2. THE NEEDS OF CHILDREN AND YOUNG PEOPLE
2.1
A great deal of the evidence used comes from a major research project commissioned by Resource to support this report entitled Start with the Child. Alongside other pieces of research, it showed that although the development needs of children themselves have not changed, the context in which children grow and learn is radically different in the 21st Century.
Influences such as changes in family structures, our diverse and rapidly changing society, technological advances, the information society and the pressures of a popular youth culture which begins with children as young as seven and relates closely to our consumerist society all affect the needs of children and young people today.
2.2
The research revealed:
- A tendency to become increasingly consumerist and materialistic at a younger age
- Conflicting pressures from alternative leisure and lifestyle pursuits, consumerism, marketing, educational aspirations, job opportunities, career choices and relationships amongst the older age group
- Poor literacy and numeracy reflected in higher levels of unemployment, later in life
- A desire to be listened to and offered the chance to contribute ideas and effort and to exercise a degree of power over their environment
- A need to be treated as individuals although they often present themselves to others as groups
- A desire for space for themselves and their friends which belongs to them
- A need to develop information literacy to deal with the increasing range and quality of information, in order to make choices
- A desire to exploit new media, as they see information technology as a natural learning environment and computer ownership is high, but not by any means universal
- A preference for TV and video, but a positive attitude towards reading
- A need to have access to a wide range of appropriate books, to be read to, to be given help and guidance in choosing books, opportunities to talk to peers about reading experiences and the support of an interested adult and reading role models
2.3
A successful library service for children and young people therefore needs to encompass the following:
Appropriate environments and services:
- safe and welcoming environments with spaces which support diverse activities and provide a haven for users of different ages
- technology to support and develop reading and access to information
- impressive and interactive displays, activities and exhibitions
- libraries that are more like shops, where they want to visit, and 'hang out'
- a welcome when in groups, and to be treated with respect as individuals
Services that are relevant and responsive
- libraries that are open when they need them and can access them (evenings, weekends) opportunities to take responsibility, and exercise freedom of choice
- recognition of their pop culture and materials which are relevant to their interests and self image
- recognition of their varied learning needs and materials, services and space to meet these needs
- opportunities to participate and be involved in the planning and delivery of services, to provide feedback and have their ideas listened to and acted upon
Appropriate help for themselves and for those who support them
- staff who have the time and skills to assist and support them in making best use of the service
- staff who are interested in their literature and reading, and can share ideas and encourage them to read new things and in new ways
- support for parents and carers in helping their children
- recognition that every individual is unique, with a unique combination of needs.
- resources targeted to meet particular needs, and changes in the nature of mainstream services where necessary to foster and achieve inclusiveness.
Support from the community at large to use and benefit from services ¨ services that are marketed to them and their parents
- work outside the library to promote the benefits of library use through a range of partners, especially in order to reach hard-to-reach groups and individuals
- a holistic 'joined up' approach by services, to meet their needs as individuals
- partnerships with schools, libraries, pre-school settings and bookshops to promote book ownership and use