HMP BIRMINGHAM
READER DEVELOPMENT STRATEGY
INTRODUCTION
Reading is an essential life skill and a source of pleasure and enjoyment. It is also the gateway to learning, information, inspiration and relaxation. The prison library opens that gate for everyone. However, for many prisoners, a library full of books is an unfamiliar landscape, and the time available for browsing is limited. This is an essential problem that reader development initiatives can address.
DEFINITION
Reader development means active intervention to:
¨ Increase people’s confidence and enjoyment of reading
¨ Open up reading choices
¨ Offer opportunities for people to share their reading experience
¨ Enhance readers’ competence in handling information
Active intervention means consciously planning to do something to have an effect. Many readers will find their own way to extend their reading horizons by themselves, but library staff and education staff can actively plan to intervene in the everyday process to offer more to readers in prison.
Reader development work is reader centred. It starts with the reader and the individual reading experience, not with the author, subject or level of the book. Reader development sells the reading experience and empowers readers to make choices and take risks with their reading across a wide range of material.
READERS AND THEIR NEEDS
Basic Skills students
Until recently, people with very limited reading skills have been excluded from the reading experience. Reading has been a chore and a technical challenge. Much of the material produced for this group is unimaginative and does not engage the mind of the reader, giving them no incentive to improve their skills. The situation is improving, with new materials coming onto the market, but it is important to engage this group in reading for pleasure. Basic Skills students generally have no reading history, and in reader development sessions with them, all discussion has to come from the book. This both engages their curiosity and promotes the idea of reading as a fun activity. The development of reading skills at this stage will bring about an improvement in an individual’s life chances, self-awareness and social cohesion.
Emerging Readers
It is important that emerging readers are supported with appropriate resources and assistance. Having begun to master the technical aspects of reading they need to be encouraged to continue to explore reading and to enjoy it as a pleasurable activity, enhancing their confidence and self-esteem. Resources aimed particularly at this group include the First Choice collection in the library. This collection is aimed at adults with a reading age of between 9 and 14 and consists of mainstream fiction and non-fiction titles selected according to criteria developed with librarians, basic skills tutors and learners. The collection is part of the Vital Link programme, a national library led programme which promotes reading for pleasure as a way of promoting and sustaining adult basic skills students and reaching new learners. The pure enjoyment of reading is one of the key triggers of a desire for lifelong learning.
Reluctant Readers
There are inevitably many reluctant readers in any prison. These are people who, although they have an adequate literacy level, have never engaged in the reading experience, never used libraries and have no concept of reading for pleasure. It is important that the barriers that exist for this group are broken down, as reading is an independent route to personal growth and confidence, increasing motivation and giving a sense of achievement. The first barrier is that of coming to the library. This group tends to think that libraries are not for them, and so do not voluntarily come to the library on their wing visit. Induction visits to the library provide the perfect opportunity to showcase resources and promote the reading experience. A greater importance needs to be placed on reading as an integral part of the wing regime, so that inmates are not forced to choose between a visit to the library and an association period.
Experienced Readers
Experienced readers will often find their own way in reading, and continue to read whilst they are in prison. However, many readers stick to the same genres and don’t broaden their reading horizons. A reader centred approach can help experienced readers to widen their reading choices and develop new interests. Experienced readers can also act as informal mentors to other readers, by writing reviews and making recommendations based on their own reading experiences.
PROMOTING READING
Reading is an extraordinary act of creativity. It is one of the most adventurous, mind stretching and challenging activities there is. Reading has even more importance in prison. For readers who can’t move outside physically, reading offers the opportunity for exploring inner and outer space, it offers an escape from stress, and provides an exclusive, private space. It is not surprising that prisoners who have never felt motivated to read outside suddenly see the value and potential that rests within the reading experience.
A key reader development strategy is the promotion of reading. It is essential to raise the status of reading as a creative activity. Inevitably, much of the promotion of reading will be done within the prison library, but opportunities for promotion should be sought within the education department, workshops, on the wings and in other areas. Key elements in the promotion of reading are:
Stock
The library stock must reflect the diversity of the prison community and wider community outside and offer the opportunity for readers to explore the reading experience. It must be maintained in good condition and be attractively displayed to ensure that new reading routes are non-threatening and easily navigated.
Reading Group
The library reading group has a vital role to play in promoting reading throughout the prison. Members of the group act as “reading ambassadors” on their wings, sharing their reading experiences with others. This improves their confidence and social awareness, equipping them with social skills and a sense of community for their future. The work that members of the group do in reading and reviewing new stock provides valuable insight for library staff into the needs of our users.
Readers Noticeboards
Readers noticeboards provide a valuable starting point for new library users. The most powerful recommendation in prison is that of another prisoner. Reviews and booklists compiled by prisoners have an immediate impact and emphasise the fact that reading is a valuable activity here. The Poetry Place noticeboard offers writers the opportunity to display their own work, enhancing their self-esteem, providing opportunities for self-understanding and expression, and providing encouragement to others.
Stock Promotions
Regular stock promotions in the library highlight areas of stock that readers may not be familiar with and encourage them to try new genres, improving their general understanding of other perspectives and life choices. They also make the stock more accessible to users. An example of this is the “Just A Minute…” section in the library. This is a collection of short stories, novellas, graphic novels and books that can be “dipped into” aimed at reluctant readers who may find the idea of a full-length book too daunting.
Events/Activities
A regular programme of events and activities, such as author visits stimulate interest in reading and encourage creativity.
Toe By Toe Scheme
The Toe By Toe scheme could play an important part in fostering an enjoyment and appreciation of reading. The mentors on the scheme are in a unique position to encourage their mentees to not merely acquire the technical skill of reading, but to develop a lifelong enjoyment of reading.
LINKING READING TO OTHER ACTIVITIES
Reading is often seen as a solitary activity, but reading for pleasure can often be linked to other activities and the development of new skills. This, in turn, can lead to successful collaborative projects between different departments within the prison. Below are a few examples of activities that have worked well.
¨ Basic Skills students can benefit from sessions where a short story is read aloud, either by a tutor or another prisoner. The reader stops at a critical point in the story, and the group is asked to speculate about the main character – who is he? What sort of car does he drive? What does he look like? What happens next? This encourages the group to think about the story, get involved in the plot and communicate with each other. The rest of the story is then read, and if appropriate, discussion takes place on what happens to the main character afterwards.
¨ Graphic Novels – the above session can be further developed by turning it into a DIY graphic novel. The group would discuss which were the key scenes in the story, and these would then be illustrated either by members of the group, or by an art class. Captions could then be written which give a flavour of the story. The end result could be put on display in the education department or library.
¨ Rehearsed readings provide an opportunity for emerging readers to develop their skills and could link in with drama projects.
¨ The Poetry Place in the library offers the opportunity to link reading, writing and visual arts. A successful session some years ago involved a group of inmates getting together to write some love poems. Art students then designed cards into which the verses could be written, and the group were able to give these out as Valentine cards.
¨ Links with national reading campaigns, such as the Big Read and the People’s War give a sense of belonging to a wider reading public and ensure that prisoners’ reading experiences are valued. The same can be said for linking activities with other libraries.
¨ Reading can often give people access to interests that they may have forgotten due to substance abuse. The one-to-one work done with inmates referred to the library by the CARATS team is having a positive effect on their lives.
HMP BIRMINGHAM READER DEVELOPMENT ACTION PLAN 2004 – 2005
ACTION / PERFORMANCE TARGET / PARTNERSAnimate the reading experience throughout the prison / Organise an annual programme of author visits and events
Encourage more staff use of library by opening during lunch hour
Hold regular reading group meetings throughout the year
Hold at least 20 reading promotions during the year / Library Staff
Education staff
Reader Development Officer
Participate in high quality creative reading and learning activities to support levels of reading, writing and literacy / Library to hold at least 3 author visits during year
Library to hold 3 Poetry Place events during year
Develop, with Education Department, a joint initiative for Adult Learners Week 2005
Engage in national reading initiatives / Library Staff
Education Staff
Reader Development Officer
Adult Learning Agencies
Broaden the range of reading, particularly non-fiction, for library users / Purchase more stock from independent publishers
Promote wider reading habits through a marketing campaign
Promote a broad range of titles through displays, reviews and recommendations from users
Hold at least 8 non-fiction promotions during year / Library staff
Reading Group members
Reader Development Officer
Improve and promote the role of the library service in supporting adult literacy / Promote Vital Link First Choice collection
Investigate possibility of Vital Link training for library & education staff
Improve stock for new readers
Engage with national literacy campaigns / Library staff
Education staff
Reading agency
Adult Learning Agencies
Promote the Black and Asian reading experience / Hold Out of Africa and Aspirasian reading promotions during Black History Month
Hold 2 relevant events/author visits
Use specialist suppliers to improve stock
Organise events for prison’s Diversity week / Prison Library Staff
Birmingham Libraries
South Asian Literature Group
RRLO
Increase staff confidence in promoting reading through a training programme to develop skills / Library staff to attend Birmingham libraries Reading Roadshows
Library willing to provide training in reader development techniques to education staff
Library staff to investigate on-line training opportunities
Library to deliver basic reader development training to Toe By Toe mentors / Library Staff
Education Staff
Head of Learning and Skills
Professional Bodies
Reader Development Officer
SUE WILKINSON
LIBRARY MANAGER
August 2004