The History of Section 28 for LGBT+ History Month

‘Authorities shall not intentionally promote homosexuality or publish material with the intention of promoting homosexuality’ or ‘promote the teaching in any maintained school of the acceptability of homosexuality as a pretended family relationship’. Section 28, Local Government Act, 1988.

2018 marks thirty years since Margaret Thatcher’s government introduced Section 28, a notorious policy which prevented schools and local authorities from promoting LGBT+ issues. At the time, the policy announcement was surrounded by a media-driven moral panic over the ‘gay lobby’; despite the fact that homosexual acts were decriminalised over twenty years before. Newspapers such as the Daily Mail wrote that ‘homosexual activists use sex lessons to promote their own lifestyle’, adding that ‘they brainwash youngsters through propaganda in public and school libraries’. (Daily Mail, October 6 1986, p. 9.) Other papers such as the Sunday Telegraph also defended Section 28, suggesting that sexual orientation was dependent upon the company that students choose to keep at school, and even went as far to suggest that the young needed protection ‘from this decadent and disgusting way of life’. (Sunday Telegraph, January 31 1988, p. 22.)

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The thoughtful cataloguer

Life is full of revelations.

I love learning new things and seeing things from a different perspective. As a child I remember the moment of revelation when using a poorly designed household appliance and my Dad pointing out that every object we use has to be designed by someone – either well or badly. I started to think about those people who had designed things well, and how people they would never meet could benefit from their thoughtfulness and skill.

So what has this to do with cataloguing?

On the one hand, cataloguing is a skill that I’ve always been curious about, because I like to know the whole picture and how things fit together. But also, because it’s so important to be accurate when cataloguing because it will affect the end user. There’s not an immediate reward for these skills, and there’s not a little note that pops up on the library search engine saying “catalogued by Eleanor, rate her skills today!”. But there is a sense of achievement when you’re making marks on a bibliographic record and it comes back from checking with no corrections. You know that by doing a good job you’re indirectly helping someone, and making their life that little bit easier.

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Graduate Trainee Profile #3

Hello, my name is Jake and I am one of three graduate trainees employed here at the Albert Sloman Library, University of Essex. I completed both my BA and MA in history here at Essex, and with that in mind, it seemed like the perfect place to also undertake a graduate trainee scheme. Moreover, for someone with no previous library experience, I was really motivated by the prospect of working within all of the different library departments, which the scheme at Essex offers.

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Learning Spaces – Education Conference 2018

On the 11th the Essex Business School hosted a conference exploring the relationship between spaces (of any variety) and learning. The event really made me question the way that spaces, in all their forms, directly and indirectly influence our thinking and behaviour. At one time or another all of us have been made aware of the impact classrooms have on our ability to learn. Noise, size, temperature, windows and lighting can all help or hinder our attempts us to function at our best capacity. As the keynote speaker Marty Jacobs noted in his talk, we tend to notice how a space is designed once it interferes with our intentions – the lack of acoustics in a lecture theatre that muffles a speaker’s voice or the rows of desks in a classroom that forces us to swivel around to talk to the person behind us.


Lecture Theatre at Essex Business School


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The Forum at Southend

One of the interesting things I was looking forward to whilst being a trainee was getting to visit different kinds of libraries. On a sunny day in December (no really), four library staff from the Colchester campus headed to Southend to visit our colleagues at The Forum.

The Forum is a partnership project, bringing together Southend-on-Sea Borough Council, the University of Essex and South Essex College. There are approximately 1000-1400 students from the university, within the departments of School of Health and Social Care, East 15 Acting School, the Department of Psychosocial and Psychoanalytic Studies, and Essex Business School. Having worked in both in public and university libraries I was interested to find out how an academic and a public library could work together. Would students revising for end-of-term exams be faced with the lively sound of toddlers singing ‘Here we go round the mulberry bush’ during a weekly Rhymetime? Or would academic library staff be approached by members of the public wanting to know how to renew their bus passes online?

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