National Curriculum. Available at:
https://tinyurl.com/pwr38j7b
Norden. (2022). Nordic education agreements and programmes.
https://tinyurl.com/mu9ty8er
Pavey, S. J., & Sewell, R. (2023). Perceptions of Support Worker Roles in English Secondary Schools: Impact on Transition to Higher Education. In Perspectives on Enhancing Student Transition Into Higher Education and Beyond (pp. 1-20). IGI Global.
Roberts, N. (2021). The school curriculum in England.
https://tinyurl.com/mram7vh3
Thompson, M., Pawson, C. & Evans, B. (2021). Navigating entry into higher education: The transition to independent learning and living. Journal of Further and Higher Education, 45 (10), 1398-1410 https://tinyurl. com/yckasw83
September 2023
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Changing the perception of school librarians in England will be an uphill struggle due to the current curriculum.
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