One Book One Community is a community reading project based on the successful One City One Book project that take place ever year in Dublin and in cities across the world. As part of One Book One Community projects, children and their families are encouraged to read and discuss a particular book, along with supporting activities held in schools, libraries and in the community. Here at O’Brien Press we’re proud to support lots of One Book One Community projects across Ireland, with libraries and schools all working together to promote a love of reading. O’Brien Press books chosen for projects include: Spirit of the Titanic, Taking Sides, Faraway Home and Across the Divide.
I had the chance to chat to Mary Collins a Home School Liaison Officer and ask her a few questions about her experiences of the many One Book One Community projects that she has organised. The answers she gave are on behalf of the Dublin North Inner City Cluster of Home School Community Liaison Teachers. The Home School Community Scheme is part of the DEIS programme which is targeted at school which are designated disadvantage. One of the aims of the scheme includes fostering positive relations between the home and school, and between the community and the school. Other aims include promoting parental involvement in their child’s education and promoting literacy in the home.
1. Hi Mary, when and how did you first get involved in a One Book One Community project? And where did you hear about it?
Two years ago, some of our newly appointed HSCL teachers attended induction/training days. On these days, HSCL teachers who have been in the position a number of years usually speak to the new HSCL teacher on best practise and schemes they have run successfully. One of the sessions was given by a HSCL teacher who had run the project successfully. The newly appointed HSCL teachers came back from induction and informed our cluster about the project. They spoke enthusiastically about the project and all the possibilities. We decided that the following September (2010) that we would undertake the project.
2. How did you find the experience of arranging and being involved in these projects?
A lot of hard work went into the arranging. In our cluster there are 12 HSCL teachers. We decided to form a sub-committee of 4 people. Each HSCL teacher had to link with their school principal and staff, inform them about the project and look for their support. We had to decide which agencies in the community we were going to involve. We had to design posters and contact numerous printers to get the best price. We contacted Easons and asked how much of a discount they could give us and they recommended that we contacted O’Brien Press to get the best deal. We had also decided that in order to make the project more appealing to class teachers that we would design some activities that could be done with the class therefore reducing the burden of work for the teacher. As our cluster of schools is made up of primary and second level schools, we realised that we couldn’t choose a book that would suit everyone from ages 4 – 18 years. Therefore we decided to aim the project at the 6th classes in the primary schools and 1st year groups in our second level schools.
3. How do you decide what books to feature in the projects?
Deciding on the book was a long and thought-out process. Firstly, we consulted with teachers in our schools and asked them for suggestions. We brought these suggestions back to the cluster group. We went through the list of 20 books and through a process of elimination ended up with 3 books. We had eliminated books that were classics e.g. I Am David as we thought that classes would have most likely read by them already. We eliminated books that would only be suitable for either primary or post-primary. We eliminated books that we thought would be only suitable for either boys or girls. We were also conscious of trying in so far as possible to pick a book by an Irish publisher. That Halloween midterm each of the HSCL teachers took the 3 books and agreed to read them all over the break. When we returned we judged each of the books using the following criteria:
a) The reading level must be suitable for 6th class pupils, 1st year students and parents who may have reading difficulties
b) The book must appeal equally to boys and girls
c) The book must have friendship as a central theme
d) The topic matter of the book must be of relevance to the lives of the pupils reading the book
e) The topic matter must be suitable for the age group of pupils.
Whichever book fulfilled most of the criteria would be the chosen book.
4. What would you say to schools/communities thinking of setting up their own One Book, One Community projects?
I would say to other groups who are thinking of setting up their own One Book One Community project to definitely do it. It entails a lot of hard work, time and effort, but for the children involved their families and communities it had a great unifying effect. Initially when we undertook the project last year, we envisaged to do it every 2 years. However, by the end of the project last year, teachers and pupils were asking us what book had been chosen for the following year. Because the response to the project was so positive from everyone, we decided to run it again this year. We decided to focus on the same class groups this year. This resulted in the 6th class pupils doing it again in secondary and many of them were excited about doing it.
5. What do you think are the benefits to the schools and communities that participate in the projects?
Firstly, it got people reading. Every child who got a copy of the book was allowed to keep it when the project was finished. Children were encouraged to take the book home and see if anyone at home wanted to read it. Secondly, it gave pupils from different schools something in common. We have found that the pupils who would have been in different primary schools last year and now are first years in the same second level school now have something that unifies them.
The project also creates a buzz around the school. They say it takes 5 years to create a tradition – we the home school liaison teachers would hope that One Book one Community would become a tradition in the schools, that it would get to a stage where teachers and pupils would be approaching the HSCL teacher and ask “what book are we doing this year?” or “when will we be starting the One Book project?”
We included local youth clubs and local adult literacy groups in the project. With the local youth club it was great that the pupils were talking about the book outside of school as well as within school.
6. How have you found the experience of working with O’Brien Press on the projects you have organised?
O’Brien Press have been 110% on board from the first time we contacted them. They were instantly available. They gave us a great discount on the price of the books and made this discount available to other groups that wished to be part of the project e.g. the youth clubs and adult literacy groups. O’Brien’s provided posters and also permission to use the image on the cover of the book for our own posters and bookmarks etc. More importantly, O’Brien’s put us in contact with the author which for the pupils brought the book to life. The author made himself unselfishly available to us and the schools. We could not have made the project as successful as we did without the help and support of O’Brien Press.
Recently, I had the pleasure of attending the opening ceremony of the One Book One Community project organised by Mary and her colleagues which was held in the school hall of O’Connells CBS on North Richmond Street. Across the Divide by Brian Gallagher was the book of their choice for the project and during the ceremony Brian spoke about his writing and how he came up with idea for the story. There was also lots of activites going on, students were playing music, acting out scenes from the book and everyone received goodie bags!