TL life – Learning through the Library

The Social Life of Books: Why Teen Readers Follow Their Friend

Reading is widely recognised as a critical skill for young people, supporting the development of strong cognition, mental health and empathy. A growing body of research consistently shows that recreational reading in particular is linked with academic achievement, improved emotional regulation and more nuanced interpersonal understanding. Building a culture of reading, therefore, is not a peripheral task for schools. It lies at the heart of nurturing thoughtful, resilient and socially capable young people.

Yet despite these well established benefits, many children and teenagers do not naturally turn to teachers or teacher librarians for book recommendations (Merga, 2012). To be blunt, young people do not necessarily see adults as cool. Recommendations from teachers, no matter how well intentioned, may lack what adolescents consider to be genuine social credibility. The street cred factor is real, and it is powerful.

This dynamic is clearly supported in contemporary research. Rutherford, Singleton, Reddan, Johanson and Dezuanni’s report Discovering a Good Read: Exploring Book Discovery and Reading for Pleasure Among Australian Teens found that teens prefer “recommendations from friends (57%)”, a finding emerging from a nationally representative survey of more than thirteen thousand Australian secondary students. These findings reinforce what many educators observe anecdotally. Reading among teens is not only an individual cognitive task but also a profoundly social practice.

Further evidence comes from the work of Dr Margaret Merga, a well respected Australian researcher in literacy and reading engagement. In a mixed methods program examining the influence of social attitudes on reading behaviours, Merga (2012) noted that “perceived friends’ attitudes can have a more significant influence on boys than girls, [therefore] making books socially acceptable for boys should be a priority for educators.” This underscores the idea that book talk among peers is not merely casual chit chat. It is a mechanism of social permission. When books gain traction within a peer group, they gain legitimacy and ethos (Merga, 2012; Merga 2014).

Australia Reads similarly emphasises the importance of social engagement in building sustainable reading habits. Its principles highlight that young people need “positive social reading experiences” and opportunities to “recommend, discuss and share books and other texts in ways that are personally enjoyable and relevant”. In other words, reading thrives when it is relational.

At Lauries, we see these principles in action every day. While staff recommendations certainly have their place, it is peer driven reading culture that most reliably sparks curiosity, especially among reluctant readers. This is why we actively encourage students to reflect on and review the books they read. Their voices matter. Their opinions shape the reading landscape for others. The broader research base supports this emphasis on social recommendation and discussion as a driver of voluntary reading.

A visible expression of this culture is our wall of Lauries Lads Lit Picks. This growing collection showcases books that our students have personally endorsed. We often see reluctant readers wandering over, flicking through the displayed reviews until they discover a familiar name. That moment of recognition is powerful. When a friend or respected peer has enjoyed a book, the barrier to entry drops dramatically. The book becomes not just a text but a shared experience waiting to happen. The pattern aligns with evidence that peer attitudes and friend recommendations play an outsized role in adolescent book choice.

Cultivating a socially rich reading environment therefore requires more than simply providing access to books. It involves elevating student voice, valuing peer influence and creating spaces where reading is openly shared, discussed and celebrated. The evidence is unequivocal. When young people are given opportunities to recommend books to one another, their engagement deepens and their confidence as readers grows. Reading becomes woven not only into their academic lives but into their friendships, identities and everyday conversations.

By continuing to champion peer driven discovery, we support our students not only to read more but to read with curiosity, connection and purpose. That is a foundation that benefits them far beyond the walls of the library

references

Australia Reads. (2025, September 23). Major new report offers 6 key principles to support young people’s recreational reading. https://australiareads.org.au/news/6-principles-support-young-people-reading/ [australiar…ads.org.au]

Crowther Centre. (n.d.). Getting young people to read. https://www.crowthercentre.org.au/resources/getting-young-people-to-read/ [crowtherce…tre.org.au]

Merga, M. K. (2014). Peer group and friend influences on the social acceptability of adolescent book reading. Journal of Adolescent & Adult Literacy, 57(6), 472–482. https://doi.org/10.1002/jaal.273 [researchgate.net], [periodicos…pes.gov.br]

Merga, M. K. (2012). Social influences on West Australian adolescents’ recreational book reading [Conference presentation]. ECU Research Week. https://core.ac.uk/download/pdf/41527861.pdf [core.ac.uk]

Rutherford, L., Singleton, A., Reddan, B., Johanson, K., & Dezuanni, M. (2024). Discovering a Good Read: Exploring Book Discovery and Reading for Pleasure Among Australian Teens. Deakin University. https://eprints.qut.edu.au/247629/ [eprints.qut.edu.au]

Termtime tomfoolery: Using lunchtime activities to market the library as a dynamic space.

Lunchtime in a library can sometimes be overlooked as a quiet or transitional part of the day. In reality, it is one of the most powerful opportunities libraries have to connect with their community. Lunchtime events turn a regular break into a moment of discovery, drawing people into the space, engaging those who may feel unsure or disconnected, and strengthening the library’s role as a welcoming and active hub.

Library events are vital for building a rapport between a school community and their library because participating in a simple activity can lead to conversations. From there, it becomes easier to talk about books, recommend reading, or explain what the library can offer. This is because for many people, a lunchtime event is someone’s first positive and relaxed experience in the library, helping them feel more confident and welcome. The brilliance lies in the fact that lunchtime events naturally attract foot traffic. Students and staff are already moving around, looking for somewhere to go or something to do. Hosting activities during this time removes barriers to participation. There is no need to stay after hours or commit to a long session. People can simply wander in, take part, and head off again because these activities are flexible and easy to join. Not everyone wants a formal workshop or a structured program during their break. Drop in challenges and creative prompts allow people to engage at their own pace, whether they stay for two minutes or twenty.

20260217_0801114780374095474908343 — Heartfelt Haiku and prizes for winning entries.

Furthermore, connecting lunchtime challenges to theme days and seasonal events helps keep them fresh and relevant. It gives people a reason to take part right now and adds a sense of fun and anticipation. Over the past few weeks, our library has run challenges such as Heartfelt Haiku for Valentine’s Day and Library Lovers’ Day invited participants to reflect on their love of reading and libraries. Lantern making for Lunar New Year created a hands on way to celebrate culture and tradition. A recent voting challenge between Dog Man and Diary of a Wimpy Kid tapped into popular reading interests and friendly competition. Now, in this past week, the Falling into a Book challenge has encouraged readers to embrace the new season with a new story.

Lunchtime events transform the library into a social and welcoming space. A table set up with a challenge, a craft activity, or a voting station often sparks curiosity. Someone who had no intention of visiting the library may step inside just to see what is happening. Once they do, they are surrounded by books, displays, and friendly faces. Lunchtime events create opportunities for spontaneous engagement that might not happen at any other time of day. They also show that the library values participation in many different forms, not just quiet reading. Afterall, when people participate together, even briefly, they share experiences that build a sense of belonging. Over time, these shared moments help strengthen relationships between library users and staff. The library becomes known not just as a place to borrow books, but as a place where people feel comfortable, included, and valued.

Lunar New Year Display and handmade lanterns.

Lunchtime events quietly demonstrate the broader role of libraries. They show that libraries are dynamic spaces that respond to their communities, encourage creativity, and support wellbeing as well as learning. School libraries that use their lunchtime activities or challenges to build connections and rapport with their communities can turn an ordinary break into a meaningful connection and remind everyone why libraries matter.

The Peaks and Troughs of a Term.

A term in the life of a teacher librarian is never a simple, steady journey. It rises and falls in energy and pace, shifting between calm stretches, intense bursts of activity and a mid term crescendo that only those who have stood behind a circulation desk during second break truly understand. Teacher librarians do not just follow the rhythm of the school term. We breathe it, support it and often hold it together with a blend of planning, flexibility and a genuine love of learning.

The beginning of the term often appears calm on the surface, but behind the scenes it is a hive of thoughtful planning and collaboration. This early period is spent mapping out programs, updating units, preparing resources and scheduling literacy and information literacy lessons across the curriculum. It is the time for meetings with teachers who bring new ideas for research tasks, nurturing fledging literacy programs or supporting disciplinary literacy through explicit vocabulary instruction. These conversations help shape the curriculum support that will run throughout the term and ensure that every lesson and library experience has purpose and structure. It is also the time for deeper discussions with Heads of Curriculum to align expectations, strengthen research skill development and embed digital and information literacy meaningfully across year levels. The work may be quiet, but it forms the foundation for everything that follows.

By the time the middle of the term arrives, the calm has vanished completely. The library becomes a vibrant and sometimes chaotic hub of constant movement. Students flood through the doors needing books, recommendations or support with upcoming assessments. Borrowing sessions become lively and energetic as classes arrive with armfuls of returns and requests. This is also the busiest teaching period of the term, when the carefully prepared information literacy sessions come to life. Research skills, digital literacy, source evaluation, referencing, note taking and inquiry support all happen at a rapid pace. Teacher librarian roles expand and overlap as we teach back to back lessons, guide students through tasks, troubleshoot technology and support teachers in real time as units unfold.

Amid the flurry, collaboration continues in more practical and immediate ways. Teachers pop in needing quick resources, task sheets are updated on the go and reading groups or book clubs meet regularly. Displays evolve to match what is happening across the school and the flow of students keeps the space buzzing. Moments of humour, curiosity and connection appear constantly, whether it is a student searching for a book they can remember only by its colour or one who is unsure whether reading ten pages a night officially qualifies them as a reader. It is busy and demanding, but it is also the most rewarding time of the term.

As assessment deadlines pass and the term moves into its later weeks, the pace softens again. Students return to the library in search of quiet corners for study, calm spaces for reading or simply a break from the noise of the school day. This slower period allows time to catch up on the larger ongoing projects that were temporarily buried beneath the mid-term rush. There is even the rare moment where a cup of chai stays warm long enough to be enjoyed.

By the final couple of weeks, the library takes on a different kind of energy. Lost books mysteriously reappear from lockers and school bags when billing invoices get sent home. Teachers arrive with last minute requests for resources or holiday reading suggestions. Then there is my own teaching practice, my own classes I have to teach, assess and report on.

Despite the peaks, troughs and everything in between, there is a satisfying sense of purpose in the ebb and flow of library life. Teacher librarians witness students discover stories that inspire them, questions that challenge them and skills that will carry them far beyond the classroom. These moments make every busy break, every full borrowing session and every packed week of information literacy worth it.

Queensland School Library Week 2026

This week we celebrate Queensland School Library Week and this year’s theme, School Libraries Light the Way, perfectly captures what our library aims to do every day. School libraries illuminate pathways to learning, belonging, curiosity and joy. They guide students in reading, research, creativity and personal growth while promoting equity and inclusivity for every learner.

Here is how our library is commenced lighting the way in the first few weeks of 2026.

Lighting the Way for Reading, Research and Recreation

Book Clubs in Full Swing: Our book clubs for primary and secondary students have been meeting since Week 2 and the enthusiasm has been wonderful to see. These groups give students opportunities to read for pleasure, discuss ideas and connect with other readers across the school.

Sharing New Books: We continue to promote new books to staff and students. Whether it is a fresh fantasy adventure, a gripping nonfiction title or the newest young adult novel, we work hard to help every reader find something they will enjoy.

Supporting Teacher Professional Learning: We are also lighting the way for staff by ensuring our digital access to teacher journals is current, reliable and easy to use. We share these resources across school networks so that teachers can stay informed, inspired and connected to current practice.

Library Lessons for Years 5 to 8: Our library lessons support student interest and reading engagement. These sessions are planned to build student efficacy in navigating their own reading journey.

Information Literacy for Years 7 and 8: I collaborated with classroom teachers to deliver information literacy instruction that is authentic and practical. Students are learning to locate information, evaluate sources and use material ethically, which helps prepare them for success in school and beyond.

Lighting the Way for Equity and Inclusivity

Lunar New Year Activities: From this week we will offer Lunar New Year activities during language classes and at lunchtime. These activities build cultural understanding and celebrate the rich diversity of our school community so that every student feels valued and represented.

The Happy Book Dragon: Our library is also home to its resident happy book dragon (aka ME) who lives and breathes book trivia and reading joy. Sometimes lighting the way simply means sharing enthusiasm and creating a space where curiosity thrives.

Lighting the way together

Queensland School Library Week is a reminder of the powerful role a school library plays in the life of a community. From nurturing readers to supporting staff and celebrating cultural diversity, our library is proud to be a guiding light in our school.

Here is to a bright and book filled week and to the many ways libraries continue to light the way every day.

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

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.

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)

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.
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.
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.
Harry Potter series – J.K. Rowling
Challenged for promoting witchcraft and occultism
- We have numerous copies of this!
The Satanic Verses – Salman Rushdie
Banned in several countries for blasphemy
- We don’t have this text as it does address the curriculum.
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.
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.
Lolita – Vladimir Nabokov
Banned for being “obscene” in several countries
- We do not have this novel because it does not meet any curriculum requirements.
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.
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.