One of the greatest strengths of teacher librarians is that we are readers first.
We spend so much time advocating for reading that we sometimes forget one of the most powerful tools we possess: our own enthusiasm. Students can tell when we genuinely love a book, a genre or a topic. More importantly, so can staff.
Recently, I watched a film adaptation of The Odyssey. As the credits rolled, I found myself reflecting on just how many remarkable stories have emerged from the worlds of myth and legend. Greek mythology has inspired countless books, films and retellings, yet it remains as captivating today as it was thousands of years ago.
Rather than simply adding a few mythology-themed books to a display, I decided to lean into that excitement. The result was a library display celebrating myths, legends and epic journeys. Fiction and non-fiction texts stood side by side, allowing students to move between ancient stories, historical investigations, literary retellings and modern adaptations. To extend engagement, we paired the display with lunchtime challenges and activities that invited students to test their mythological knowledge and explore the stories further.
Students enjoyed the display, borrowed books and enthusiastically participated in the activities. But what surprised me most was the reaction from staff.
Teachers who stopped to look at the display rarely walked away after a quick glance. Instead, they stayed for conversations. Conversations about Troy. Conversations about Odysseus. Conversations about which adaptation best captured the spirit of the original tales.
One colleague passionately argued that Stephen Fry’s retellings brought Greek mythology to life more effectively than Homer for modern readers. Another maintained that Wolfgang Petersen’s 2004 film Troy remains the definitive cinematic adaptation, while others debated the merits of newer interpretations. Before long, the display had become a catalyst for rich discussion, not just about mythological stories, but about storytelling itself.
These moments reminded me that library displays do more than promote books. They create opportunities for connection.
As teacher librarians, we are often encouraged to stay objective when creating collections and displays. While balance and diversity remain essential, there is also value in sharing the things that genuinely excite us. When we display our own curiosity and enthusiasm, we invite others to do the same. Conversations become more authentic because they emerge from genuine interest rather than obligation.
Our passions can also help us create meaningful pathways into the collection. A film, television series, sporting event, podcast, video game or cultural phenomenon can act as a doorway to reading. Popular culture provides familiar entry points, while the library offers opportunities to explore ideas in greater depth. Students may arrive because they recognise a movie title, but they leave having discovered a novel, a non-fiction text or a whole new genre.
This experience reinforced an important lesson for me: successful displays are not always the most elaborate or visually impressive. Often, they are the displays connected to something we genuinely care about. Enthusiasm is contagious. When we share our interests with confidence, we create spaces where conversations flourish, curiosity grows and reading becomes a shared experience.
Sometimes the most effective readers’ advisory tool is simply being willing to say, “I loved this story, and I think you might too.”
Learning through the Library 