Tag: literacy

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.

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

Book Review – Wednesday

If Wednesday Addams were to write her own memoir, it’d probably look a lot like Wednesday: A Novelisation of Season One. This isn’t just a book—it’s a moody, macabre mirror held up to the Netflix series, with all the gothic charm and deadpan sass you’d expect. Written by Tehlor Kay Mejia, the novel dives headfirst into Wednesday’s psyche, offering a peek behind the curtain of her stoic facade. Think of it as the show’s inner monologue, scribbled in black ink and sealed with disdain.

Published in 2024, the plot follows Wednesday’s arrival at Nevermore Academy, a school for supernatural misfits where murder mysteries are part of the curriculum and socialising is a punishable offence. While the series gave us brooding cello solos and a wardrobe that screams “funeral chic,” the book lets us crawl inside Wednesday’s mind—where sarcasm is a survival skill and feelings are best left buried. Mejia nails the tone, balancing Wednesday’s razor-sharp wit with moments of reluctant vulnerability that feel oddly touching (but SHUSHH don’t tell her that).

One of the novel’s most delicious contrasts—and let’s be honest, Wednesday thrives on contrast—is the infamous dorm room split between her and Enid Sinclair. On one side: a monochrome mausoleum of black, grey, and gloom, where even the shadows look depressed. On the other: a rainbow explosion that looks like a unicorn sneezed on a Lisa Frank catalogue. It’s less “cohabiting” and more “cold war with glitter.” The book leans into this absurdity with Wednesday’s internal commentary, which is equal parts horror and reluctant fascination. Sharing a room with Enid is like bunking with a disco ball that talks. Their room becomes a battleground of personality—and somehow, a crucible for growth. It’s eerily reminiscent of Elphaba and Galinda’s dorm at Shiz University in Wicked: one half brooding misfit, the other half pastel chaos, and somehow, against all odds (and taste), it works.

Now, let’s be honest: like most movie tie-ins, this novelisation is fairly true to the source material but ultimately feels like a watered-down echo of the show. It’s a weak parody in places—more shadow than substance. An OK read, sure, but clearly aimed at teens and readers who don’t mind their books light on literary weight. Basically, it’s all frosting and no cake: sweet, stylish, and fun to look at, but don’t expect it to nourish your soul or challenge your brain.

In short, if you loved the series but wished Wednesday would open up just a smidge (begrudgingly, of course), this book is your poison. It’s witty, weird, and wonderfully introspective—like a love letter written in invisible ink and sealed with a spider. Just don’t expect hugs. She’s still Wednesday, after all.

Book Review: Best of All Worlds by Kenneth Oppel

Kenneth Oppel’s Best of All Worlds is a young adult speculative fiction novel centred on Xavier Oak, a Canadian teenager trapped beneath an invisible dome with his father and stepmother. What begins as a short family retreat becomes years of unexplained isolation. The arrival of a second family three years later introduces ideological tension and a mild romantic subplot, consistent with genre expectations.

The narrative is straightforward, with hints of extraterrestrial involvement and surveillance. The prose is accessible, the pacing steady, and the themes—xenophobia, resilience, distrust—are presented in simplified form. The book is fairly true to the tone and structure of the Netflix adaptation it complements, though like most tie-ins, it reads as a diluted version of the original. It is an adequate read, but lacks literary substance.

Unlike Oppel’s other works, such as the Silverwing series, this novel lacks scope and is largely devoid of the symbolism that traditionally enriches his fiction. It trades allegorical depth for surface-level tension and interpersonal drama.

For readers who find classic dystopian texts too demanding, this may serve as a more approachable alternative. However, for those who do not generally enjoy young adult fiction, this novel is unlikely to change that view. It is readable, but ultimately all frosting and no cake—conceptually interesting, but light on depth.

Boys, Biscuits, and the Book Club Revolution

There’s something quietly radical about a group of students gathering to talk about books; in a world of endless scrolls and fleeting attention, the act of sitting together, face to face, page to page, is an act of resistance; it’s also an act of connection. Book clubs are often seen as quaint or optional, but research increasingly shows they are anything but; they are lifelines, especially for boys.

“A space for boys and books is a space for possibility.” — Nichols-Besel et al., 2018

Reading is, by nature, a solitary pursuit; but when we read together, when we discuss, debate, and share, we transform that solitude into community. The National Library of New Zealand (n.d.) emphasizes that social reading increases understanding, introduces diverse perspectives, and fosters authentic engagement; it’s not just about comprehension, it’s about connection. This matters deeply for boys, who often disengage from reading during adolescence. Nichols-Besel, Scharber, O’Brien, and Dillon (2018) found that boys respond positively to book clubs when given access to interest-based reading materials and male role models; their study showed that boys’ engagement and reading outcomes improved significantly in these settings. Similarly, a recent UK study trialed social book clubs across 17 school libraries and found that boys’ reading ages increased by an average of 1 year and 3 months or more than double the expected growth when reading was framed as a social, low-pressure activity (School Library Association, 2025).

“Book clubs create a space where stories become shared experiences, and readers become friends.” — J.N. Polleck (2022)

One of the primary roles of the teacher librarian is to foster a love of reading; this goes beyond managing resources and catalogues, it’s about cultivating curiosity, joy, and lifelong habits. Polleck (2022) argues that youth-led book clubs, especially those facilitated by librarians, are transformative spaces that prioritize student voice, identity, and emotional safety. Book clubs provide opportunities for students to review books, select new titles for the library collection, participate in reading competitions, and model positive reading behaviour for peers; these activities not only build literacy skills but also empower students to take ownership of their reading journey (Cutrer-Párraga & Hall-Kenyon, 2024).

Facilitating book clubs and fostering a love of reading aligns directly with the Australian School Library Association’s (ASLA) Standards of Professional Excellence for Teacher Librarians. Specifically, it reflects the standard that teacher librarians “develop and promote literacy and literature programs that encourage and engage learners” (ASLA, 2004). By creating inclusive, student-led book clubs, supporting reading for pleasure, and modelling positive reading behaviours, teacher librarians demonstrate excellence in both pedagogy and leadership. These practices not only build literacy but also nurture lifelong learning and a strong reading culture within the school community.

For boys, reading can feel like a chore; a subject; a test. But in a book club, it becomes a conversation; a safe space; a place to laugh, question, and be heard. Literacy circles and book clubs allow boys to explore texts in small, student-led groups, which fosters deeper understanding and emotional connection (The Weary Educator, 2024). And yes, food helps; at our school, we’ve learned that no boy can resist a food bribe. Biscuits, humble, crumbly, and beloved, have become our secret weapon; they lure students in, but it’s the stories and the friendships that keep them coming back.

In 2024, our school launched a student book club called Books & Bites for Years 7–9; just six students came. It was small, but it was something. I bribed them with food and with this lure, they came. Now, in 2025, our Years 7–10 club has grown to 28 students; that’s 28 young minds choosing to read, choosing to talk, choosing to belong. Whilst they still come for the biscuits, they stay for the books. Therefore, I felt emboldened with such a strong uptake, and decided to start one for our younger readers. So, this August, we started a primary book club called Lauries Literature Legends. On day one, 15 students turned up. Some came for the biscuits; all stayed for the books. Even more came to the second session… apparently the lure of sitting in the library reading and eating was stronger than playing out in the quad.

Book clubs are not just about literacy; they’re about identity, empathy, and agency. They teach students to listen and to lead; they offer a space where boys can express emotions, challenge ideas, and discover who they are—not just as readers, but as people. In a time when reading is increasingly seen as a subject to learn rather than a joy to experience, book clubs remind us that stories are meant to be shared. So, we’ll keep offering biscuits; we’ll keep making space; because every book club meeting is a quiet revolution, and every student who shows up is part of it.

References

Australian School Library Association. (2004). Standards of professional excellence for teacher librarians. https://asla.org.au/resources/Documents/ASLA%20standards.pdf

Cutrer-Párraga, E. A., & Hall-Kenyon, K. M. (2024). Facilitating youth-led book clubs as transformative and inclusive spaces [Review of the book by J. N. Polleck]. UCL Press. https://journals.sagepub.com/pb-assets/cmscontent/TCZ/Book%20Reviews/2024%20Book%20Reviews/January/Facilitating%20Youth-Led%20Book%20Clubs%20as%20Transformative%20and%20Inclusive%20Spaces-1705521637.pdf

Nichols-Besel, K., Scharber, C., O’Brien, D. G., & Dillon, D. R. (2018). A space for boys and books: Guys Read book clubs. Children and Libraries, 16(2). https://journals.ala.org/index.php/cal/article/view/6682/8971

Polleck, J. N. (2022). Youth-led book clubs and the power of student voice. UCL Press.

School Library Association. (2025). New study shows positive impact of social reading spaces. https://www.sla.org.uk/Services/Public/News/Articles/2025/social-reading-spaces.aspx

The Weary Educator. (2024, July 8). Implementing literacy circles/book clubs in your classroom in 10 steps. https://thewearyeducator.com/2024/07/08/literacy-circles/

National Library of New Zealand. (n.d.). Social reading and book clubs. https://natlib.govt.nz/digital-literacy/stories/projects-to-improve-student-learning/schools/reading-engagement/strategies-to-engage-students-as-readers/book-clubs

The Whimsical Wonder of Readathons: Reading for Joy, for Fun, for Pleasure!

Normally, my annual fundraiser is Frocktober, where for the month of October, I celebrate the gloriousness of frocks whilst fundraising for the Ovarian Cancer Research Fund. But this year, I’m mixing it up with something equally delightful and just a bit more bookish: a readathon! And not just any readathon—The World’s Coolest Readathon, hosted by the Australian Book Foundation. I saw that another wonderful Teacher Librarian Barbara from Bourke High School had signed up and then I thought… why not do it myself?

And what better way to kick things off than with a mystery? My first book for this readathon is Diabolical Bones by Sue Ellis—a Brontë Girls Mystery, borrowed from the ever-wonderful Brisbane City Council libraries. Gothic Yorkshire, clever heroines, and a touch of the macabre? Yes please.

A readathon, I’ve decided, is the perfect sequel to Book Month—like the epilogue where the characters (aka readers) get to celebrate their love of stories with wild abandon. It’s the encore performance, the bonus chapter, the literary afterparty.

Once upon a time, in a land not so far away (okay, it was my bedroom in Brisbane’s Southside), I embarked on a noble quest: the MS Readathon. Armed with a stack of books taller than my bedside lamp and a sponsorship sheet that made me feel like a literary philanthropist, I read my way through mysteries, adventures, and magical lands—all while raising money for a good cause. It was glorious.

Fast forward to today, and I find myself whispering reminders like a mantra: Read for fun. Read for joy. Read for pleasure. Because somewhere between grown-up responsibilities and inbox avalanches, the simple delight of reading can slip through the cracks.

Why Readathons Are Brilliant (and Backed by Science!) 

Readathons aren’t just nostalgic—they’re powerful tools for literacy, wellbeing, and community. Here’s why they’re so magical:

They Spark a Love of Reading: Choosing your own books makes reading feel like breathing—natural and joyful.

“Until I feared I would lose it, I never loved to read. One does not love breathing.”

–Harper Lee, To Kill a Mockingbird

They Boost Brains and Wellbeing: Reading for pleasure improves mental health and cognitive skills.

“Reading gives us someplace to go when we have to stay where we are.”
— Mason Cooley

They Create Lifelong Readers: Even reluctant readers get swept up in the fun.

“A reader lives a thousand lives before he dies. The man who never reads lives only one.”
— George R.R. Martin

They Build Community: Fundraising through reading turns stories into shared kindness.

“No act of kindness, no matter how small, is ever wasted.”
— Aesop

A Readathon Renaissance

Whether you’re a teacher, parent, librarian, or just a book-loving human, readathons offer a delightful way to reconnect with the joy of reading. They’re flexible, inclusive, and can be tailored to any age or interest. Plus, they’re a fabulous excuse to wear pajamas all day and call it “literary immersion.”

So if you, like me, sometimes need a nudge to read for the sheer pleasure of it, consider joining or hosting a readathon. You’ll be part of a movement that’s not just fun—it’s transformative.

And if you’re ready to dive in, check out The World’s Coolest Readathon. It’s got all the charm of the MS Readathon days, with a modern twist and a mission to make reading joyful again.

References

Real Men Read

Empowering Boys Through the Power of Story

The “Real Men Read” initiative, recently hosted at my school was intentionally held between Book Week and Father’s Day as a event to bring our Primary students and their male caregivers to reinforce the importance of positive male role models in improving literacy outcomes for boys. The event brought together fathers, grandfathers, and male mentors together for a pleasant evening celebrating the positive outcomes from reading. Two dads kindly volunteered to talk about how and why they read. They discussed their own role models and how they support their sons in their literacy journey. We also had a fabulous guest speaker from Brothers and Books – Dylan Conway to talk about the impact reading has on building resilience and reducing stress. The impact was immediate—students were more engaged, more curious, and more eager to pick up a book themselves. In fact, I received an email from a dad that next morning.

Thanks again for all of your efforts last night.  We are lucky to have such wonderful teachers that genuinely care for our sons.  Conor actually got up this morning and said he wants to read his new library book with me tonight.  Success!

This event powerfully demonstrated that when boys see and hear about men they value and respect reading, they begin to associate literacy with strength, intelligence, and emotional depth. In a world increasingly shaped by digital distractions and narrow stereotypes, the presence of caring, literate male figures offers boys a broader vision of what it means to be a man.

The research backs this up! A study by Merga and Ledger (2019) found that boys are more likely to engage with reading when they see male role models actively participating. Furthermore, recent findings by Smith and Taylor (2023) suggest that boys who regularly read with male caregivers demonstrate improved vocabulary acquisition, reading comprehension, and a more positive attitude toward school. These outcomes are not only academic but also social, as reading together fosters empathy and communication.

The National Literacy Trust (2025) further supports this, stating: “Fathers today are more involved in their children’s lives than ever before, and their engagement in early learning activities like playing, reading, singing, drawing and visiting parks or libraries supports children’s emotional, cognitive and educational development, as well as their early language and literacy skills.”

As Dylan Conway pointed out from the not-for-profit organisation Brothers and Books, their campaigns have shown that when boys see men reading, they begin to associate reading with strength, curiosity, and emotional intelligence. Their organisation has championed the cause, encouraging men to read and donate books across Australia.

The Real Men Read event served as a powerful reminder that literacy is not just a school responsibility—it is a community effort. When fathers and male mentors take the time to read with boys, they are investing in a future where literacy is linked to confidence, connection, and lifelong learning.

References

Merga, M., & Ledger, S. (2019). Parents’ perceptions of the importance of reading and the efficacy of reading aloud: Implications for fostering reading engagement in the home. Australian Journal of Education, 63(2), 163–178. https://doi.org/10.1177/0004944119840077

Smith, J., & Taylor, R. (2023). Male role models and literacy development in boys: A longitudinal study. Journal of Educational Research and Practice, 14(1), 45–59.

National Literacy Trust. (2025). Fathers’ engagement in early childhood literacy. https://literacytrust.org.uk

Australian Bibliotherapeutic Society. (n.d.). About us. https://bibliotherapy.org.au

Brothers and Books. (n.d.). Our mission. https://brothersandbooks.org

The Teacher Librarian’s Role in Elevating Literacy Through Quality Literature

Timothy Shanahan’s blog offers teacher librarians a powerful lens through which to re-evaluate long-held assumptions about reading instruction. By challenging the instructional level theory and advocating for the use of complex, grade-level texts, Shanahan equips librarians with evidence-based insights that support the promotion of high-quality literature. His work reinforces the librarian’s role in curating rich collections, scaffolding student engagement, and collaborating with teachers to foster deeper, more meaningful reading experiences.

Timothy Shanahan’s critique of the instructional level theory—and the growing body of research supporting the use of challenging texts—has profound implications for teacher librarians. Far from being custodians of books, teacher librarians are literacy leaders, curriculum collaborators, and champions of equitable access to high-quality literature. Their work sits at the intersection of pedagogy, inquiry, and imagination.

For decades, the instructional level model influenced how books were selected for students. It suggested that matching texts to a student’s reading level would yield the best learning outcomes. However, recent research has challenged this assumption. Studies by Lupo, Strong, and Conradi Smith (2019) and Young, Lagrone, and McCauley (2020) show that students make significant gains when exposed to complex texts, especially when supported by skilled educators. This shift calls for a re-evaluation of how we curate and use literature in schools.

Teacher librarians are uniquely positioned to lead this change. Rather than relying solely on readability formulas or levelling systems, they can advocate for literature that offers rich vocabulary, nuanced themes, and diverse perspectives. Quality literature provides opportunities for deep discussion, critical thinking, and emotional engagement—elements that are often missing from simplified texts. This approach aligns with the Australian Curriculum’s emphasis on engaging students with increasingly sophisticated texts across year levels (ACARA, n.d.).

Beyond curation, teacher librarians play a vital role in scaffolding student engagement with challenging texts. By collaborating with classroom teachers, they help design literature experiences that support comprehension and inquiry. Whether through literature circles, guided reading sessions, or integrated inquiry units, teacher librarians ensure that students are not only exposed to complex texts but are also equipped to understand and enjoy them. Research by Pérez Buelvas (2024) highlights how scaffolding strategies—such as task-based activities and formative assessment—can significantly improve reading comprehension, especially among English language learners.

Moreover, teacher librarians contribute to equity in literacy education. Stocker et al. (2023) argue that integrating the science of reading with behavioural science can address systemic inequities in Australian schools. By ensuring all students have access to high-quality literature and the support to engage with it meaningfully, teacher librarians help close the literacy gap and foster lifelong learning.

Top 3 Ways Teacher Librarians Can Elevate Reading Through Quality Literature

1. Curate and Promote Rich, Diverse Texts Select literature that challenges students intellectually and emotionally—books with layered themes, sophisticated language, and diverse voices. Use displays, flipguids and reading lists to spotlight these titles and spark curiosity.

2. Scaffold Access to Complex Texts Support students as they engage with challenging material through guided reading, literature circles, and strategy instruction. Help them build confidence by modelling how to navigate difficult vocabulary and abstract ideas.

3. Collaborate with Teachers to Embed Literature into Learning Work alongside educators to integrate high-quality texts into curriculum units. Suggest titles that align with learning goals while encouraging deeper thinking and discussion across subjects.

References

ACARA. (n.d.). National Literacy Learning Progression. Australian Curriculum, Assessment and Reporting Authority. https://v8.australiancurriculum.edu.au/resources/national-literacy-and-numeracy-learning-progressions/national-literacy-learning-progression/

Lupo, S. M., Strong, J. Z., & Conradi Smith, K. (2019). Text difficulty and adolescent literacy: A randomized study of challenging texts and instructional supports. Reading Research Quarterly, 54(3), 342–375. https://doi.org/10.1002/rrq.241

Pérez Buelvas, H. G. (2024). Enhancing reading skills through scaffolding strategies in eighth-grade EFL students. HOW Journal, 31(2), 70–88. https://doi.org/10.19183/how.31.2.754

Shanahan, T. (2023, March 15). Why children should be taught to read with more challenging texts. Shanahan on Literacy. https://www.shanahanonliteracy.com/blog/why-children-should-be-taught-to-read-with-more-challenging-texts

Stocker, K. L., Fox, R. A., Swain, N. R., & Leif, E. S. (2023). Between the lines: Integrating the science of reading and the science of behavior to improve reading outcomes for Australian children. Behavior and Social Issues, 33, 504–531. https://doi.org/10.1007/s42822-023-00149-y

Young, C., Lagrone, S., & McCauley, J. (2020). Read Like Me: An intervention for struggling readers. Education Sciences, 10(3), 57. https://doi.org/10.3390/educsci10030057

Disciplinary Literacy

Disciplinary Literacy is rarely discussed in schools, and this can lead to a significant impact to learning outcomes. The skills required to read a text in Chemistry are very different than the ones required in Literature. However, most schools pigeonhole literacy into the purview of the English Department.

Shanahan & Shanahan (2012) advocate for the explicit instruction of disciplinary literacy across middle and high school classrooms. This approach clearly acknowledges the importance it is the have the ability to ‘create, communicate and use knowledge’ appropriately within each discipline.

Check this link out for more information on how to improve literacy practice in schools. https://www.shanahanonliteracy.com/upload/publications/50/pdf/Shanahan-What-is-Disciplinary-Literacy.pdf