Learner collection

Jessica Tacon, second in charge of the English Department at City of London Academy Highgate Hill and member of NATE’s (National Association for the Teaching of English) ‘Reviewing Literature’ working group, explores why to improve diversity and inclusion in UK schools, time must be given to successfully plan, implement, and maintain change.

Knee-jerk: “a quick reaction that does not allow you time to consider something carefully”

When a topic or issue becomes very present in the public eye (often despite having always been of paramount importance, as is the case with genuine diversity and inclusion in education) or it begins to feel more urgent, there can be pressure to actively resist or even just to react.

Deborah Maclaren, MD of LoveReading4Kids, explores why it is crucial that diverse and inclusive books are normal for every pupils, not niche.

Alison Tarrant is the Chief Executive at the School Library Association and a dedicated school librarian passionate about the ever evolving nature of libraries.

It is unusual for challenge to be at the heart of a teacher’s reading experience, but for school library staff, this is the routine state of play. School library staff aim to build a collection to support learning and personal development; with resources not entering by ‘default’. Instead, each item has to justify its place as part of the library collection.