Tag: Chetham’s School Library

Library

Dark Academia Display

Kirsty Morgan2 Comments

In a move that was very much less what-do-I think-my-students-will-enjoy in favour of what-do-I-want-to-make-a-display-about, I decided to create a Dark Academia display for my school library.

My fancy custom bound copy of
Dead Poets Society
(because I did not want to just have Robin William’s face on my bookshelf).

Ever since I read Donna Tartt’s The Secret History back in April, I have been on what can only be described as something of a Dark Academia fixation. I purchased a series of lectures from Signum University about Dark Academia, which I am still working (gloriously playing?) my way through, and I have been subjecting my poor, beleaguered Calum to every Dark Academia (and Dark Academia-adjacent) movie I could find. Some more enjoyable for him than others.

Bookwise, I’ve been dipping into various Dark Academia titles (If We Were Villains, Babel, the Atlas trilogy) only to stop partway through and move onto the next because I didn’t want any of them to end! I did read Hangsaman by Shirley Jackson and the ridiculous novelisation of The Dead Poets Society by N. H. Kleinbaum in their entireties – but then, I also gave each only two stars on Goodreads, so that maybe tells you something about my reading habits?

Anyway, on the pleasingly symmetrical date of 25/09/25, I finally completed the Dark Academia display I’d been working on since the school returned from the summer holidays. And I am proud enough of it to want to write about it.

Selecting the Books

I started by looking through our collection for existing Dark Academia titles. We already had a few young adult options: Ace of Spades had been nominated for the 2022 Carnegie awards, Atlas Six had been part of a recent donation to the school library, The Secret History and The Invisible Life of Addie La Rue had been purchased at the request of some students a few years ago, and a couple other books had been picked up along the way – often likely without Dark Academia in mind. (I can’t imagine anyone was thinking TikTok aesthetics when The Prime of Miss Jean Brodie was added to the collection back in 2010.)

At the end of last term, I had also cheaply purchased a set of young adult Dark Academia books from Scholastic, which meant we now had plenty of books to attract the older students. But I was still struggling for items that would appeal to our juniors. A Series of Unfortunate Events has The Austere Academy, which I added to my pile, and I was informed online that Lockwood and Co. has Dark Academia vibes (although, judging by the blurb, it reads less Dead Poets Society and more Dead Boy Detectives). To balance things out, I also ordered The Mysterious Benedict Society, which I had not read but enjoyed watching in its semi-recent TV adaption. If anyone has any 8-12-year-old Dark Academia recommendations, I would be very interested to hear them.

Incidentally, when the Scholastic pack arrived, I discovered I had already read one of the books in it. The Library of the Unwritten by A. J. Hackwith is a book that I had not only completed in 2021, but I had even given it five stars on Goodreads. This baffled me because, despite clearly enjoying it at the time, I must admit I hardly remember the book now. However, from what I do remember, although setting largely features a library in Hell, the book otherwise doesn’t seem especially Dark Academia. I wonder if it was perhaps lumped into the pack more because the Dark Academia category is currently selling well than because it actually explores any of the darker aspects of academia.

Perhaps, though, that is a somewhat hypocritical distinction. In scrambling for books to fill my display, I too broadened my scope for what counts as Dark Academia. (Looking at you, Picture of Dorian Gray.)

Designing the Display

The Completed Display

With the books selected, it was time to design the display itself. Across the top shelf, I draped a spiderweb tablecloth that I normally use for Halloween displays, and I piled up some of our oldest-looking tomes from the reserve section in the back office. I also unearthed a plastic compass that I had used for our Talk Like A Pirate Day display a few years ago, and I brought in a small Roman-style bust from home – because no Dark Academia display is complete without a small Roman-style bust.

Charlotte, the school library’s evening library assistant, created some Dark Academia recommendation bookmarks on Canva, which I thought was very cool. Finally, because the lower shelves looked quite bare, I bought some embroidered tapestry ribbon on Amazon to cover them, and I think the effect is quite nice. We can also use the ribbon for Christmas, so it is pleasingly performing double duty!

Reception

The display has proved quite popular, which I was very relieved by. In fact, before I could even get a photograph of the finished project, a sixth-form student had already taken out The Secret History! I also had a really lovely conversation with the head of the Lower School about the books – turns out she likes books about dragons too! – and I came away with several book recommendations, including Jodi Taylor’s The Chronicles of Saint Mary’s, which sounds very much up my street.

I even heard a group of students talking about how my display was ‘like TikTok’, and I still cannot decide whether that was a compliment. I am choosing to take it as confirmation that I am, in fact, ‘Down with the Kids’!

All in all, I was very happy with how the display turned out. And I thought it might interest you to know what books finally ended up on it. So I will leave you with the full booklist.

Booklist

Dark Academia Recommendations Bookmark
(Created by Charlotte Stevenson)

Junior

Shadowhall Academy: the Whispering Walls by Phil Hickes
The Austere Academy by Lemony Snicket
Who Could That Be At This Hour? by Lemony Snicket
The Mysterious Benedict Society by Trenton Lee Stewart
Lockwood & Co : the Screaming Staircase by Jonathan Stroud

Young Adult

Ace of Spades by Faridah Àbíké-Íyímídé
Where Sleeping Girls Lie by Faridah Àbíké-Íyímídé
A Dark Inheritance by H. F. Askwith
The Atlas Six by Olivie Blake
The Devil Makes Three by Tori Bovalino
Legendborn by Tracy Deonn
The Library of the Unwritten by A. J. Hackwith
Truly Devious by Maureen Johnson
A Lesson in Vengeance by Victoria Lee
The Raven Boys by Maggie Stiefvater
The Invisible Life of Addie La Rue by V. E. Schwab
A Language of Dragons by S. F. Williamson

Adult

Never Let Me Go by Kazuo Ishiguro
The Historian by Elizabeth Kostova
Babel by R. F. Kuang
If We Were Villains by M. L. Rio
The Prime of Miss Jean Brodie by Muriel Spark
The Secret History by Donna Tartt
The Picture of Dorian Gray by Oscar Wilde

Literacy in the Library

Kirsty MorganLeave a comment

One of the highlights of my week is when the Year 7 literacy class comes the library. Last year’s group learned about the non-fiction section, and about how the Dewey Decimal System can help them find books on the subjects they’re interested in. They used the music library and saw the range of music genres that we have on CD. They created library posters, designed their own book blurbs and wrote reviews of books and music. I led a project in which they created their own Zines. And best of all, they’ve been using the library more, both inside and out of class time. I’ve noticed they come up and talk to me more, they ask for books and I always try to buy their requests if we don’t have it already, and they have become far more confident library users, just in time for them to start needing the library more as they transition from the equivalent of primary school to secondary school.

So, I thought it would be fun to look back on the lessons where the library played a bigger role.

Where Dewey Start?

I cannot take credit for this literacy/library team-up. At the end of last year, the literacy teacher, Mr Wong, approached me for ideas about a one-off library lesson to introduce the Year 7s to the Dewey Decimal System. It was a fortunate coincidence that, when first starting in the role, I had looked into library lesson ideas and come across several library lesson packs on the website Twinkl – including one that specifically targeted Year 7s.

7 workbooks for the year 7 library
Year 7 Library Activities Pack from Twinkl

Guided by the ideas in the activity pack, and a bit of trial and error on how best to fit the lesson to our school library specifically, we’ve found that it works really well, and have now run this particular lesson six times. The students learn about the non-fiction library, and where they can find different books. I demonstrate the layout, making sure to point out anomalies (like the fact that they would find Fairytales in Social Science, Pets in Technology, or Computers in General Miscellaneous). This guides my development of the collection towards subjects that excite them (Dinosaurs!) and also lets them hear about the non-music subjects that we have books on, which is useful when over a quarter of the collection is classed under the 780s.

They then complete a worksheet that lets them explore the non-fiction collection further: they select books from each of the main 10 categories (i.e. the hundreds) and answer questions about them. They then work out where they would look to find the answers to a list of general knowledge questions. This helps them practice using the Dewey Decimal chart, and develops their study skills. For example, one of the students suggested that he could look in the biographies section to find out who discovered penicillin. While he’s not necessarily incorrect, this led to a discussion about how he might need to know the inventor’s name in order to find a biography, and it would rely on our having an Alexander Fleming biography in the collection. He agreed that the answer might be more likely to be mentioned in one of the books about Medicine, but insisted that if he needed to find out the answer he would ask Google (and, in this instance, quite right too!)

Reviewing the (book and music) Situation

Later in the year, the class went on to write music and book reviews. For the music reviews, I was able to direct them towards our magazine corner, where they could see examples of professionally published reviews in the music magazines the library carries. This highlighted to them that the magazines were there for them to use and also that they were learning skills that were useful in the real world. As Mr Wong pointed out, it is possible that this might actually be a viable career option for these musical students.

They also wrote book reviews, specifically of books that the library already carried. When they were completed and marked, I used Canva to uniformly style each of their reviews and set up the Reading Corner to be a more permanent “Year 7 Recommends” display. The reviews were also uploaded onto the library catalogue, which some of the students were very excited about.

The display was a success across the years. The Year 8 choristers (who have their Prep sessions in the library), had a lot of fun reading the reviews and talking about the books that had been recommended. There was also a noticeable surge in Rick Riordan issues among the Juniors after the Percy Jackson books had been put on display. I received multiple requests for the Magnus Chase and Heroes of Olympus series which now fill an entire shelf of our fiction collection!

Zine there, Done that

Towards the end of the school year, I suggested to Mr Wong that a good final project might be to make “Zines” – short magazines centered on a topic of interest, traditionally fan-made with a limited print run (if any). My idea was that each student could make their own Zine about a piece of media or hobby that they enjoyed. Then I would make copies of each of the Zines to add to the school library, and Chetham’s could have its own Zine collection.

I brought in a couple of example Zines that I had at home (including the Laser Girl one I made as a present for my sister when she got her PhD), and Mr Wong drew up a plan for how we would structure the lessons. The students spent several weeks planning and making their Zines. We taught the students the folding technique to make little 8-page booklets, and they planned out each page, and then worked on the Zines for a few weeks in the sessions before completing them for homework.

It was exciting to see the finished products, and we ended up with 23 Zines covering an eclectic range of topics:

  • movies (Star Wars; Marvel; genres)
  • books (Harry Potter; How to Train Your Dragon; the Evil Dentist; murder mysteries)
  • pets and animals (from dogs, cats and other pets to porcupines, ants and newts!)
  • hobbies (sewing; girl’s cricket; maths; music; Minecraft; different types of pens)
  • Taiwan
  • the Zodiac
  • Viruses

After the students were finished and the Zines had been graded, Mr Wong passed them to me and I began what turned out to be a far-too-long process of converting them to be useable in the library. I started by scanning each page, which made them quite faded. Not realising how many I would need to do (and how long each would take) I used software to boost their colour, and remove the awful grey tone of the paper background. My reasoning was that, since the library was benefitting from the students’ work, they shouldn’t be put on display in a condition that was worse than the students had given them to me in. Some of them had put in so much effort that I felt it would have been a shame to undermine that due to the technological limitations of our scanner.

As I went along, I developed methods of speeding up the process, but in retrospect, I spent far longer on them than I should have done (including working on them at home, while watching TV). If I hadn’t realised the enormity of the task when I did, I could have been there forever. 23 Zines of 8 pages each would have had me digitally enhancing 184 pages in total, which (if I’d spent as long as I was spending on some of the penciled pages) could have taken me up to 92 hours! In the end I kept all the work I’d already done, but I resorted to enhancing only the front and back pages (i.e. the outside covers), of the remaining Zines. We’re planning to do the Zines again this year, and this will be my new method, which will save me a lot of time. The actual process of printing, processing and covering them, then adding them to the library catalogue only took a couple of days (around my other library work).

The end results were very cool, and the Zines are a great addition to the library. I love finding ways to involve the kids, and I’m looking forward for them to see the display when they return after the October break.

Now, please enjoy some extracts from the student’s Zine project:

  • The front cover of “Fabric to Sew With” had scraps of fabric cut out and sewn onto it
  • “A Girl’s Guide to Cricket”. It’s interesting to get a glimpse into the students’ hobbies.
  • The pages of “Different Types of Pen” were written using the type of pen being discussed, which I thought was pretty neat.
  • “M.A.T.H.”. Fun maths facts!
  • “Good dogs for first time owners”. Look at the delighted spaniel!
  • “The Star Wars Strategy”
  • “How to Look After Your Fish”. Nice food!
  • “Taiwan: a country of discovery” had a pop-up book inside the Zine!

Back to School reflection: What I did on my holiday

Kirsty MorganLeave a comment

After a good amount of time off work over the summer holidays, I am happy (if a bit nervous!) to be returning to the school library tomorrow. I had a lot of plans for when I was off, and some of them I completed, some of them I at least started, and many of them I didn’t get around to. Either way, I thought it would be nice to reflect on the summer before the new school year washes all of it into oblivion.

School’s out for the students

The students finished their school year on Friday 9th of July, but I still had a lot to complete so I spent the following two weeks in the library most days working on four main tasks.

Firstly, I shelved almost all of the books and music that had been building on the Covid quarantine shelves. That was quite a lot of work, seeing as so much music was returned last-minute, and I’m still getting used to the layout of the chamber music library (where we have shelves and shelves of parts in brown envelopes). Full disclosure, there are a couple of items that have been left so that I can ask my ever-helpful evening staff where the music should go!

I catalogued and processed a huge pile of music. We had received a fantastic donation of beautifully bound full and miniature scores from a member of the public. They are in such good condition that I have decided to add all of them to the library stock (replacing tatty copies where possible), but with probably over a hundred items in total, getting through it all is quite a task. I made a dent, but never fear, there’s still plenty of cataloguing waiting for my return tomorrow!

I also did my best to spend the remaining library budget, having been advised if I don’t spend it I lose it. The students can look forward to a few more books, some replacement music for lost copies, and eight lovely new pairs of headphones – enough for every library computer. I don’t know where the previous pairs kept disappearing to, but I think it might be worth creating a headphone sign-out sheet, to make sure these new ones are always returned.

My biggest challenge in the weeks leading up to the end of term, and the two following weeks where I was in the library on my own, was creating lists of all of the music that was still out to school leavers and would need to be tracked down. This task was particularly difficult because, despite being a music school where ensemble music is in high demand, the library system software we use cannot track multiple borrowers. This means that every set of music is only ever out on one borrower’s account (regardless of how many parts there are). Although we try to keep a manual record of who has which part, with over a thousand outstanding items at the end of term, going through every single envelope to notify students of their unreturned music was a huge job – and certainly not one I want to have to do every single summer. I only just managed to get it all completed in time to send out final warning emails to all the students before I left for Scotland, but I’m going to have to work out a better system for future years, or I might have a nervous breakdown!

Four crates full of brown envelopes
All of the empty envelopes still waiting for parts to be returned to them!

Visiting my parents!

After all that stress, I was super excited to travel back to Scotland to visit my parents for a few weeks. It was so nice to see them again, and my sister, Jenny, was there too for part of my trip. On my first night, Jenny introduced me to the anime Assassination Classroom, which is about a group of school students trying to assassinate their evil yet adorable teacher: a betentacled alien that plans to destroy the world if his students don’t kill him first. It’s surprisingly good.

The weather was gorgeous every single day of my visit, so we did a lot of outdoor activities. One day we walked along the beach for a forest/water walk in Greenock and ate ice-cream and another day we went to a market in Helensburgh where we listened to Glaswegian busker Maryjane singing ‘Let It Go’ from Frozen (in the middle of a heatwave). My dad and I went for a 50km cycle along the River Clyde, which was super fun but also extremely tiring, and at one point I fell off my bike. Although I’m pretty sure I hated everything and everyone by the end of it, it was great to cycle with my dad again and we both really enjoyed it.

On another beautiful day we visited my aunt and uncle in Stirling where we walked around the King’s Knot and learned the story of the Stirling Wolf. Apparently, during a Viking raid, one of the raiders accidentally stepped on a wolf causing it to howl out and wake the sleeping Anglo-Saxon garrison. This gave the garrison time to prepare for the invasion and force the Vikings to retreat. And now the howling wolf emblem can be seen all over Stirling. How bizarre is that?!

What is property? Property is stress!

After my visit to my parents, I still had three weeks left of summer holiday, and in this time Calum and I wanted to make some headway into buying our first home. Calum took a week off work, so we set up a meeting with a mortgage broker and started looking at properties. In total, I was able to arrange eleven viewings although five of them cancelled on me before the viewing could take place. Calum and I attended three of the remaining viewings together, and I attended three on my own because Calum had to go back to work. Although it was quite frustrating and extremely stressful, there were still some good parts. On one extremely wet day, after a viewing, Calum and I visited Worsely Village, where we walked around the Tudor-style streets and along the canal in the rain. There were even some cute metal ducks!

Even with the support of my parents (who were great at sending me suitable houses that I might have missed), and Calum (who did everything he could while also working full time) and the mortgage broker (who’s invaluable advice was fantastic help), I found the entire process really grim. I looked at house websites for hours ever morning, calling up estate agents to try to arrange viewings only to be told the houses were already under offer, or they were no longer accepting viewings. Not to mention the palaver navigating the disgustingly stupid system of Freehold vs Leasehold housing (don’t even get me started).

But eventually, less than a week ago, we got an offer accepted. Hooray! It’s a nice house, in a pretty area, and well within our budget, which is fantastic. We will probably need to do some work on the bathroom, because for some reason quite a few houses in Manchester (including this one) have a toilet with no sink next door to the bathroom with the sink in it. This feels very disgusting to us, and we’ll need to get that changed, but otherwise the house is great. It has a lovely shed for our bikes, and a nice big living room, a pretty kitchen and a utility room where we can put our washer/dryer and install our first dishwasher (such luxury!). There are also two relatively big bedrooms. Calum’s has a wee cubby area where he will be able to set up his workspace, since he is planning to work from home more often, and mine has a huge built-in wardrobe and a cosy alcove where I think I’ll be able to fit my bed.

So that’s pretty exciting, and all we need to do now is meet with our mortgage broker again, set up our solicitor, get a survey from our mortgage provider and a homebuyer’s report, exchange contracts and keys, get a new bathroom, move all our stuff across to the new house, and move in. Easy-peasy.

SLA ‘New To School Libraries’ Webinar

Kirsty MorganLeave a comment

Earlier this month, I attended an online webinar for new school librarians, hosted by the School Libraries Association (SLA). On the whole, I think it was pretty useful: it gave me cool ideas for how to use social media to promote the library; info on the different kinds of documents (policies, reports and plans) that a school library should have; suggestions for clubs and events the school library could run (I quite liked the sound of a graphic novels club); information on arranging the library layout (display spinners are your friend!); and advice on eBook providers, unions, stock weeding, and using book and publisher fairs to pick up library goodies like bookmarks and posters. But the flashiest idea I’ve worked into my library so far was inspired by a demonstration of how to make short showcase videos to let students and staff know what items the library has in its collection.

As a specialist music school, Chetham’s has a lot of international boarders and so the school celebrates Chinese New Year. About a month ago we were asked to see if we could do anything to contribute to the celebration, so I picked out a few China-themed books, with the intention of making a library display. However, since most of the students are studying from home at the moment, and haven’t seen the Burns display yet, I decided to instead make a video showcase that they could watch on Twitter. The webinar presenter suggested using the free software Animoto, but I used Movavi pro, which I already owned and which up to now I had mostly been using to make fan music videos for the Cats (1998) musical. Click on that link at your own risk(!).

We had plenty of relevant non-fiction books, but I was a little surprised by how few fiction books I could find set in or about China, or even just featuring Chinese characters. I think my difficulty can partly be attributed to my still being pretty unfamiliar with the library stock and partly to the shallow descriptions in our library catalogue entries (which I am slowly working to improve), so I am sure that I missed some potentially suitable items. But I still found it odd that the collection was so sparce, especially seeing as the school does have quite a lot of Chinese students.

I was doing a fiction shop anyway, because Scholastic had a sale of 10 My Story books for £6.99 (what a bargain, amirite?), so I purchased a few books to boost the China collection, including a very nice picture book about the Chinese Zodiac story. I added them to the Chinese-themed books, music and DVD that I had already set aside, and took photos of them dotted around the stacks. I then edited the photos into a slideshow with public domain music. I downloaded a Chinese New Year resource pack to make the video fancier and more coherent. I even edited the music a little because I only realised after I’d already created the jump-cut section with the non-fiction books that there should probably be some kind of introduction.

Overall, I’d say for my first library video the showcase worked out okay, and I had fun making it. It took roughly the same amount of time to create as a physical library display would, and it was more likely to be seen and enjoyed – particularly during the current lockdown. It received a fair amount of engagement, including some likes from teachers and students, which made me very happy. Although I probably won’t be creating videos a lot, they are a good tool to have in my kit to make everyone aware of the stock we carry. And I’m pretty excited to see what else I can do with them!

A Man[chester]’s a Man[chester] for a’ that

Kirsty MorganLeave a comment

Earlier this week it was Burns Night – the first one Calum and I didn’t celebrate in Scotland. Manchester is only a 4-hour drive from my parents’ house in Glasgow but, I think like a lot of distances during the current pandemic, it sometimes feels a lot further. Don’t get me wrong, I am super grateful and happy to have my current head librarian role at Chetham’s School of Music – the kids are great, the staff is lovely, the work is fun and I’m in the very enviable position of having a permanent position in my dream job before I hit thirty.

But I miss Edinburgh. I miss my family and friends. I miss the comfort provided by first minister Nicola Sturgeon’s open explanations and conscientious decision-making. I miss uncrowded streets and parks, and generally better Covid compliance. I miss prevalent recycling bins and a proper pelican crossing system and standard bus fares that you can just contactless tap without needing to tell the driver where you’re going. I miss the security of knowing that most people around me will be anti-Brexit and have left-wing politics. I miss proper cycle lanes and conscientious drivers and being half an hour walk from the beach.

Nonetheless, Manchester has its good points. People are generally more friendly and helpful. We deliberately chose to live in Prestwich, which has a whole network of parks. And I did find what might be a cycle path the other day. The trams are fantastic and punctual. It has all sorts of Communist history (Calum and I went to see a statue of Engels’ Beard over the Christmas break, and the public library next door to my school has ties to Karl Marx). I’ve met lots of people in Manchester who are pretty left wing and anti-Brexit (and Manchester does have a Labour mayor) so I’m probably being a bit over-cautious about Mancunian politics. And, most importantly, it’s where Chetham’s School of Music is situated, and I’m super loving working there!

Although there were no Ceilidhs or parties with friends or public events, Calum and I decided to celebrate Burns Night anyway. I was working that day, so I wore my tartan pinafore, and I’d made a library display celebrating Burns Night. I lined the bookshelves with tartan fabric, and I used some of the remaining fabric along with some pipe cleaners and coloured tissue paper to make a highland dancer and thistles. I was surprised that the school library didn’t have any Burns poetry, so my mum donated one of her copies to the school, and in the same package she sent me her haggis piggybank that I put on the display as well. The lockdown has meant there aren’t many kids in the school right now, but I have still received three compliments on the display so far – which made me very happy.

When I got home from work Calum was wearing a suit and his tartan bowtie. We had haggis, neeps & tatties ready meals for dinner, and listened to Celidh music on Spotify while we waited for the microwave. We also danced a little – although neither of us could remember many of the steps. For dessert we made cranachan by layering Muesli, double cream, raspberries, and honey – Calum’s was prettier than mine, but they both tasted good.

Calum’s was way fancier than mine…

After dinner we browsed the internet for video games set in Scotland. I was excited (if a little bemused) to discover that there were three different video games based on Jeff Wayne’s musical version of The War of the Worlds (one set in Glasgow). Like, not merely the H. G. Wells book, but the 1978, synth-heavy, prog-rock opera concept album of the book. There’s a ZX Spectrum survival game, a real-time strategy game for PCs, and a vehicular combat third-person shooter for Playstation! Isn’t that utterly delightful? Don’t you feel the world is a little bit awesomer just knowing that these three separate, entirely different games exist?!

For some ungodly reason, none of these games were available to buy on Steam, so we watched the Disney Pixar Movie Brave instead. We’d both seen it before a few times, but it holds up to repeat viewing – I particularly enjoyed the mischievous baby princes, the cute will-o’-wisps, the crazy bear carpenter lady, and Patrick Doyle’s atmospheric score (although I do have to wonder why none of the characters sing – isn’t this supposed to be a princess movie, Disney?).

Overall, I enjoyed our Mancunian, indoors Burn’s Night (and day). It was quiet and a bit haphazard, but it was fun and reminded me of home. I am looking forward to being able to attend Ceilidhs again, though.

…Wait. Does Manchester even have Ceilidhs?!

[*Quick Google Search*.]

Turns out: yep!

You can’t really see it very well, but we’re both wearing dark tartan.

Kirsty Morgan Music in sunny Manchester, outside Chetham's School of Music

Guess who’s the new librarian at Chetham’s School of Music?

Kirsty Morgan4 Comments

Hey, guess who’s moving to England! Spoiler alert: it’s me! I’m going to be the new librarian (well, “Head of Learning Resources”) at Chetham’s School of Music in Manchester. And I’m super looking forward to it. Okay, sure, I’m a bit nervous, but I’m mostly excited. It will be a chance to combine my enjoyment of music librarianship with a person-facing role, which I think will be great.

Don’t get me wrong, I’ve very much enjoyed working at the National Library on their Music Retroconversion Project. I’ve learned so much about music librarianship and cataloguing and libraries. And it’s been fun to work on a project that has a definite endpoint and final product. I was also given the opportunity to write three blog posts about the project for the National Library’s Blog – which was really cool. However, I did miss getting to interact with library patrons – they make every day different and I like helping people find what they’re looking for.

Moreover, working in a music school library has kinda been a background totally-never-gonna-happen-fantasy dream for me since university.

Tag Cloud Schema

When I was studying my ILS Masters at the University of Strathclyde, we were assigned to create “schema” (i.e. different models of organising knowledge) for a set of 10 items. I chose a collection of showtunes for solo voice with piano accompaniment, and arranged them in ways that would best suit a hypothetical Musical Theatre School Library. It was one of my favourite assignments because, aside from the obvious perk of working with showtunes for uni credits, I found it really interesting to think about what information would be needed by the school pupils if they were looking for audition pieces. I enjoyed the problem solving aspect of arranging my schemas to suit that. Things like key, range, time-signature, tempo, voice type, number of bars, etc. didn’t obviously fit into the standard bibliographic categories, so I chose models that gave me the freedom to customise.

This was the first spark that made me think it would be really cool to work in a music school library, but I didn’t seriously think that could happen, since there are very few such jobs in the country. Therefore, imagine my delight when JUST as my National Library contract was coming to an end, the position at Chetham’s School of Music was advertised!

Chetham’s Library

So, obviously I applied and was pleased when I progressed to the interview stage. I travelled to Manchester by train for the interview, and it was my first visit to Manchester ever. I was so excited. I went down the day before and stayed at a nearby Travelodge. That evening I had a sausage supper from the local chip shop, and the staff there were super friendly and wished me luck for my interview. I completed the interview while wearing a mask (which was definitely an experience). And the people at Chetham’s were all very lovely and the school was this really pretty castle-like building in the centre of Manchester. What’s more, the school shares a site with Chetham’s Library, the oldest free public reference library in the English-speaking world. I didn’t get the opportunity to visit it because it’s currently closed, but I will at some point because it looks just like something out of a fantasy story. I’m sure there’s all kinds of magical tomes and cursed writings and probably a ghost or ten hiding among the stacks!

Anyway, shortish story shorter, the people at Chetham’s School liked me and offered me the position and I start in November! How utterly, awesomely, amazingly super is that?!! Yay!