#Ausvotes 2013 and the Library and Information Agenda

On July 10th ALIA released The Library and Information Agenda, intended as a lobbying document for political parties and candidates running in the Federal election (announced yesterday as happening on 7 September). This document outlines ALIA’s vision for libraries and information in Australia over the next three years and asks candidates and parties nine questions. Or rather, in the fashion of these types of documents, it asks them to pledge support for ten goals, couched as nine questions.

I think ALIA has captured the aspirations of Australia’s librarians fairly well, as much as one can in such a disparate profession. This document does, however, raise some questions about ALIA and what exactly The Library and Information Agenda is trying to achieve. Continue reading

Julia Gillard, Terry Deary and the cultural problems with libraries

On Sunday Australian Prime Minister Julia Gillard announced a new ‘Reading Blitz’ program for primary school students.

As I read the Prime Minister’s media release (thanks @latikambourke) I was struck by the difference between the Prime Minister’s rhetoric and the ABC radio interview of Tasmanian Premier Lara Giddings just three days earlier. In response to a question about why Tasmania’s literacy and numeracy results are so poor compared to the rest of Australia and the OECD, Giddings stated that

It’s true to say we have a lower socio-economic community here in Tasmania and some cultural problems with the value of education. That’s why we’re concentrating on the early years, that’s why we’re investing in getting mothers – pregnant mothers – into the class and school environment again so it’s not so threatening.

Having grown up in Tasmania I understand what Giddings is getting at. I was lucky to be raised in a family where reading for pleasure and valuing education both went back multiple generations. This was not, however, universal. I went to school with plenty of children who were raised in families where neither education nor reading were particularly prized, encouraged or modelled. My final year of school included students who achieved a perfect score for English and those who were, quite literally, barely able to read. Given that we all went to the same school it seems clear that the problem was not simply a lack of effort or testing from our teachers. Continue reading