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States. We go to HARDtalk now. | :00:09. | :00:15. | |
Over the past ten years Jacqueline Wilson has been the most borrowed | :00:15. | :00:21. | |
author from British libraries. She has sold 30 million of her books in | :00:21. | :00:27. | |
the UK and written nearly 100 of them. They almost always focus on a | :00:27. | :00:31. | |
young girl in a difficult family usually being brought up single- | :00:31. | :00:37. | |
handedly by her mother, sometimes with an abusive stepfather and | :00:37. | :00:41. | |
often with drink and drugs. Why does she draw on such bleak | :00:41. | :00:51. | |
:00:51. | :01:12. | ||
Jacqueline Wilson, welcome to HARDtalk. Why are you were | :01:12. | :01:17. | |
attracted to situations, plot lines that are so difficult in a way? | :01:17. | :01:21. | |
don't think all of my book mights reflect this bleak approach but | :01:21. | :01:31. | |
:01:31. | :01:35. | ||
some do. -- my books. I have always been attracted to outsiders and I | :01:35. | :01:44. | |
like writing about sad little moppets. It gives me something to | :01:44. | :01:49. | |
write about and hopefully it is my readers something to think, if my | :01:49. | :01:55. | |
mum went off, if I were a Victorian orphan, this is the way it would | :01:55. | :02:05. | |
:02:05. | :02:10. | ||
feel. Typically they are set in a modern day. I wonder what it is - | :02:10. | :02:17. | |
your character is an abandoned girl in a children's homes. What is it | :02:17. | :02:22. | |
about her that attracts you are typically young reader? Basically | :02:22. | :02:32. | |
with Tracy she is naughty. She has had a tough time and like other | :02:32. | :02:42. | |
kids in care, she doesn't withdraw into herself, she is furious. If | :02:42. | :02:48. | |
you hear her a ranting, I'm sure other mothers think there she is | :02:48. | :02:57. | |
again! Children understand why she feels so strongly. I have met a lot | :02:57. | :03:01. | |
of real life people like her and I think she has got a lot going for | :03:01. | :03:07. | |
her but I think she needs to be understood. A lot of girls get in | :03:07. | :03:16. | |
contact with you when they can relate? They do. I get | :03:16. | :03:22. | |
correspondence and most are from perfectly ordinary children who say, | :03:22. | :03:28. | |
I want to be famous liked you, please send me your latest book but | :03:28. | :03:34. | |
there are touching stories as well. I am particularly thrilled when I | :03:34. | :03:40. | |
get e-mails from kids in care. Tracey has kind of raised their | :03:40. | :03:47. | |
status. At school children will say you have been in care like Tracey? | :03:47. | :03:53. | |
It makes them feel more special. Often I get letters from children | :03:53. | :04:02. | |
whose parents have split up, have got an ill. If they think I know | :04:02. | :04:06. | |
how they are feeling it makes them feel they have a friend they can | :04:06. | :04:13. | |
confide in. Do use their stories to perhaps inspire your next book? | :04:13. | :04:20. | |
I do not like to do that. I think it would be very difficult | :04:20. | :04:25. | |
territory if I did. Children confide in me. They don't often say | :04:25. | :04:31. | |
don't tell anyone but that is implicit in what they are saying. | :04:31. | :04:37. | |
They do, the language they use, it keeps me in touch with the way the | :04:37. | :04:47. | |
:04:47. | :04:57. | ||
average 9-10-year-old Finks. -- thinks. Often it is the first time | :04:57. | :05:04. | |
they have come across situations such as parents drinking. Do you | :05:04. | :05:12. | |
wonder about the effect you're having? Of course I wonder. | :05:12. | :05:16. | |
Certainly there are some books that deal with the issues you have | :05:16. | :05:21. | |
mentioned and I think children are very much aware that these things | :05:21. | :05:26. | |
happen. Often children watch television soap operas and all | :05:26. | :05:32. | |
sorts of lurid story lines happened and they absorb things. I don't | :05:32. | :05:38. | |
think I am telling them anything new. What I do try to do is show | :05:38. | :05:44. | |
what it is like to be a child in this situation. I try very hard to | :05:44. | :05:48. | |
be careful and responsible and not actually write anything too | :05:48. | :05:56. | |
upsetting, too troubling. There have been a couple of sinister | :05:56. | :06:01. | |
parents, worrying people but I don't go into graphic detail. Apart | :06:01. | :06:08. | |
from one book, I have always had happy and reassuring endings. | :06:08. | :06:18. | |
of your stories do broach difficult territory. I could pick up any | :06:18. | :06:28. | |
number of them. "We were better off without Dad and then mum met Mac | :06:28. | :06:37. | |
and he does smack mum and me." You have a 14-year-old girl who kisses | :06:37. | :06:44. | |
her married school teacher... was very dangerous territory. It | :06:44. | :06:50. | |
came about because I was on a radio programme and I was asked if there | :06:50. | :06:55. | |
are subject you feel you can't deal with? They had just been a case in | :06:55. | :07:00. | |
the newspapers of a teacher getting involved with a student. I said | :07:00. | :07:06. | |
that I think that would be totally forbidden territory, too difficult | :07:06. | :07:13. | |
and controversial. My then editor at the time said, "We have just | :07:13. | :07:19. | |
asked around the office and this is a common fantasy of teenage girls | :07:19. | :07:24. | |
and why don't you go for it?" obviously you don't want a child | :07:24. | :07:28. | |
reader to think that I am a proofing of having any kind of | :07:28. | :07:34. | |
relationship, even a crash on a married teacher. What I did these | :07:34. | :07:41. | |
have a specific girl who had been homes cold and was lonely and | :07:41. | :07:51. | |
:07:51. | :07:53. | ||
unhappy. -- home schooled. She and her art teacher got close, I | :07:53. | :07:59. | |
wouldn't go further than that. I have had many letters from teenage | :07:59. | :08:04. | |
girls and they often say why didn't they have a proper affair? There | :08:04. | :08:12. | |
should be one book for the teenage girl about an affair with the | :08:12. | :08:17. | |
teacher and a proper and sensible version for everybody else. I am | :08:17. | :08:21. | |
truly responsible in that I don't want, ever, to write anything that | :08:21. | :08:27. | |
would encourage some young girl to think that this is OK, Jacqueline | :08:27. | :08:32. | |
Wilson says it is OK. The fact that you had not written about this | :08:32. | :08:37. | |
before, presumably because you are aware of what you write | :08:37. | :08:44. | |
influencing... I am aware of the influence in. I first realised this | :08:44. | :08:54. | |
when I had written a book about identical twin girls. I saw a lot | :08:54. | :08:58. | |
of children and was standing in a queue in a cafe and two girls in | :08:59. | :09:04. | |
front of me, two very different looking girls talking as if they | :09:04. | :09:12. | |
were twin sisters. I was quite interested. One of them said | :09:12. | :09:22. | |
:09:22. | :09:31. | ||
"Rebbie, you are so bossy!" the other said "You are silly). They | :09:31. | :09:37. | |
said it is a great book. I wrote to. They were very sweet about it. It | :09:37. | :09:42. | |
made me realise that they had taken on board the characters, were | :09:42. | :09:47. | |
acting them out, had actually put their hair into Platz, an old- | :09:47. | :09:55. | |
fashioned hairstyle I am fond of and I thought this is a way I can | :09:55. | :10:00. | |
benignly influence girls to play things out. It made me realise you | :10:00. | :10:09. | |
have to be extremely careful. I would never, as far as I am aware, | :10:09. | :10:14. | |
I wouldn't have a child sort of playing some game like crossing the | :10:14. | :10:20. | |
road in front of traffic as a dare, something like that. Just in case | :10:20. | :10:27. | |
any child ever picked up on that. In another book I think this was at | :10:27. | :10:32. | |
a time when glue-sniffing was prevalent, I was going to have a | :10:32. | :10:39. | |
minor character doing this, showing what a silly and dangerous thing it | :10:39. | :10:46. | |
was. I thought about it and said no, if I am introducing that to one | :10:46. | :10:52. | |
child, you can't do that. You will know, you have been criticised, let | :10:52. | :11:02. | |
:11:02. | :11:06. | ||
me quote you"I would go so far as to say, it accounts for a good deal | :11:06. | :11:11. | |
of the tension in otherwise stable and middle class homes close work. | :11:11. | :11:16. | |
She suggested that what children are picking up, they are perhaps | :11:16. | :11:21. | |
going out and acting in their own perhaps stable homes. She is | :11:21. | :11:28. | |
allowed to have her own opinion however I am the one who gets over | :11:28. | :11:33. | |
1000 e-mails most weeks and lots of letters plus many, many school | :11:33. | :11:39. | |
letters. I think mostly children understand entirely that these are | :11:39. | :11:44. | |
specific stories that I am writing about and most of the children that | :11:44. | :11:49. | |
right to me come from happy, secure backgrounds and are very pleased | :11:49. | :11:54. | |
that they do come from this kind of background. They like reading about | :11:54. | :11:59. | |
children going through an extreme time just as, I don't know, don't | :11:59. | :12:08. | |
get me wrong, the fun of reading Dickens is reading about orphaned | :12:08. | :12:15. | |
children, put upon children and see how they cope, how they manage. | :12:15. | :12:25. | |
:12:25. | :12:26. | ||
am going to. You now. You wrote in 2008, you read in the Guardian, in | :12:26. | :12:30. | |
today's society children are growing up too quickly. They don't | :12:31. | :12:37. | |
have the maturity to engage with ideas. Yes. What I am doing in my | :12:37. | :12:42. | |
books is reflecting my different characters and how they feel and | :12:43. | :12:49. | |
what they do. In real life, look at me - I am more of a generation | :12:49. | :12:57. | |
where children were bought up strip be. Sometimes when I look at girls | :12:57. | :13:02. | |
in year five, you six, they have a school day, can wear their own | :13:03. | :13:12. | |
:13:13. | :13:19. | ||
They would wear slightly inappropriate clothes. I would | :13:19. | :13:23. | |
complement them and say they look wonderful if I was meeting them. I | :13:23. | :13:27. | |
would say it is a shame they were not aware liberty smocks and | :13:27. | :13:37. | |
:13:37. | :13:39. | ||
clubbers angles -- sandals. Sometimes the mother is jester. | :13:39. | :13:46. | |
Benny had the younger Chad who is much more from be. What does the | :13:46. | :13:53. | |
child reading it want to be like? - she went to dress like the one... | :13:53. | :13:57. | |
don't think the children want to be the characters in my books. I think | :13:57. | :14:03. | |
they feel sorry for them or emotionally engaged with them. But | :14:03. | :14:07. | |
my characters are not aspirational characters. I'd never tried to deal | :14:07. | :14:17. | |
:14:17. | :14:18. | ||
that. Again thing in children but Mark -- children's books should do | :14:18. | :14:26. | |
that. What I am saying is, this is the way my imaginary characters | :14:26. | :14:30. | |
behave and this is what happens to them. I tried a delay in a way | :14:30. | :14:35. | |
which is entertaining. If he were to ask a class of children who have | :14:35. | :14:41. | |
read my books to define them in one word, it would not be shocking and | :14:41. | :14:49. | |
it would not be contemporary. I would think it would be funny. I do | :14:49. | :14:54. | |
not set out to be funny books but they always have humour within them. | :14:54. | :14:58. | |
Often, when children are asked to define books in their different | :14:58. | :15:04. | |
genres, it is funny. Children involved in my books to laugh at | :15:04. | :15:13. | |
the things that happen. It is a little adventure for them. Then | :15:13. | :15:18. | |
they get to the end and they find everything is all right. Then | :15:18. | :15:28. | |
:15:28. | :15:31. | ||
children read and re-read. language is realistic. But in being | :15:31. | :15:34. | |
realistic you are using language that might be the first time a | :15:34. | :15:39. | |
young girl is exposed to it. never use a real swear words. There | :15:39. | :15:43. | |
was controversy wants over one particular word which has now been | :15:43. | :15:53. | |
:15:53. | :15:53. | ||
changed. I never use conventional four letter words. I do not use | :15:53. | :16:00. | |
that language myself. Forgive me for interrupting. It is not just | :16:00. | :16:07. | |
the language. It is the whole aggression behind some of the | :16:07. | :16:17. | |
:16:17. | :16:26. | ||
things. Way the one character, she is a middle class little girl in a | :16:26. | :16:36. | |
home where the father is a builder but a bully. He has a daughter that | :16:36. | :16:45. | |
he wanted to call beauty. But she is a plane and solemn little girl. | :16:45. | :16:49. | |
She is sent to a private girls' school. She is teased and she does | :16:49. | :16:59. | |
not really fit in. Some of the time, the dad is fine. But other times he | :16:59. | :17:09. | |
:17:09. | :17:13. | ||
is paid for. He undermines Hannah and her mother. -- her. Then when | :17:13. | :17:16. | |
he does a dreadful thing, the mother and the charred have the | :17:16. | :17:25. | |
strength to get out of the situation. Then maybe things picked | :17:25. | :17:33. | |
up in the answering back. What are our children learning from this? | :17:33. | :17:38. | |
What you can learn from my books, if you want to learn things from | :17:38. | :17:45. | |
children's stories, his compassion. Are they not also picking up the | :17:45. | :17:52. | |
start of language? When I listen to children, I think my children often, | :17:52. | :17:57. | |
are simply reflecting the way children talk to their parents. I | :17:57. | :18:04. | |
feel sorry for parents. When people are kind enough to stand in long | :18:04. | :18:09. | |
queues to sign the books, I think they are quite wonderful to give up | :18:09. | :18:15. | |
several hours to do these. Then, in front of me, a child will want me | :18:15. | :18:21. | |
to sign the book. Every child wants a photograph taken with the mobile | :18:21. | :18:31. | |
:18:31. | :18:34. | ||
phones. We are smiling together. Then the parents cannot work the | :18:34. | :18:41. | |
mobile phone and the parents are really horrible. They are informing | :18:41. | :18:46. | |
you, rather you informing them. would have never spoke to my father | :18:46. | :18:52. | |
like that. You have written about your teenage years. The transcribed | :18:52. | :18:58. | |
from your diary aged around 14. That was brave of me. There were | :18:58. | :19:08. | |
:19:08. | :19:14. | ||
not very well written. I was very intense. You have proven to | :19:14. | :19:20. | |
yourself now. After 100 books. hope I have. It feels like I have. | :19:20. | :19:29. | |
It is still very odd. I wanted to be a writer for so long. Then I got | :19:29. | :19:33. | |
published but I had about 20 years were very few people had ever heard | :19:33. | :19:39. | |
of me. Therefore when people are interested now and they have heard | :19:39. | :19:45. | |
of me and when children recognise me, it is always a slight surprise | :19:45. | :19:53. | |
and a delight. Still? Still, yes. For so long, I did not think that | :19:53. | :19:58. | |
would happen. It is very strange indeed. It is a huge privilege. | :19:58. | :20:05. | |
that why you still writes so much? Not at all. I write because I am | :20:05. | :20:09. | |
obsessive. It is the way I had always thought. Since I was six, I | :20:09. | :20:15. | |
would make up stories in my head. Friends and family tell me to calm | :20:15. | :20:20. | |
down. They tell me to put my feet up and enjoy myself. I do not think | :20:20. | :20:25. | |
I can. It is the first think I think about when I wake up in the | :20:25. | :20:31. | |
morning. I always write for an hour. Sometimes I cannot sleep at night | :20:31. | :20:37. | |
because I'm thinking about my story. It is a huge part of me. I like | :20:37. | :20:44. | |
doing it. And so the brain switches off altogether, I am just going to | :20:44. | :20:50. | |
carry on. You are the most borrowed author from British libraries in | :20:50. | :20:55. | |
this century. Libraries are under pressure now due to cuts. You are | :20:55. | :21:05. | |
:21:05. | :21:07. | ||
involved in campaigns in trying to help them. Alan Bennett gave a | :21:07. | :21:14. | |
wonderful talk. If he cannot win them over, who can? The reason is | :21:14. | :21:18. | |
we probably do not need libraries anymore. I can see his point of | :21:18. | :21:24. | |
view. Paperbacks are quite expensive. I know you can go on the | :21:24. | :21:32. | |
internet and by a cheaper copies. But I think libraries ice and | :21:32. | :21:37. | |
tradition are so important. It would be wonderful to have this | :21:37. | :21:41. | |
cultural centre for each small town. They are not caught will centres | :21:41. | :21:50. | |
anymore. It is people going on the internet in the library. I live | :21:50. | :21:54. | |
quite close to my local library. The very library I went to when I | :21:54. | :21:58. | |
was a charge. The very elegant part of the building is the children | :21:58. | :22:08. | |
section. It has been taken over by computers. But still, I would still | :22:08. | :22:13. | |
fight for libraries. They vary enormously. I have travelled the | :22:13. | :22:20. | |
country giving talks and libraries. And librarians care passionately | :22:20. | :22:26. | |
about books, especially about the children who would not normally be | :22:26. | :22:30. | |
reading a book. There are still many families where there are no | :22:30. | :22:39. | |
books in the House. Or if they visit on the school, it helps | :22:39. | :22:45. | |
children realise books are not boring. Stories can be fine and | :22:45. | :22:52. | |
there could be one book which reflects a child. There have been | :22:52. | :22:55. | |
campaigns in getting children reading and I had been phenomenally | :22:55. | :23:02. | |
successful. You have had a huge impact on children's reading. I | :23:02. | :23:05. | |
wonder if libraries are really making that difference and it the | :23:05. | :23:12. | |
money could be spent more effectively?. If he instil a love | :23:12. | :23:22. | |
:23:22. | :23:26. | ||
of reading and variety into children, there is your chance with | :23:26. | :23:36. | |
don't you try this? Does it ever wind you up that people recognise | :23:36. | :23:39. | |
you as hugely successful and a brilliant author, you are not | :23:39. | :23:45. | |
really regarded as a literary one. I wish I was. But you cannot | :23:45. | :23:49. | |
control this. All that matters to me is that I please children. I | :23:49. | :23:56. | |
tried to write the best stories I can. Eight girls in my books are | :23:56. | :24:04. | |
always bookworms. They are often told by some caring parent or | :24:04. | :24:11. |