Category: TL life

Keeping Minds Sharp: Beating the Summer Reading Slump Together

As the scholastic year draws to a close, children and teenagers eagerly anticipate the long summer holidays filled with play, family time and relaxation. While this break is important for wellbeing, research consistently shows that it can also lead to what is known as the summer reading slump. This phenomenon refers to the decline in literacy skills that many children experience during extended school breaks. Studies have found that children can lose up to a month of learning over summer, particularly in reading and spelling, with the effect most pronounced among children from lower socio-economic backgrounds who may have limited access to books and literacy-rich environments (National Library of New Zealand, n.d.).

Evidence from New Zealand highlights the importance of structured literacy teaching in preventing this decline. A study published in the New Zealand Journal of Educational Studies determined that the impact of explicit phonics, phoneme awareness and decoding strategies can embed foundational skills deeply enough to withstand the summer gap (Vosslamber, Walker, Millar-Swan, Motha, & Gillon, 2025). This reinforces the idea that strong classroom instruction can provide a buffer against learning loss.

Alongside structured teaching, regular reading at level is critical. When children engage with texts that match their ability, they reinforce vocabulary, comprehension and decoding skills while building confidence and motivation. Reading at level prevents cognitive decline associated with long breaks from literacy activities. Research also shows that children who participate in summer reading programs are more likely to maintain or improve their literacy skills. Benefits include increased motivation, improved comprehension and stronger connections between home and school learning (Reading Eggs, n.d.).

Governments and councils are aware of the risks posed by summer learning loss, which is why many have invested in free summer reading programs. These initiatives encourage children to keep reading for pleasure and skill development during the holidays. The Brisbane City Council Summer Reading Program, for example, offers fun challenges, rewards and community engagement to keep children motivated throughout the break (Brisbane City Council, n.d.). Programs like these not only support literacy but also foster a love of reading that lasts well beyond the summer months.

At my school, we have taken this one step further by setting up a summer reading challenge for both staff and students in the form of bookmarks. Students were given bookmarks that encouraged them to read a funny book, a book with a hero, a book by an Australian author and a book with an animal character.

Staff were challenged to read a book that made them laugh, one that made them cry, a book that gave hope and one recommended by a friend. This shared challenge not only promotes literacy but also builds a sense of community, with staff and students alike engaging in conversations about their reading choices and discovering new perspectives together.

The summer holidays should be a time of joy, but they do not have to mean a setback in learning. With structured teaching approaches, regular reading at level, community programs that make books accessible and fun, and school-based initiatives like reading challenges, children and adults alike can return to school inspired and ready to thrive. The evidence is clear: consistent engagement with reading is one of the most effective ways to prevent the summer slump and ensure that literacy skills continue to grow.

Suggestions for Teachers and Parents

  • Encourage children to read daily, even for short periods, with books that match their reading level.
  • Provide access to a variety of texts, including humorous stories, adventure tales, and culturally relevant works.
  • Model reading behaviour by sharing your own reading experiences and discussing books together.
  • Participate in local library programs or community reading initiatives to maintain motivation.
  • Create family reading routines, such as bedtime stories or shared reading times, to embed literacy into everyday life.
  • Celebrate reading achievements with small rewards or recognition to sustain enthusiasm.

References:

Brisbane City Council. (n.d.). Summer reading program. Retrieved December 9, 2025, from https://services.brisbane.qld.gov.au/online-services/libraries-venues-and-facilities/summer-reading-program

National Library of New Zealand. (n.d.). Summer slide and summer reading research. Retrieved December 9, 2025, from https://natlib.govt.nz/schools/reading-engagement/summer-reading/summer-slide-and-summer-reading-research

Reading Eggs. (n.d.). Benefits of summer reading programs. Retrieved December 9, 2025, from https://readingeggs.com.au/articles/benefits-summer-reading-programs

Vosslamber, A., Walker, J., Millar-Swan, A., Motha, J., & Gillon, G. (2025). The impact of Better Start Literacy Approach teaching on the retention of children’s early literacy skills over the summer holidays. New Zealand Journal of Educational Studies, 60(3), 435–449. https://doi.org/10.1007/s40841-025-00405-2

Sundays, Libraries, and the Quiet Crisis in Reading

The 10 year old child’s haul.

On Sundays, our family has a rhythm. We go to church in the morning, then its off to our local library. The kids scatter to their favourite corners, borrowing books and settling in to read whatever strikes their fancy. The only rule is, that for every book that is a re-read, there must be one you have not read before.

This week’s book haul – mine.

Whilst my children scurry to their favourite genres, I grab a coffee and wander the shelves, letting my eyes land on whatever catches my eye. My husband always chuckles at this part. “You work in a library,” he says, amused. He’s right, of course. I do. But I work in a boys’ school library, and let’s just say the collection doesn’t quite float my boat. We then settle down for 30-45min of quiet reading together, but all on individual journeys.

Cook, S. (2025, November 5). It will take more than the new Children’s Booker Prize to arrest the dramatic decline in reading enjoyment. The Conversation. https://theconversation.com/it-will-take-more-than-the-new-childrens-booker-prize-to-arrest-the-dramatic-decline-in-reading-enjoyment-268777

There’s something different about being in a space where reading is chosen, not assigned. Where stories are picked for pleasure, not performance. That contrast has been sitting with me lately, especially after reading Loh et al.’s 2025 report on the decline in volitional reading and a recent piece in The Conversation about the new Children’s Booker Prize. Both paint a sobering picture: young people are reading less, and they’re enjoying it even less than that.

Loh, C. E. et al. (2025) The Decline in Volitional
Reading: Evidence-Informed Ways Forward.
National Institute of Education, Nanyang
Technological University, Singapore.

Loh’s recommendations to improve literacy success.

  • agency
  • access to literature
  • time in daily routines
  • reflection and connection
  • social interaction
  • developing a positive reading identity

What struck me most in Loh’s report was what wasn’t there. None of the key principles mention curriculum reform. None suggest that testing is the answer. Instead, the focus is on joy, choice, and connection. Reading for pleasure is framed not as a luxury, but as a necessity. It’s a stronger predictor of reading attainment than socioeconomic status. That’s huge. It means that if we want to close literacy gaps, we need to open up space for enjoyment.

In my school library, I see the tension. Boys who associate reading with assignments, comprehension questions, and accelerated reader points. Not with curiosity or escape. Not with laughter or awe. And I wonder: what would happen if we let go of the scaffolds and trusted them to choose? The Conversation article makes a similar point. Awards like the Children’s Booker are lovely, but they won’t shift the culture on their own. What we need is a reimagining of reading in schools. Less about outcomes, more about experience. Less about control, more about trust.

Furthermore, parents need to remember that they are their children’s first educators. Is reading and literacy your household value? One of the key findings in Loh’s research is that children need access to literature and to see it modelled by the adults around them. Do parents take their kids to the library? Do they read in front of their children? Or do they presume that schools will take care of it? Do they even ask their children how often they visit the school library? These questions matter. Because when reading is visible and valued at home, it becomes part of a child’s identity, not just a school subject.

So here’s my quiet Sunday reflection: maybe the best thing we can do as educators is to make room and provide time. Room for stories that speak to our students. Room for browsing, for borrowing, for reading without a worksheet attached. Room for libraries that float their boats and time to lie back and float away.

Because when reading becomes a choice again, it becomes a joy again. And that’s where the magic lives.

Fiction is a safe place to break the rules

I recently attended the QSLA conference at the beautiful State Library of Queensland. It was a fantastic day for school informational professionals to gather, share emerging news, identify new trends and trade in good old fashioned work chit chat.

Andy Griffiths – author of the famous Treehouse series, was our keynote speaker. I have known of Andy’s work for almost a decade. Whilst I have admired his works, I hadn’t fully appreciated his philosophy until now. His words, much like his books, were playful on the surface but deeply subversive underneath. They invited us to reconsider not just how children read, but why they need stories that break the rules.

Griffiths and his co-creator, illustrator Terry Denton have created the inventive, imaginative chaos that is the Treehouse series. I found it amusing that they named the main characters after themselves. Their fictional versions live in an ever expanding treehouse that defies logic and gravity, expanding with each book to include ludicrous additions like a marshmallow machine, a tank of man-eating sharks, and even a volcano. Their adventures are reckless, absurd, and often dangerous. But that danger is never real. It’s theatrical. It’s safe. It’s fiction.

… and that is the point. It is fiction as Andy pointed out last week to a large group of educators and informational professionals.

Fiction is a safe place to break the rules.

I was mesmerised by this quote. That quote stayed with me. It echoed through the conference halls and followed me home. In an article published by the ABC in 2018, Griffiths argued that fiction as a “last frontier”, a place where children can explore worst-case scenarios without consequence. He said: “Books are the last frontier of freedom and wilderness for kids, for imagining dangerous things, for imagining craziness and worst-case scenarios” (Blau, 2018).

This was so true. In a world increasingly obsessed with safety, structure, and supervision, Griffiths’ books offer a counterbalance. They don’t just entertain their readers… they liberate them! They allow children to imagine running across six lanes of traffic or jumping into a volcano, not because they should, but because they can. In fiction, the consequences are exaggerated, the outcomes are ridiculous, and the lessons are embedded in laughter. Griffiths uses humour to engage the reader and builds into that playful sense that children have. As Griffiths said last week, “Reading is a game between the reader and the author. Authors make black marks on pages. Readers use these marks to make an image in their heads.”

I then thought about all the other books that ‘helped me break rules’. Darryl and Sally hosting midnight feasts at Mallory Towers, Matilda using her brain to solve problems, Trixie Belden and Nancy Drew resolving mysterious events. Each of these characters and books gave me option I may not have thought of previously.

Leaving the conference, I felt a renewed appreciation for the role of literature in childhood. Not just as a tool for literacy, but as a sanctuary for wild thought. Griffiths reminded us that imagination isn’t just fun. It’s vital. It’s how children rehearse life, test boundaries, and build resilience.

And maybe, just maybe, it’s how they learn to be free.

What books set you free?

From Bottle Caps to Ballots: How school libraries can become kingdoms of connection and wellbeing.

Eighteen months ago, a group of misfit boys were introduced to one another in what could only be described as a playdate orchestrated by fate, and a well-meaning informational professional. At first glance, these four boys had little in common. Yet over time, something extraordinary unfolded. They began meeting regularly in the library, and from those gatherings emerged a fully-fledged micronation.

The couch that sparked a nation.  As you can see, I have a crown made from paper printed with the Constitution of this micronation.

They appointed ministers: an Archduke, a President, a Minister for Finance who oversees a coffee jar filled with bottle caps, and a Secretary of Defence whose primary qualification is being the tallest. Together, these young men drafted a constitution, designed coinage (featuring my profile, no less), and issued passports and other official documentation. Eventually, I was graciously crowned their Head of State—Her Gracious Imperial Majesty, Empress Trish.

Letter of appeal to voters for the micronation of Lectulus and Cathedra.

Today, this quirky collective has grown to 17 members and is preparing for its first general election on 5 November. What began as a casual connection has evolved into a vibrant community, complete with governance, creativity, and camaraderie—all nurtured within the walls of a school library.

Libraries as Hubs of Wellbeing and Learning

While this story may sound whimsical, it highlights a deeper truth: school libraries are far more than repositories of books. They are sanctuaries of connection, creativity, and wellbeing.

Student wellbeing is increasingly recognised as a priority in Australian schools. Research indicates that poor wellbeing and associated mental health concerns affect between 10–20% of young people (Merga, 2020). In response, the Australian Government launched the “National School Wellbeing Framework” in 2018 to support schools in fostering positive relationships and wellbeing within safe, inclusive, and connected learning communities (Education Council, 2018). Although the framework does not explicitly mention libraries, many of its initiatives can be effectively implemented through a library lens.

School libraries have long served as safe havens for students, offering refuge for a variety of reasons. Merga (2021) notes that contemporary school libraries provide students with a peaceful space to recharge and relax. Similarly, Willis, Hughes, and Bland (2019) affirm that libraries contribute to both physical and emotional wellbeing by enabling vital social connections to flourish.

Merga’s research validates what many educators have long known: school libraries are places where students feel they belong, feel safe, and feel welcome. Some seek sanctuary and solitude; others come to connect and unwind. As school library professionals, our role is to create spaces where young people continue to feel secure—whether they are reading a book, playing a board game or Minecraft, or, as my students do, establishing a micronation on the couch outside my office.

References

Education Council. (2018). National school wellbeing framework. https://www.teachermagazine.com/au_en/articles/research-news-the-changing-landscape-of-school-libraries

Merga, M. (2020). How can school libraries support student wellbeing? Evidence and implications for further research. Journal of Library Administration, 60(6), 660–673. https://doi.org/10.1080/01930826.2020.1773718

Merga, M. K. (2021). Libraries as wellbeing supportive spaces in contemporary schools. Journal of Library Administration, 61(6), 659–675. https://doi.org/10.1080/01930826.2021.1947056

Willis, J., Hughes, H., & Bland, D. (2019). Students reimagining school libraries as spaces of learning and wellbeing. In J. Franz, H. Hughes, & J. Willis (Eds.), School spaces for student wellbeing and learning: Insights from research and practice (pp. 121–137). Springer. https://eprints.qut.edu.au/126979/

Banned Books Week: Censorship, Selection, and the Role of the Teacher Librarian.

Each year, Banned Books Week invites us to reflect on the importance of intellectual freedom and the dangers of censorship. Around the world, books are challenged or removed from shelves due to content deemed offensive or ideologically inappropriate by local authorities. These decisions often reflect broader societal tensions around race, gender, sexuality, and political beliefs.

In Australia, the free flow of information is protected by legislation such as the Freedom of Information Act, and championed by organisations like the Australian Library and Information Association (ALIA). ALIA upholds core values of open access to knowledge and ideas, ensuring that libraries remain spaces where diverse perspectives can be explored without fear or restriction. Public libraries, in particular, play a vital role in this mission by offering equitable access to information and digital resources for all citizens. Platforms like Trove, hosted by the National Library of Australia, further support this by providing access to a vast and growing collection of digitised newspapers, books, images, and more.

However, the conversation around banned books takes on a different tone in school libraries. Here, the issue is not so much about banning books, but about what to include. School libraries operate within a framework of collection development and management policies, which guide decisions about which resources best support the needs of the school community. The point of a school library is to support student success by providing access to resources that meets the curriculum whilst also fostering skills in reading, research and informational literacy. Therefore, any policies regarding the breadth and depth of a collection will factor in curriculum relevance, age appropriateness, and the diversity of student experiences.

So when I look at the list of most commonly banned books worldwide… I realise we have most of them on the shelves.

Most Commonly Banned Books Worldwide (All-Time)
  1. The Catcher in the Rye – J.D. Salinger
    Banned for profanity, sexual content, and themes of rebellion.
    • We have this title as it is considered a classic as is in our senior collection aimed for sophisticated readers in Grade 10 and above.
  2. To Kill a Mockingbird – Harper Lee
    Challenged for racial themes and language
    • We have this title as it is considered a classic. It currently sits in our Classics collection and is available for students to borrow. It is also a class text and is frequently used as part of novel studies.
  3. 1984 – George Orwell
    Banned for political themes and criticism of totalitarianism
    • We have this title as it is considered a classic. It currently sits in our Classics collection and is available for students to borrow. It is also a class text and is frequently used as part of novel studies.
  4. Harry Potter series – J.K. Rowling
    Challenged for promoting witchcraft and occultism
    • We have numerous copies of this!
  5. The Satanic Verses – Salman Rushdie
    Banned in several countries for blasphemy
    • We don’t have this text as it does address the curriculum.
  6. The Handmaid’s Tale – Margaret Atwood
    Banned for sexual content and perceived anti-religious themes
    • We have this title as it is considered a classic. We do have this novel in our senior collection aimed for sophisticated readers in Grade 10 and above. It is also a class text and has been used as part of novel studies.
  7. Beloved – Toni Morrison
    Challenged for graphic depictions of slavery and violence.
    • We don’t have this text as part of our collection. We do have 12 years a slave, The Colour Purple and Uncle Tom’s Cabin.
  8. Lolita – Vladimir Nabokov
    Banned for being “obscene” in several countries
    • We do not have this novel because it does not meet any curriculum requirements.
  9. Fifty Shades of Grey – E.L. James
    Banned for erotic content and BDSM themes
    • We do not have this novel because it does not meet any curriculum requirements.
  10. The Grapes of Wrath – John Steinbeck
    Banned for political reasons and profanity.
    • We do have this novel in our senior collection aimed for sophisticated readers in Grade 10 and above.

I will point out that one of the challenges of being in a school with students from Grade 5-12 is that what may be appropriate for a senior student to read may not me developmentally appropriate for a younger boy. To manage this, we have further classified the fiction texts into general (all years), middle fiction (Grades 7-9) and senior fiction (Grades 10-12). Students are able to freely access resources within their ‘age range’. However, they require parental permission to access more sophisticated readers. This ‘limiting’ of access is our way of supporting the free movement of information whilst acknowledging that some novel themes could cause distress to an immature brain.

This distinction of inclusion versus exclusion of texts is crucial. While public libraries are bound by principles of universal access, school libraries must balance educational goals with community values. This is where the role of a teacher librarian is imperative because school libraries need staff that are fully trained and qualified. They need someone who is an informational professional and an educator to be able to craft a collection development policy that helps ensure that resource selection is transparent, consistent, and inclusive, rather than reactive or restrictive. It is this combined capacity that empowers teacher librarians to advocate for collections that reflect the richness of student identities and the complexity of the world they inhabit. Unfortunately, here in Queensland, many schools lack a qualified informational professional in their school library, that is if they have a library at all! This an absolute travesty for the children and their wider communities.

Ultimately, Banned Books Week reminds us all why intellectual freedom matters. This week serves as a poignant reminder of the fragile nature of intellectual freedom as it honours the fundamental right to read, to explore ideas from all perspectives, and to seek truth without interference. Each year, the spotlight falls on books that have been challenged or removed because they represent discomfort or dissent for a select few individuals. However, in doing so, we need to think about the deeper cost of censorship: the narrowing of thought, the silencing of voices, and the erosion of a society built on open inquiry and democratic exchange. Whether in public or school libraries, our responsibility is to foster environments where curiosity is encouraged, critical thinking is nurtured, and all voices have the opportunity to be heard.

Spring cleaning your shelves.

Last chance reads & Literary weeds.

If you’ve ever heard the term “weeding” in the context of school libraries and pictured yourself in gumboots pulling dandelions from the fiction section—don’t worry, you’re not alone. But while it might sound like a gardening chore, weeding in libraries is a vital part of collection development. Think of it as removing the junk so the flowers can stand out—because every great library deserves to blossom.

Weeding, or deselection, is the process of removing outdated, damaged, irrelevant, or unused resources from the collection. It’s not about discarding books for the sake of it; it’s about curating a vibrant, purposeful collection that supports student learning, teacher needs, and curriculum goals. A well-weeded collection is easier to navigate, more appealing to browse, and more likely to be used. It’s the difference between a cluttered storeroom and a well-organised learning hub.

Here in our library, we’re about to begin a weeding process ahead of our fiction stocktake. From a logistical perspective, it gives us a chance to winnow what is not being effectively utilised and what is not supporting the ethos of our library. It also gives us the perfect opportunity to refresh the shelves and make space for stories that truly resonate with our readers. We’ll be using our Collection Development and Management Policy to guide our decisions, focusing on books that are outdated, physically unattractive (yes, those yellowed pages and cracked spines count!), or simply no longer meeting the needs of our school community. If it hasn’t been borrowed in years, doesn’t reflect current values, or makes students wrinkle their noses, it’s probably time to say goodbye.

However, I will add that I have an inner Book Dragon and that one is loathe to get rid of books. Therefore, just to make sure, we are going to give these books one last hurrah, we’re setting up a “Last Chance Borrow” display. This is a fun and engaging way to spotlight forgotten titles that might still have a spark of interest left in them. Students and staff will have the chance to browse and borrow these books before they’re officially retired. Who knows—maybe a hidden gem will find a new fan! It’s also a great opportunity to start conversations about what makes a book worth keeping and how our reading tastes evolve over time.

Our process of weeding is made easier by having a very clear policy and process. Our LMS, Oliver, provides us with a list of titles that have not been borrowed in recent times. This list, combined with our policy, helps us set clear parameters and ensures that our choices are thoughtful and consistent. We’re not just tossing out books—we’re making room for new voices, fresh ideas, and engaging reads that support literacy and learning. Weeding also helps us maintain a collection that’s inclusive, relevant, and aligned with our school’s educational goals.

Of course, weeding can be emotional. Saying goodbye to old favourites isn’t easy. But remember: a library isn’t a museum. It’s a living, breathing space for discovery and growth. And just like a garden, it needs regular tending. So grab your metaphorical secateurs, consult your policy, and let those literary flowers bloom. Your students—and your shelves—will thank you.

Ten Books, One Nervous Breakdown: Reckoning with the ABC Top 100

I am a reader. Not the “I’ll grab a paperback at the airport” kind. I mean the full-blown, emotionally-attached-to-fictional-characters, rearrange-my-bookshelves-for-fun kind. So when ABC Radio National asked Australians to nominate their top 10 books of the 21st century, I did what any sane book lover would do: I spiralled.

Coming up with this list was horrendously difficult. I probably agonised over it for longer than it took to name my children, and with far more existential dread.

What if I forgot a book that changed my life?

What if I picked something too obvious?

Too obscure? Too emotionally manipulative?

Eventually, after much soul-searching, tea-drinking, and dramatic sighing, I settled on ten. I will preface it and say they may not necessarily the “best” books of the century—but they’re the ten books I think are the ‘my‘ books. My literary lifeboats. And because I clearly enjoy suffering, I’ve explained why each one made the cut.

My Brilliant Friend (2011) by Elena Ferrante

A colleague recommended this one to me back in 2019. Book one of a four-part saga that nails the messy magic of female friendship. Elena and Lila are best mates, worst rivals, and emotional sparring partners. Ferrante helped me realise that friendship isn’t always soft—it’s sharp, complicated, and utterly formative.

A Man Called Ove (2012) by Fredrik Backman

My best read of 2018—and the gateway drug to all things Backman. Grumpy old man meets chaotic neighbours, and somehow it’s a masterclass in love, loss, and chosen family. Proof that sometimes, the best family isn’t the one you’re born into—it’s the one that barges in uninvited.

The Tattooist of Auschwitz (2018) by Heather Morris

Heart-wrenching and unforgettable. Based on interviews with Holocaust survivor Lale Sokolov, this novel brings humanity to horror. It’s a story of love, resilience, and survival in the darkest of places—and it left me absolutely gutted. Furthermore, for the non-readers in my life- there is a TV series.

Wolf Hall (2009) by Hilary Mantel

Book one of Mantel’s Tudor trilogy, starring the ever-scheming Thomas Cromwell. This was another recommendation from a colleague. Wolf Hall is lyrical, slyly funny, and so well written it makes other historical fiction feel like homework. A must for history buffs—and anyone who likes their politics bloody and their prose brilliant. TV series available for the non-readers. Different note – Alison Weir just released a title called “Cardinal” based on the life of Thomas Wolsey … so will need to pop that on my list to read soon.

A Thousand Splendid Suns (2007) by Khaled Hosseini

Heartbreaking and beautiful. Set in Taliban-era Afghanistan, it follows two women whose lives collide in tragedy—and transform through love. Their bond, almost mother-daughter, is a testament to resilience, sacrifice, and the fierce power of chosen family. This was an accidental read, I found this book on a plane, left by a forgetful passenger… I still have it on my bookshelf. It has been well read and is still much loved.

Circe (2018) by Madeline Miller

I’m a sucker for Greek mythology, and this feminist retelling hit all the right notes. Circe steps out of the shadows and into her own power—witch, exile, goddess, woman. Strong female themes, lyrical prose, and a fresh perspective on ancient tales. Loved every spellbinding page. This book is far better than Song of Achilles, also by Madeline Miller. I felt like slapping Achilles more times than I could count in that novel.

Go Tell the Bees That I Am Gone (2021) by Diana Gabaldon

Book nine of the Outlander saga, and a rich tapestry of time-travelling drama. Jamie, Claire, Brianna, Roger, Lord John Grey, and William Ransom all get their moment—and it’s beautifully woven together. Such emotion. Jamie and Claire at their best. A love story for the ages. I have included this in the list because it is one of my favourite series, as I couldn’t squeeze in Cross Stitch (wrong century!), but this one carries the torch. BTW – I am waiting desperately for Book 10. Hurry up Diana!!

Burial Rites (2013) by Hannah Kent

A beautifully written fictional take on the life of Agnes Magnúsdóttir, Iceland’s last execution. It forces you to confront 19th-century prejudice, gender roles, and how reputation can be shaped more by rumour than truth. Quietly devastating—and deeply human. This was a senior text when I was teaching in the ACT and I read it as part of my curriculum planning. An absolutely brilliant novel and quite frankly, should be taught more in schools.

Hallmarked Man (2025) by Robert Galbraith (aka J K Rowling)

This one was hard as I nearly shoehorned in Harry Potter, but alas, that was from last century. Then I dithered over Deathly Hallows, but it’s book seven, and I’ve got a “book one” theme going (see Wolf Hall, My Brilliant Friend). Therefore it seemed logical that Cuckoo’s Calling made the list. But in the end, as I selected Book 9 of the Outlander series, I felt that it was OK that Hallmarked Man won out over the other 7 books in the series. Additionally, it is the best book I’ve read this year. .So, it’s in. No regrets. (Okay, maybe a few – I agonised over this one the most).

The Nightingale (2015) by Kristin Hannah

I cried buckets. This heartfelt tale of a woman risking everything to save Jewish children under the Nazi occupation of France. First it was for her best friend’s son… then it was another woman’s son…. and daughter. This book is a gut-punch of love, loss, friendship, and motherhood. It broke me, then stitched me back together.

So there you have it…

Ten books. Ten emotional rollercoasters. And one very frazzled reader. If you’re brave enough to try making your own list, I salute you. Just stock up on tea, tissues, and a sturdy spreadsheet.

Growing Up on the Page: Teaching Coming-of-Age Novels in Australian Classrooms

Coming-of-age novels have long held a central place in literature, offering rich terrain for both personal reflection and academic exploration. For educators working with adolescents, these texts are more than just stories—they are mirrors and windows into the complex journey of growing up. This post explores why coming-of-age literature resonates so deeply with teenagers, why it matters in the curriculum, and how educators can harness its potential to foster empathy, identity formation, and critical thinking.

Bildungsroman

Adolescence is a period marked by emotional intensity, identity exploration, and social upheaval. Coming-of-age novels, also known as bildungsroman, capture this liminal space with authenticity and nuance. Teen readers often see themselves reflected in protagonists who grapple with similar dilemmas: family conflict, peer pressure, romantic entanglements, and the search for purpose. These narratives validate the adolescent experience, offering reassurance that their struggles are not isolated but part of a universal human journey.

Moreover, the first-person perspective common in young adult fiction allows readers to inhabit the protagonist’s inner world. This immersive quality fosters emotional resonance and encourages teens to reflect on their own values, choices, and aspirations. As Biscontini (2024) noted, coming-of-age literature “provides young people with a relatable experience while offering adults a sense of nostalgia,” and often centres on the loss of innocence, self-discovery, and the struggle to adapt to societal expectations.

Why They Matter in the Curriculum

From a pedagogical standpoint, coming-of-age novels are invaluable tools for teaching literary analysis, thematic exploration, and cultural literacy. These texts often engage with issues such as race, gender, class, and mental health: topics that are both timely and timeless. By studying these works, students develop empathy and gain insight into diverse lived experiences.

Importantly, coming-of-age literature also supports identity development. For students from marginalised backgrounds, seeing characters who reflect their realities can be empowering. For others, these stories offer a chance to understand perspectives different from their own. As such, these novels contribute to a more inclusive and socially aware classroom environment (Federation of Egalitarian Communities, 2024).

Why Choosing the Right Text Matters—Especially for Boys.

“Puberty is merciless. Regardless of who you are,” Becky Albertalli in Simon vs. the Homo Sapiens Agenda

This sentiment that captures the emotional turbulence of adolescence with striking clarity. For boys, this period can be particularly complex, often shaped by conflicting expectations around masculinity, emotional restraint, and identity formation.

Potential reads

Choosing the right coming-of-age texts for boys is not merely about fostering a love of reading. It is about offering them tools for emotional literacy, ethical reasoning, and self-reflection. These stories help boys navigate moral ambiguity, understand the consequences of choices, and appreciate the nuances of human relationships. Crucially, they provide a safe space to explore vulnerability, fear, and belonging, which often occur before boys feel equipped to express these experiences in their own words.

Selecting texts that feature emotionally authentic male protagonists, whether they be sensitive, conflicted, resilient, or flawed; can disrupt narrow stereotypes and expand boys’ understanding of what it means to grow up. When boys see themselves reflected in literature, or encounter perspectives that challenge their assumptions, they are more likely to engage deeply and critically.

Incorporating well-chosen coming-of-age novels into the curriculum also supports literacy outcomes. The relatability of the content increases motivation, while the layered narratives encourage boys to interpret symbolism, character development, and thematic complexity. With the right texts, educators can foster not only stronger readers, but more thoughtful, empathetic young men.

How Students Socially Learn from Narrative Fiction

Recent research by Gasser, Dammert, and Murphy (2022) offers a compelling framework for understanding how children socially learn from narrative fiction. Their integrative review identifies three distinct mechanisms:

  • Getting the Lesson – where children extract and internalise explicit moral messages from the text.
  • Simulating Social Worlds – where readers imaginatively engage with fictional characters, enhancing empathy and perspective-taking.
  • Dialogic Inquiry – where students develop social reasoning through peer dialogue about complex sociomoral issues raised in fiction.

This framework is particularly relevant for educators designing literature programmes that go beyond comprehension and into the realm of ethical inquiry and emotional intelligence. It supports the use of coming-of-age novels as tools for cultivating sociomoral competencies in the classroom.

Key Texts – Australian Coming of Age stories for Boys

Australian literature offers a rich and diverse array of coming-of-age narratives that speak directly to local contexts, landscapes, and cultural tensions. There are wide range of novels that can be utilised effectively in the classroom, however, these texts are particularly valuable for fostering national literary literacy and connecting students with stories that reflect their own communities.

  • Jasper Jones by Craig Silvey
  • Boy Swallows Universe by Trent Dalton
  • I am not really here by Gary Lonesborough
  • Rowan of Rin by Emily Rodda
  • Breath by Tim Winton
  • The first third by Will Kostakis
  • Scartown by Tristan Bancks
  • The Sidekicks by Will Kostakis
  • Ready when you are by Gary Lonesborough

Key Texts: Classic Coming-of-Age Novels

These canonical works have shaped the genre and continue to offer profound insights into the human condition. They are ideal for comparative studies and historical context.

  • David Copperfield by Charles Dickens
  • The Picture of Dorian Gray by Oscar Wilde
  • The Catcher in the Rye by J.D. Salinger
  • The Adventures of Huckleberry Finn by Mark Twain
  • To Kill a Mockingbird by Harper Lee
  • The Outsiders by S. E. Hinton.

Key Texts: Modern Coming-of-Age Novels

Contemporary novels reflect the evolving challenges faced by today’s youth, including cultural identity, mental health, activism, and global conflict. These texts are especially relevant for engaging students in current social discourse.

  • The Hate U Give by Angie Thomas
  • Persepolis by Marjane Satrapi
  • Darius the Great Is Not Okay by Adib Khorram

Reference List (APA 7)

Biscontini, T. (2024). Coming of age in literature. https://www.ebsco.com/research-starters/literature-and-writing/coming-age-literature

Federation of Egalitarian Communities. (2024). What do coming-of-age novels teach us? https://www.thefec.org/news/what-do-coming-of-age-novels-teach-us/835/

Gasser, L., Dammert, Y., & Murphy, P. K. (2022). How do children socially learn from narrative fiction: Getting the lesson, simulating social worlds, or dialogic inquiry? Educational Psychology Review, 34(3), 1445–1475. https://doi.org/10.1007/s10648-022-09667-4

Sun, X. (2024). Teaching young adult literature in secondary L2 classrooms: A case study of The Outsiders reading programme. The Language Learning Journal, 52(3), 233–254. https://doi.org/10.1080/09571736.2022.2107694

The Greatest Books. (2025). The greatest coming-of-age books from 2020 to 2025. https://thegreatestbooks.org/the-greatest/coming-of-age/books/from/2020/to/2025

Celebrating Australian School Library Day: Why Every School Needs a Library and a Qualified Teacher Librarian

Today, across the country, we celebrate Australian School Library Day—a moment to shine a light on the heartbeat of our schools: the library.

This year’s theme, All the Literacies, reminds us that school libraries are not just about reading. They’re about empowering students with the full spectrum of literacies needed to thrive in a complex world. As educators, this day invites us to reflect on the transformative role libraries play in our schools and to advocate for the qualified teacher librarians who make these spaces come alive.

More Than Just Books: The Role of School Libraries

Modern school libraries are vibrant, inclusive environments that support curriculum delivery, foster independent learning, and build critical and creative thinking skills (ACT Government, 2022). When led by a qualified teacher librarian, these spaces become central to a school’s teaching and learning culture.Yet in Queensland and beyond, many schools still lack a dedicated library space or a qualified teacher librarian—especially in communities where literacy outcomes are already at risk (Queensland Teachers’ Union [QTU], 2023).

Why qualified Teacher Librarians matter?

Teacher librarians are dual-qualified professionals with expertise in both education and information science.

They:

  • Collaborate with classroom teachers to support curriculum goals.
  • Promote reading for pleasure and academic success.
  • Guide students in navigating digital and print resources.
  • Create safe, inclusive spaces that support student wellbeing.

Then there is nothing quite like seeing a student fall in love with reading for the first time. That joy is irreplaceable!

Literacy and Wellbeing: A Powerful Connection

Literacy is foundational and not just for academic achievement, but for emotional and social wellbeing. Research shows that reading and writing can significantly support children’s mental health, especially during times of stress (National Literacy Trust, 2020).

This year’s theme, All the Literacies, highlights the many ways libraries support students, from reading and information literacy to digital, cultural, and wellbeing literacy. A well-resourced library is a launchpad for lifelong learning. Emerging frameworks like wellbeing literacy emphasize the importance of teaching students how to communicate about their emotional and mental states (Oades, Robinson, Green, & Spence, 2021).

The Reading Crisis.

Merga (2017) has revealed a troubling trend: while many adolescents possess basic literacy skills, they are increasingly disengaged from reading for pleasure which is known as aliteracy. Between 2017 and 2021, the percentage of Australians who read books at least once a year dropped from 92% to 75% (Merga, 2022). This decline has serious implications for literacy development, academic performance, and future opportunities. Merga’s findings also underscore the vital role of teacher librarians in reversing this trend. By fostering reading habits and building relationships with students, they help bridge the gap between ability and motivation.

Australian School Library Day – A call to action.

Australian School Library Day was created to celebrate the incredible work of school library staff and to raise awareness of the essential role libraries play in education (Australian Library and Information Association [ALIA], 2025). It’s a day to:

Share appreciation for your library staff.

Showcase student voices and library stories.

Advocate for well-resourced libraries in every school.

If your school doesn’t yet have a qualified teacher librarian or a dedicated library space, today is the perfect time to start the conversation.

After all, every student deserves access to a library that supports all the literacies.

References

Merga, M. K. (2022). Reading engagement in Australian adolescents: Beyond ability. Springer.National Literacy Trust. (2020). Children and young people’s reading in 2020 before and during lockdown. https://literacytrust.org.uk/research-services/research-reports/children-and-young-peoples-reading-2020-before-and-during-lockdown/

Oades, L. G., Robinson, P., Green, S., & Spence, G. B. (2021). Wellbeing literacy: A capability model for wellbeing science and practice. International Journal of Wellbeing, 11(1), 1–27. https://doi.org/10.5502/ijw.v11i1.727

Queensland Teachers’ Union. (2023, May 5). Do you have a qualified teacher-librarian in your school library? Queensland Teachers’ Journal, 128(3), 22. https://www.qtu.asn.au/journal/queensland-teachers-journal-vol-128-2023/queensland-teachers-journal-vol-128-no-3/do-you-have-qualified-teacher-librarian-your-school-library

Cooperative and collaboration in the library.

johnhain / Pixabay

 

We recently hosted the Year 9 Mathematics cohort for a few lessons over this past term.  Traditionally, the Information Centre rarely hosts Mathematics classes, but a recently graduate Mathematics teacher wanted a more collaborative approach to learning.  He devised a series of lessons that were aimed at developing the student’s skills in geometry through collaborative learning groups but needed additional bodies and space to ensure it ran effectively.  By using the library and its flexible learning spaces to run these collaborative learning sessions, the students were able to gain assistance from their peers, their own teachers and the teacher librarians.  This mean that there was more specific support available for facilitating the learning, which led to an overall improvement in student outcomes.  From a teacher librarian perspective, these sessions were a wonderful way to develop student learning through collaboration and cooperation, and a fantastic outcome for all.   

Classes come to the Information Centre from across the school to access the library for resources, the flexible learning spaces, as well as gain assistance from the teacher librarians.  This assistance may be in the form of information seeking, but the fact is that the primary focus of any teacher librarian is to facilitate the teaching and learning of their school community (ALIA & ASLA, 2004).  Research from over thirty different studies across the world has indicated that the presence of qualified teacher librarians has a strong positive correlation to improved learning outcomes (Hughes, 2013).  This access can occur in a variety of ways but most often occurs in the form of team teaching with the classroom teacher, explicit instruction, targeted assistance with inquiry learning, as well as informal and formal research support, essay writing workshops, the implementation of literacy and numeracy strategies, and various other teaching and learning programs.  This breath of access means that the teacher librarians themselves can be considered a resource to improve student learning because they enable students and teachers to use the library and all its resources to its fullest potential (ALIA & ASLA, 2016).   

School libraries are more than just book repositories, but rather they are dynamic spaces where information can be accessed, and knowledge constructed for a range of purposes.  The reality is that time spent into the library in the pursuit of knowledge often leads to improved efficiency and efficacy because of the qualified teacher librarians that support student learning.   

 References. 

ALIA & ASLA. (2004). Standards of professional excellence for teacher librarians. Australian School Library Association. https://read.alia.org.au/alia-asla-standards-professional-excellence-teacher-librarians 

ALIA, & ASLA. (2016). Statement on Teacher Librarians in Australia. Australian School Library Association. https://asla.org.au/resources/Documents/Website%20Documents/Policies/policy_tls_in_australia.pdf 

Hughes, H. (2013). School libraries and teacher librarians: evidence of their contribution ot student literacy and learning. Curriculum & Leadership Journal 11(12).   http://www.curriculum.edu.au/leader/school_libraries_and_tls,36453.html?issueID=12777