In this post author Kathryn White shares her perspective of libraries as “cultural gold”.
In December 2011 the National Literacy Trust released figures that of 3.8 million children in the UK, 1 in 3 do not own a book. Seven years ago only one child in ten was thought not to own a book.
Sadly, it is schools from deprived areas dealing with overcrowding, language diversity and financial constraints that are unable to buy books or engage authors/illustrators; seeing their priorities, quite rightly, as the basic needs of their students. However these schools are those most in need of cultural support in order to bring children into and insure their positive development within the community. Reading not only teaches language skills but more importantly, social skills. There is a definite correlation between better reading and more tolerance and understanding between varying cultures and religions. Children attending deprived schools do not have the same exposure to external creative input; which often facilitates for alternative viewpoints and values. Students in higher income areas where parental input, community governors or public support enable staff to engage external creative tutors, invariably gain greater understanding and engage in open discussion. Yet it is poorer catchments, where students face greater financial and social hardship that is often starved of quality literature at home which would encourage empathy and tolerance.
Books in schools are frequently used purely as instruments of learning data; chunks are bitten off and digested as required to fit in with the national curriculum. Books are not viewed as a whole experience, a potential means of mutual discussion and support for mental and social health. Books are a window to the world; they challenge and teach, guide and often help children comprehend what is happening around them, easing isolation during times of change or crisis.
Where schools are unable to provide a comprehensive book list for children, public libraries can adequately fill that gap.
My role as an author visiting a school is to insure that children see books not only as number crunching, information providers but as a genuine pleasure, encouraging imagination, fantasy; escapism without the external control of a computer or tv screen. Stories where a child’s imagination can do the illustrative work, visual character building, are wonderful for developing independent thought and confidence. Authors love to sell their books and I used to endeavour to do this by lugging my heavy suitcase filled with stories for all ages across the country on school visits. However, I was beginning to resemble an ageing body builder or at best careworn salesperson, rather than a writer. I found the whole experience, exhausting and distracting from my main focus; providing enjoyable story sessions. I now only take books into schools upon specific request and if I am driving and not at the mercy of public transport. This makes the availability of libraries for the children I am visiting, vitally important. If I can’t offer my own books for sale, then I can at least direct children to their local library. “It’s great!” I say, “It’s full of amazing books you can read because you want to – about anything or anyone you’re dying to learn about. And guess what? The books are free to borrow.”
For me, as a writer, libraries are cultural gold and sharing this precious national commodity with children in schools is something that gives me immense pride and pleasure. Long may their shelves be full and their doors open.
Kathryn White specializes in children’s and YA fiction. She has written over thirty books and often presents at literary festivals and in schools throughout the UK and abroad.