Tag: library

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.

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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.

Book Battle: Dogmas V Wimpy Kid

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.

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.

Book Review – The Vanishing Bride

Bella Ellis’s The Vanished Bride (2019) is more than a historical mystery—it’s a poignant reflection on the constraints and quiet rebellions of women in Victorian England. Set in 1845, the novel imagines the Brontë sisters—Charlotte, Emily, and Anne—as amateur detectives, drawn into the case of a young bride who disappears under violent and mysterious circumstances. While the plot is rich with gothic suspense and clever twists, its emotional core lies in the exploration of female suffering, silencing, and survival.

This book was an unexpected surprise. I have always been a fan of Austen adaptations, but I had never really looked for other works. Then I saw this book. Just sitting on a shelf in Chermside Library…. What drew me in, pulled my eye onto a shelf filled with books, was the cover and the beguiling title – who vanished?

The vanished bride herself becomes a symbol of the countless women whose voices were erased by marriage, patriarchy, and social expectation. Her disappearance from a blood-soaked room is not just a mystery to be solved—it’s a metaphor for how women were often consumed by the institutions meant to protect them. The Brontë sisters, still unpublished and largely dismissed by society, are portrayed as fiercely intelligent and empathetic women who refuse to accept the limitations imposed on them. Their determination to uncover the truth is an act of resistance, a refusal to be passive observers in a world that demands their silence.

Ellis’s depiction of the sisters is deeply respectful of their historical reality. Each woman brings her own perspective shaped by hardship: Charlotte’s yearning for recognition, Emily’s wild defiance of convention, and Anne’s quiet moral clarity. Their investigation is not just about solving a crime—it’s about asserting their right to think, to question, and to act. In doing so, they challenge the rigid gender roles of their time, offering a glimpse into the emotional and intellectual lives of women who were often denied both agency and autonomy.

What makes The Vanished Bride especially compelling is its ability to weave these themes into a gripping narrative without ever feeling didactic. The gothic setting, the eerie clues, and the complex characters all serve to highlight the emotional toll of being a woman in a world that sees you as property, decoration, or burden. Through the Brontës’ eyes, Ellis invites readers to consider not just the mystery of a missing bride, but the deeper mystery of how women endured, resisted, and ultimately reshaped the world around them—often through the power of storytelling itself.