Reading rewards: the evolution of a train the trainer course for public library reader advisers.

• Author: Quinn, Sherrey
• Position: Report

Reading for pleasure is core business for public libraries, and library staff need to be equipped to talk with readers about books, to promote the pleasures of reading, to take a proactive role in suggesting reading materials, and in making the hooks and reading material in their libraries more accessible and appealing. A statewide readers advisory (RA) training program commenced in New South Wales in 2004. Rewarding Reading is a train the trainer program for public library staff involved in the delivery of readers advisory/reader development services. The program is designed to develop and upgrade the skills needed to answer the timeless question 'What's a good book to read next?' Rewarding Reading courses have been delivered in NSW, ACT, Queensland, Victoria, South Australia and New Zealand. Outcomes include flow on library training within libraries, increased emphasis on and promotion of readers advisory services, and collaborative initiatives such as those undertaken by the NSW Readers Advisory Working Group to develop RA resources and reading lists. Edited version of a paper presented at the Reading Critical conference, State Library of Victoria 11-12 April 2008.

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This paper is an examination of the impact and effectiveness of a statewide readers advisory (RA) training program which commenced in NSW in 2004. The program is known as Rewarding Reading--a train the trainer program for public library staff involved in the delivery of readers advisory services.

The paper sets out the background, discusses course content and style, considers readers advisory/reader development terminology and then explores the impact of the training program in NSW. Case studies illustrate outcomes for different libraries.

Background

In early 2004 members of the Country Public Libraries Association (CPLA) of NSW South East Zone realised that their libraries needed a stronger focus on

* promoting the pleasures, rewards and excitement of reading and thereby encouraging people to read

* suggesting books to read, and taking a more proactive role in suggesting reading materials to library patrons

* making the books in their libraries more accessible and appealing

* promoting the broad range of reading materials in public libraries.

They identified a need for a training course in readers advisory skills. For some time public libraries had been focused on the introduction of information technology and information services, and a range of activities that met community needs. Recreational reading was a core service, but although readers advisory services were usually provided, they were not systematically promoted. Nor did they receive much attention in formal library training.

CPLA sought submissions from consultants and training firms, selected a preferred approach, and used it to seek funding from the State Library of NSW (SLNSW) to develop a training course.

When the SLNSW grant was awarded to consultants Libraries Alive!, it researched initiatives and best practice in the UK, North America and Australia. It then designed and developed a program which would meet the needs of CPLA SE Zone and the State Library of NSW. The aims were to provide skills and knowledge for frontline library staff to confidently answer the question 'What's a good book to read?' in a wide range of genres and topics. A train the trainer program was required which included

* detailed documentation on the training and how it would be delivered

* creative ideas, strategies, techniques and resource material to meet the needs of trainers in readers advisory work

* provision of training for core staff to facilitate readers advisory skills development throughout the zone and NSW as required

* a focus on understanding the reading experience and promoting adult imaginative literature and nonfiction reading in public libraries.

A pilot course and three subsequent courses were delivered between July and November 2004 in Goulburn (two courses), Batemans Bay and Bowral. These courses provided readers advisory skills development and training advice for core staff of libraries in CPLA SE Zone and some libraries in adjoining zones. Feedback from participants was used in refining the course content. After completion of the pilot phase, copyright in the program was transferred to the Library Council of NSW. Since then Rewarding Reading has been delivered under licence by Libraries Alive! throughout NSW and in many centres in other Australian states and in New Zealand.

The development project was described by Peter Conlon, Ellen Forsyth and Jean Jamieson in their 2005 article. (1) Janice Biggin talked about the background and some of the outcomes of the Rewarding Reading training in a presentation at the Reader development: a reader centred approach seminar held at the State Library of Victoria on 22 February 2007. (2)

At the time the Rewarding Reading program was developed and launched in 2004-05 the Australian national context included

* a high level of book ownership and readership *

* numerous, and increasing, visits to Australian public libraries **

* increasing circulation figures for public libraries nationally ***

* Books Alive--'an Australian government initiative that aims to encourage all Australians to experience the joys of reading' ****

* The Big Book Club, established in April 2003 to 'promote reading, the discussion of books and the promotion of Australian authors' *****

* booksellers' marketing initiatives such as best reads booklets

* numerous book discussions on radio and television

* thousands of book reviews annually in newspapers and journals

* book clubs--both library sponsored and privately organised social meetings

* writers and literary festivals

* retail techniques for more attractive display and promotion of library collections

* library collections becoming increasingly accessible to remote users via web catalogues.

Course content

Rewarding Reading is a two day train the trainer program, based on four fundamental principles

* it is reader centred

* it uses and builds on the knowledge and experience of participants ie the potential trainers

* it is competency based, with the Minnesota readers advisory competencies (Minnesota Career Renewal for Library Employees 2003a) and the RUSA Reference guidelines (Reference and User Services Association 2004) as guiding standards

* it employs a train the trainer model in order to maximise opportunities for ongoing skills transfer.

The course focuses on readers and the quality of the reader-book relationship. Trainees are equipped to find out what the reader would or might like, and help them use their own experiences to make new choices and to broaden their range of reading.

The objectives are to equip library staff to identify and promote 'a good read' in a wide range of genres and topics, to re awaken the joy of reading for readers and readers advisers, and in so doing re affirm the value of public libraries to the communities they serve and to the people who fund them.

Developed from first principles, the course moves from theory through to operational matters. Components of the course are outlined in figure 1. Supporting material includes preparatory reading which participants are expected to complete prior to attending the course, a glossary, comprehensive reference lists, and training exercises and tips.

Figure 1 Outline of the Rewarding Reading train the trainer course 1. Introduction--dealing with expectations 2. Objectives--reasons for lifting performance Part 1 The environment in which reading & readers advisory work takes place--influences and competition Part 2 Improving readers advisory skills Part 3 Improving library readers advisory services 3. Appeal characteristics- communicating with readers 4. The experience of reading--personal benefits 5. The process of advising--listening & being heard; how is readers advisory/reader development work done now? 6. Information sources, tools & techniques 7. Conversations with readers: case studies, practice 8. Implementation and promotion 9. Training tips and course evaluation The training course is modular and flexible enough for delivery for special purposes eg shorter versions for specialist reference groups. Course facilitators employ the experiential learning model, in which participants are encouraged to acknowledge and share what they know, to learn from each other and to take personal responsibility for learning. There is some teaching by course leaders, a lot of discussion, individual and group activities, and learning by example.

After two days, participants are equipped to pass on the training to their colleagues, supported by a comprehensive manual and training guide. The course material is designed to be delivered in 90 minute or shorter sessions, and trainers are expected to deliver the sessions that make most sense within their own library operations and staff skill levels. The program also encourages collaboration between libraries and continuing professional development in readers advisory skills.

Readers advisory or reader development?

What is a readers advisory service? How does it differ from reader development? The expressions readers adviser or readers advisor are common North American usage; reader development is a phrase more often used in the United Kingdom. This situation is mirrored in Australia--NSW and other states seem to prefer readers adviser, Victoria reader development. Is there a difference?

Harrod's librarians' glossary defines readers adviser as

An experienced and tactful member of the staff who is detailed for advising readers on their choice of books, interesting casual readers in more systematic reading, recording results of interviews, maintaining a close touch with local educational agencies and generally furthering the use of the library service. (3) Here are some definitions from...