#LibrariesAreEssential Case Study – Craigmillar Library and the Junior Award Scheme for Schools
Category: #LibrariesAreEssential, Blog, Case Studies
In this #LibrariesAreEssential series, we’ll be sharing case studies and contributions from key figures that demonstrate the vital value of Scotland’s libraries, now more than ever, as we look to a brighter future post-pandemic. For details of how to submit your own case study, please click here.
The Junior Award Scheme for Schools and the S1 Clay Tiles Project – Craigmillar Library, Edinburgh
Case study kindly submitted by Lynne Robertson, Lifelong Learning Library Officer
‘Encouraging school pupils into the library is a focus of our work in Craigmillar Library. When the opportunity came about to support Castlebrae Community High School pupils with their Junior Award Scheme for Schools (JASS) programme, we said ‘Yes’. Pupils came in for a few sessions, each on a different activity that built upon research carried out prior to the visits. Library staff became the audience, with the young people sharing their knowledge of the local area. In one session, they were introduced to the work of the Craigmillar Tapestry Project, learning about the designs created by Andrew Crummy, son of Helen Crummy, a social influencer in the area during the 1960s. This led to practical sessions where pupils designed and etched clay tiles representing the area. The tiles were later put on display in the library for a short time.’
‘This project was important as the young people’s voices were heard, and it also gave an opportunity for pupils to practice speaking to an audience out with the school setting. The visit gave pupils time to re-visit the library or visit for the first time, hearing about the different activities available for their age group.’
According to Lorna Coan, Acting Head of SfL and Teacher of Psychology, ASN and RME at Castlebrae Community High School:
‘This project was very well received by the pupils: all seemed to enjoy gaining new information about where they live, and they especially enjoyed the trips down to the library. We spent some time in school researching the area and it was good to see how much the pupils knew about where they lived . It also gave them a chance to share information they found with each other, to focus the task and give it some meaning.
The library visits worked really well: some pupils were occasionally boisterous, but they tended to settle once the actual “hands on” clay making began. Some pupils visited the library often, some hardly ever or even never in some cases, so as well as going to the library to do the clay tiles task, it gave them the opportunity to visit, develop some skills and interest, and encourage them to use the library more regularly.’