Living Books School Resource Kit

WOLLONGONG LIVING BOOKS
SCHOOL RESOURCE KIT
A diverse collection of stories and life experiences
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CONTENTS
PROJECT SUMMARY
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3
BOOK CATALOGUE
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5
HOW IT WORKS
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6
ROLES & RESPONSIBILITIES……………………………
10
Attachment A.
Sample book catalogue
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12
Attachment B
Media release form
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13
Attachment C
Sample of booking sheet …………………………………
14
Attachment D
Support Services flyer
15
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2008 Wollongong Living Library Launch
Education must answer the question as to
what for and why we live together and give everyone,
throughout life, the ability to play an active part
in envisioning the future of society. The education system has
therefore the explicit or implicit task of preparing everyone for this
social role. UNESCO, Learning: The Treasure Within. 1996
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PROJECT SUMMARY
Background
Wollongong Living Books is a Wollongong City Council initiative that
was launched in June 2008. The Living Books aims to promote
respect for human rights and human dignity, and aims to raise
awareness of, and enable constructive dialogue about prejudices
that can lead to discrimination against individuals or groups of
people.
The innovative Living Book methodology, as used in Europe and in
Lismore, NSW, brings to the community a collection of ‘books’ who
are people. These living ‘books’ represent groups who live outside
the mainstream and are frequently confronted with prejudices and
stereotypes. For example, some of the ‘books’ in the project
include: a refugee, an Aboriginal person, a blind woman, a gay
man, a hip hop artist and a person living with a mental illness.
The living ‘books’ engage in informal half-hour conversations about
their lives and life choices. The ‘readers’ are encouraged to be
active participants and to ask questions that are important to them.
Through Wollongong Living Books, students can build their
knowledge and understanding of people they would not normally
have the opportunity to meet.
Goddess in the Garden – Bulli High School
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The living ‘books’ are an extraordinary
collection of ordinary people from
diverse backgrounds.
The ‘books’ are volunteers who are
passionate about sharing their stories
with the community.
Books’ encourage questions
from readers.
Students can familiarise
themselves with their story
summaries prior to the event,
so that they are well prepared
to engage in discussion.
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BOOK CATALOGUE
We are proud to present the current catalogue. Book availability for
events will vary. On average, 12 ‘books’ participate. A final event
catalogue is produced prior to the school event. A one page
synopsis for each participating book will also be provided.
1. Sticks and Stones – coming out as a gay man
2. Shadow of a Black Dog – a man’s story of depression
3. Rising Above – sexual assault and domestic violence
4. Gone Surfing – life as a double amputee
5. I Have a Dream – being an Aboriginal man
6. Take the power back – Addiction, self-harm & healing with yoga
7. Mick on Wheels - musician in a wheelchair
8. The Resilience Factor– when someone you love has a disability
9. When life gives you lemons – A successful high school drop out
10. Find yourself, Find your place – Breaking the cycle, an Aboriginal man
11. One Man In His Time – growing up in Nazi Germany
12. Living in a Grey World – surviving bipolar disorder
13. It’s Not Black and White – Stolen Generation
14. Dawn to dusk – A day if the life of a Muslim woman
15. The “F” Word – being a feminist, busting the myths & hiding from DV
16. Elizabeth’s Story - a Sudanese refugee builds a new life
17. You Can’t Beat Me – surviving high school bullying
18. An Afghan Boy’s Story - being a refugee
19. Sudan to Wollongong – building a new life
20. When will I grow up?- Lesbian story, not your typical girl
21. Contradicting colour – My journey as an aboriginal woman
22. Refugee from Liberia – the journey of hope
23. Living with Bipolar – A bipolar disorder story
24. ADHD: An Adult Story
25. Lesbian Feminist - Celebration of a Life
26. The truth will set me free – being gay; the chaos & confusion
27. When life gives you lemons - A successful high school drop out
28. Things can change - becoming free of fears
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HOW IT WORKS
Before the Event
Planning snapshot
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Each book event runs for approximately two and a half hours;
the suggested format is three 40 minutes ‘reading’ sessions
with a short break in the middle. This will vary according to
student numbers.
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No more than 5 students per ‘book’ per reading. On average
12 ‘books’ participate.
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Maximum of 150 students can participate in any one event;
this allows 2 ‘reading’ sessions per students.
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To maximise the opportunities of the Living Library, think
about making a direct link with curriculum tasks.
Venue
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The school library is the ideal venue. Or the school hall. Space
for approx. 15 ‘book’ stations is required.
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Create a floor plan identifying a space for each book;
copies for all staff on the day.
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Open door policy for any ‘books’ in separate rooms.
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A chill-out room for ‘books’ before, during and after the event.
If Only You Knew
– Woonona High School
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Program Information
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It is suggested that a Living Book information session is
provided to students leading up to the event: one period to
introduce students to the aims of the project & how it will
work, and to look at the catalogue; one period for catalogue
review, ‘book’ selection, discussion on possible questions for
individual ‘books’.
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Students will be provided with the ‘book’ catalogue. It
contains one-page information sheets outlining the stories of
each ‘book’. Students can make an informed decision on their
‘book’ selection and start to think about questions they would
like to ask.
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Project staff can also address school staff meetings to help
promote the project more widely at the school.
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The school may wish to consider information sheets and/or
permission slips to be sent to parents prior to event.
Bookings
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Students need to be booked in to reading sessions before the
event. Ideally, they fill out a booking form and select their top
3 ‘books’. They can also mark any book they do NOT want to
read. Alternatively, students can be randomly booked in.
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Teachers need to identify before the event any students on
suspension or a ‘green’ card system, and how this system
works; those students to be strategically booked in.
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The school contact teacher and WCC project worker complete
an event timetable allocating available ‘books’ to ‘readers’.
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As ‘books’ are volunteers, be prepared that a book or two
may withdraw from the event with very little notice.
Wollongong Library – Booking table
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The Event
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Student/s are guided to the book station for their ‘reading’
sessions.
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Each book station will have the relevant catalogue page for
students to refer to.
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Allow some flexibility in bookings for ‘determined’ readers who
may want to swap into a different group on the day.

Each ‘reader’ is provided with a support services flyer so they
can find follow up information and services relating to the
‘books’ topic areas, should they wish.
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Each ‘reader’ is asked to fill out a written evaluation form at
the conclusion of their participation.
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Minimum of four staff to supervise; WCC will provide two
staff. See below section on Monitoring the Event
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Check if ‘books’ and students are ok with photos being taken.
‘Book’ needs
 Books will meet from an hour before the event for morning
tea; lunch to be provided straight after event, accompanied
by a debrief, usually takes an hour. Water and/or juice to be
available throughout event. There is no cost for this program,
we do however ask that you provide morning tea and lunch
for the event.

Need to cater for special needs i.e. vision impaired
guidelines/dog bowl. Prayer times etc
NB all ‘books’ have the right to end a session early if they choose.
This may be the result of inappropriate behaviour from ‘readers’ or
an unexpected emotional response.
In the event that a book is unable to complete a session, one staff
member should take the ‘book’ to the chill-out room. Another staff
member to liaise with readers.
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Monitoring the Event
 Books to be observed/monitored at a distance.
 Please don’t interrupt a session if it is already underway.
 If a staff member wants to join a reading, check with the ‘book’
first; be aware that students may participate differently with
staff present.
 If ‘book’ is experiencing difficulty, staff can consider sitting in (if
‘book’ wants this) but need to be careful not to take over.
We ask that you have your school counsellor on hand in the
event that support is required.
Living in a Grey World – Bulli High School Library
After the event
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Follow-up classroom discussion on the students’ experiences.
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Completion of related tasks linked to the curriculum.
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Identify any further follow-up students require as a result of
their “readings’ i.e. referral to school counsellor or more
information.
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Teachers and project staff to provide feedback.
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ROLES & RESPONSIBILITIES
Students
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Reflect on your own opinions and views.
Learn about other cultures and share your own culture.
Be open to other people’s beliefs and practices.
Be willing to learn about different lifestyles.
Think about what you want to know and ask questions.
School
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Identify contact teacher/worker.
Identify class group for the project and curriculum links.
Provide a list of students in their groups electronically to WCC
staff members
Allocate time to complete the project – 2 prepatory sessions
for students in the fortnight leading up to the event, 2.5 hours
for event.
Provide appropriate venue.
Identify level of support required from WCC project team.
Provide active supervision of young people. A minimum of 2
teachers during the event to work with 2 WCC staff members.
Distribute permission note and book selection sheet (see
attachment A).
Distribute media release forms (see attachment B)
to students and hand back to Project Worker. This will enable
photos of students to appear in WCC publication and/or media
coverage.
Help to promote the project within the school community;
WCC staff are happy to attend school staff meetings.
Maintain appropriate contact with project worker throughout
project: suggestions and feedback welcome at anytime.
Provide school counsellor should one be required.
Collate completed ‘book’ selection forms and do booking sheet
(see attachment C)
Have students sorted into groups by ‘book’ title, ready 5
minutes prior to each session.
Assist in the format of the event floor plan, allocating
adequate area for each ‘book’.
Provide morning tea and lunch.
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Project team
Tracey Needham & Vimala Colless – WCC Project Team
 Be the key contact for school partners throughout the project.
 Set timetable for project with each school.
 Negotiate with teachers regarding project’s needs and provide
all relevant background information and paperwork.
 Ensure all necessary resources are available for each group.
 Oversee publicity and promotion of event
 Liaise with all ‘books’ for availability and event details.
 Meet/greet ‘books’ before the event.
 Debrief ‘books’ after event.
 Direct readers to the book stations.
 Actively monitor reading sessions.
 Address any problems with books e.g. need to end a reading
early, need to skip a reading;
 Sound the beginning and end of each session.
 Ensure the distribution of support service flyers.
 Coordinate the catering of food and drinks for ‘books’.
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ATTACHMENT A – Selection Sheet
BOOK CATALOGUE
NAME:
Please number your top 3 preferences:
Note: If there is a book you do NOT wish to read, place a cross
in the box.
1. Sticks and Stones – coming out as a gay man
2. Shadow of a Black Dog – a man’s story of depression
3. An Enlightened Life – loss of sight
4. Gone Surfing – life as a double amputee
5. I Have a Dream – being an Aboriginal man
6. Beyond the Veil – a Muslim woman’s story
7. Mick on Wheels - musician in a wheelchair
8. The Resilience Factor– when someone you love has a disability
9. When life gives you lemons – A successful high school drop out
10. Find yourself, Find your place – Breaking the cycle
11. The Jigsaw - Surviving an eating disorder and depression
12. One Man In His Time – growing up in Nazi Germany
13. A journey from Vietnam – A refugee story
14. Yanamura Yana Budjari, Yana Budjari – an Aboriginal Story
15. Beyond the Veil – a Muslim woman’s story
16. Living in a Grey World – surviving bipolar disorder
17. It’s Not Black and White – Stolen Generation
18. Dawn to dusk – A day if the life of a Muslim woman
19. The “F” Word – being a feminist, busting the myths
20. Elizabeth’s Story - a Sudanese refugee builds a new life
21. You Can’t Beat Me – surviving high school bullying
22. An Afghan Boy’s Story - being a refugee
23. Sudan to Wollongong – building a new life
24. When will I grow up?- Lesbian story, not your typical girl
25. Contradicting colour – My journey as an aboriginal woman
26. Refugee from Liberia – the journey of hope
27. Living with Bipolar – A bipolar disorder story
28. ADHD: An Adult Story
29. Lesbian Feminist - Celebration of a Life
30. A New Life – surviving domestic violence
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ATTACHMENT B – Media Release
Media consent form
As a participant in Council’s Wollongong Living Book Event I agree to have
any photographs and/or video footage taken of me used to promote
Wollongong Living Books in various Council publications, including use by
print and television media.
Student’s Name:
…………………………………………………………………………………………..
Parent’s Name:
…………………………………………………………………………………………..
School:
…………………………………………………………………………………………..
Authorisation
I agree to the terms and conditions stated above.
Parent’s Signature:
…………………………………………………………………….......……………
Date: ……/……/…..
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ATTACHMENT C – Booking Sheet
11.30AM - 12.10PM
TITLE
1
Sticks & Stones
2
Wellbeing in the Illawarra
3
An Enlightened Life
4
An Aboriginal Man..and I have a dream
5
Memoirs of a Muslim " Mate"
6
The Jigsaw
7
One Man In His Time
8
A Jester's Tale
9
Beyond the Veil
10
It’s Not Black and White
11
Graffiti Artist
12
Liberia to Wollongong
13
The “F” Word
14
Living in a Grey World
15
living with ADHD
12.15 - 12.55PM
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ATTACHMENT D – Support Services
HOTLINE NUMBERS
Kids Helpline www.kidshelpline.com.au
Lifeline 24 hour
Drug and Alcohol Helpline
Mental Health Helpline
Alcohol Drug Information Service
Domestic Violence Line
Child Protection Helpline 24 hour
Community Health Centres
1800 551 800
13 11 14
1300 652 226
1300 552 289
1800 422 599
1800 656 463
132 111
1300 792 755
HEALTH SERVICES
CHAIN Youth Health Centre
Illawarra Drug & Alcohol Service
Wollongong Eating Disorders Service
Illawarra Women’s Health Centre
4226 5816
4228 1511
4254 1500
4255 6800
MENTAL HEALTH SERVICES
Headspace - youth mental health service
Wollongong Community Mental Health team
ARAFMI – families & friends of people with mental illness
www.reachout.com.au www.beyondblue.com.au
4220 7660
4254 1688
4254 1699
SEXUAL ASSAULT SERVICES
Urunga House- counselling child victims of sexual assault 4222 5408
NSW Rape Crisis 24 hour www.nswrapecrisis.com.au
1800 424 017
GAY, LESBIAN, BI-SEXUAL, TRANSGENDER, QUEER
GLBTIQ youth support group Wollongong Youth Centre
Gay & Lesbian Counselling Service
Police Gay & Lesbian Officer (Wollongong)
ACON Outreach Service www.acon.org.au
4227 8222
1800 184 527
4226 7899
0437 891 397
DISABILITY SERVICES
Illawarra Disability Trust
Interchange Illawarra
Respite for people with developmental disabilities
Greenacres Disability Services
4255 8000
4227 1079
4229 2666
VISION IMPAIRMENT
Vision Australia
Seeing Eye Dogs Australia
Blind Citizens Australia
1300 847 466
1800 037 773
1800 033 660
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ABORIGINAL SERVICES
Illawarra Aboriginal Corporation, Cultural Centre
Aboriginal Medical Centre
Coomaditchie United Aboriginal Corporation
Illawarra ITEC training & employment
4228 1585
4229 9495
4274 7477
4223 3100
RELIGIOUS & MULTICULTURAL ORGANISATIONS
Nan Tien Temple
Islamic Society of the Illawarra
Illawarra Multicultural Services
Multicultural Communities Council Illawarra
SCARF
4272 0600
4274 6232
4229 6855
4229 7566
4227 1600
WEB: http://www.wollongong.nsw.gov.au/livingbooks
Phone 4227 7238
Email livinglibrary@wollongong.nsw.gov.au
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