reading – Learning through the Library

Golden tickets – Connecting Curriculum and Curiosity.

One of the great joys of working in a school library is watching a story spill beyond the pages of a book and into the wider learning experiences of students. This week, our library celebrated Roald Dahl Week, marking both Roald Dahl Day and the fact that our Year 7 students have recently completed Boy as their class novel.

I have written previously about the enduring appeal of Roald Dahl and the remarkable ways his stories connect with young readers. What continues to fascinate me is that, decades after publication, his books still possess the power to spark curiosity, laughter, discussion and further reading. While our Year 7 students had already explored Dahl’s life through Boy, this celebratory week provided an opportunity to approach his work from a different angle. Rather than analysing a text for assessment, students were invited to simply enjoy the worlds, characters and imagination that have made Dahl such a significant figure in children’s literature.

And enjoy it they did.

The week was filled with colourful book displays, activities and conversations. My library team embraced the occasion with enthusiasm. We welcomed a flotilla of Matildas, spotted two Fantastic Mr Fox(es), and I returned as my alter ego, Miss Trunchbull. The laughter and excitement generated by these simple acts of participation reminded me that reading cultures are built not only through books, but through shared experiences and visible enthusiasm from the adults around us.

One of the highlights of the past two weeks was our Golden Ticket promotion. Any student who borrowed a book were entered into a draw to win a Roald Dahl cinematic experience at lunchtime (popcorn included). What began as a simple reading incentive quickly became a source of excitement. The response from our primary boys was particularly heartening. Many still remembered reading Matilda as their class novel and eagerly revisited Dahl’s work, often recommending favourite titles to friends.

Watching students connect with an author after studying a text reminded me that the impact of classroom literature can extend far beyond assessment. When schools create opportunities for students to revisit and celebrate stories they have loved, reading becomes part of their identity rather than simply another curriculum requirement. This observation is supported by research that suggests school library displays and reading promotions increase students’ engagement with books and improve resource discovery, helping young people connect with texts they may not have otherwise chosen (Rodgers, 2018).

What was most pleasing, however, was what happened beyond the costumes, displays and celebrations. Students began borrowing other Roald Dahl novels. They sought out books with similar humour and adventure. Some investigated Dahl’s life further, while others became curious about the Second World War and the fighter pilots that influenced his writing. A class novel had become a springboard into recreational reading, historical inquiry and independent learning.

This is where school libraries occupy a unique space within a school. We sit at the intersection of curriculum and curiosity. While classroom learning provides the foundation, libraries help students make connections, pursue interests and explore questions that arise from their reading. A well-timed display, a themed celebration or a casual book recommendation can transform a curriculum text from a completed assessment into the beginning of a much larger learning journey.

Research has consistently shown that school libraries contribute to student learning when they connect learners with relevant resources, foster inquiry and encourage engagement beyond the classroom (Lance & Kachel, 2018). What might appear to be a simple book display is often something much more significant. Displays invite exploration, facilitate resource discovery and create opportunities for students to make meaningful connections between what they learn in the classroom and the wider world. In this way, library initiatives support curriculum outcomes while also nurturing curiosity and independent learning.

Roald Dahl Week was never simply about dressing up. It was about helping students see that books do not exist in isolation. Stories connect to history, culture, creativity and personal interests. They open doors to new questions and new discoveries. The enduring popularity of Matilda, the enthusiasm generated by a Golden Ticket, and the curiosity sparked by Boy all point to the same conclusion: literature remains one of the most powerful vehicles for learning.

Increasingly, research suggests that reading promotion initiatives contribute not only to academic growth but also to students’ social and emotional development (Xia, 2025). When young people encounter compelling stories, they develop empathy, broaden their perspectives and gain insight into both themselves and others. These outcomes may be difficult to measure, but they remain fundamental to education.

When libraries create opportunities for students to engage with literature in joyful and authentic ways, we support curriculum outcomes while also fostering reader identity, curiosity and a lifelong love of learning.

And surely that is one of the most important things a school library can do.

References

Lance, K. C., & Kachel, D. E. (2018). Why school librarians matter: What years of research tell us. Phi Delta Kappan, 99(7), 15–20.

Rodgers, L. (2018, July 13). Circulation surge: Want your books to fly off the shelves? Try these ideas. School Library Journal. Circulation surge

Xia, L. (2025). Research on reading promotion strategies for primary and secondary school students under the “Double Reduction” policy: A dual perspective based on cognitive development and social-emotional learning. International Journal of New Developments in Education, 7(10), 37–45.

Dolly Parton, School Libraries and the Reading Gap

In the days following Dolly Parton’s death, much of the media attention focused on her extraordinary music career. Yet among the tributes was repeated recognition of something else: her commitment to putting books into the hands of children.

Through Dolly Parton’s Imagination Library, millions of free books have been distributed to children around the world. For many commentators, this initiative represented one of her most significant philanthropic achievements. While others celebrated her songs, educators, librarians and literacy advocates celebrated her understanding of a simple truth: access to books matters.

Recent research suggests she was right.

Galea et al. (2026), examining the impact of Dolly Parton’s Imagination Library across 86,000 families worldwide, found measurable improvements in children’s emergent literacy skills after receiving books through the program. Remarkably, benefits were evident after children received as few as ten books. The researchers also calculated that in Australia every $100 invested in the program generates approximately $990 in social and economic returns through future earnings and welfare savings.

This is almost a ten-fold benefit … At a time when educators continue to grapple with falling literacy outcomes, these findings feel particularly significant.

Shortly after reading about the impact of the Imagination Library, I found myself reflecting on Helen Adam’s recent article, NAPLAN: We know how to close the reading gap. We must fund it now. Adam argues that while explicit instruction remains essential, it has never been the only solution to literacy challenges. After decades of literacy reforms, interventions and increasingly sophisticated approaches to reading instruction, achievement gaps continue to widen, particularly for disadvantaged students.

Few would argue against the importance of explicit instruction. Children need systematic teaching in phonics, fluency, vocabulary and comprehension. The evidence is overwhelming. Learning to read is not something most children simply absorb through exposure alone.

However, the more I reflected on both Adam’s article and the work of the Imagination Library, the more I was reminded that teaching children how to read is only part of the challenge.

The question we often overlook is whether children have enough to read once we have taught them.

Adam identifies two consistently underfunded aspects of children’s literacy environments. The first is genuine opportunity to read. Books in the home. School libraries. Access to diverse collections. Time during the school day to read for pleasure. These factors sit alongside quality instruction, not instead of it.

This is where school libraries become central to any meaningful conversation about whole-school literacy.

Libraries are often viewed as an enhancement to literacy programs rather than essential literacy infrastructure. Yet the evidence increasingly suggests otherwise. If Dolly Parton’s work demonstrates anything, it is that access to books is not a luxury. It is a prerequisite for literacy development.

Reading proficiency grows through reading.

Students who have regular access to books are more likely to practise the skills they have been taught. They encounter new vocabulary. They build background knowledge. They develop fluency. Most importantly, they begin to see reading as something they choose to do rather than something done to them.

The research underpinning reading for pleasure reinforces this point. Cremin and Scholes’ (2024) international review found that children who read for pleasure generally demonstrate stronger outcomes in vocabulary, spelling, reading comprehension and even mathematics, alongside more positive attitudes towards reading. Significantly, time spent reading recreationally is associated with, and predictive of, enriched vocabularies. This matters because vocabulary remains one of the strongest predictors of reading comprehension and long-term academic success.

For schools seeking to improve literacy outcomes, the implications are profound. Whole-school literacy cannot be reduced solely to instructional approaches. Instruction teaches students how to read. Libraries create the conditions that allow those skills to grow.

Adam’s second point is equally important. Children need to see themselves reflected in what they read. Reading is not only about decoding words on a page. It is also about identity, belonging and connection. Students engage most deeply when they encounter books that reflect their experiences, interests, cultures and aspirations.

Again, this is where school libraries play a critical role.

Teacher librarians curate collections that serve as both mirrors and windows. We help students find stories that affirm who they are while also introducing them to new perspectives and experiences. Through collection development, reader advisory programs, author visits, book clubs and reading promotions, libraries help students develop not only literacy skills but reader identities.

As a profession, we have long understood something that Dolly Parton seemed to understand instinctively. Access changes outcomes.

A child who has books is more likely to become a reader. A child who becomes a reader is more likely to develop the vocabulary, knowledge and comprehension that underpin academic success. A child who can find themselves in a book is more likely to see reading as meaningful.

This is why conversations about literacy must move beyond instruction alone.

Explicit teaching remains critical. But if we genuinely want to close reading gaps, we must also invest in the wider conditions that support literacy success: well-resourced school libraries, qualified teacher librarians, diverse collections and opportunities for students to read for pleasure every day.

Perhaps Dolly Parton’s greatest educational legacy was not simply giving books away. It was reminding us that sometimes the most powerful literacy intervention is ensuring that a child has a book in their hands.

References

Adam, H. (2026, August 5). NAPLAN: We know how to close the reading gap. We must fund it now. EduResearch Matters. View article [blog.aare.edu.au]

Cremin, T., & Scholes, L. (2024). Reading for pleasure: Scrutinising the evidence base – benefits, tensions and recommendations. Language and Education, 38(4), 353-372. https://doi.org/10.1080/09500782.2024.2324948

Galea, C., Duursma, E., Petocz, P., McArthur, G., Robidoux, S., Beyersmann, E., & Noble, C. (2026). The impact of shared book reading on children’s emergent literacy skills: A worldwide study of Dolly Parton’s Imagination Library. Early Child Development and Care, 196(7-8), 504-522. https://doi.org/10.1080/03004430.2026.2678212

A Sound of Storytelling

As part of our Book Week celebrations and this year’s CBCA theme, A Symphony of Stories, students at my school were treated to a memorable author event, A Sound of Storytelling. The event brought together two remarkable Australian authors, Annaleise Byrd and Carla Salmon, who shared their experiences of creativity, imagination, and the transformative power of storytelling.

The idea of a symphony is a fitting metaphor for stories. Just as every instrument contributes its own unique voice to an orchestra, every story offers a different perspective, experience, and adventure. Author visits provide students with the opportunity to hear directly from the creators behind the books they read, helping them understand that stories begin with imagination, curiosity, and a willingness to explore ideas. Research consistently shows that author talks can have a powerful impact on reader engagement, inspiring students to read more widely, connect with books on a deeper level, and see themselves as potential writers and storytellers.

Annaleise Byrd opened the event with her trademark wit and wonderfully droll storytelling. Despite technical issues with laptops undergoing a forced update mid presentation, Annaleise soon had students were laughing as she invited volunteers to the stage to re-enact one of her scenes, bringing her stories vividly to life.

Annaleise shared the inspiration behind her novels Losing the Plot and Down the Plot Hole, transporting students to the magical world of Grimmveldt, or “Grimm World”. Through stories of her visit there, she demonstrated how writers draw on experiences, observations, and a healthy dose of imagination to create rich fictional worlds. Her presentation reminded students that creativity often begins by asking “what if?” and having the courage to follow an idea wherever it leads.

Carla Salmon followed with an equally engaging presentation that showcased her infectious enthusiasm for creative writing. Taking students behind the scenes of her novels, Carla revealed how authors find inspiration in the world around them. She unpacked how places, people, and events from real life can spark fictional narratives, sharing fascinating examples from her own work. Students were particularly captivated by the story of the 3,000-tonne theft of maple syrup, a real-world event that helped inspire aspects of her storytelling. Carla’s session highlighted that writers are keen observers of life, constantly collecting ideas and transforming them into stories that entertain, challenge, and inspire readers.

Annaleise and our Library Team. All dressed up for Book Week Celebrations.

Together, both authors demonstrated that storytelling is much like a symphony. Ideas, experiences, emotions, imagination, and words come together to create something greater than the sum of their parts. Their presentations reinforced the important role stories play in helping young people understand themselves and the world around them while encouraging them to think creatively and embrace their own imaginations.

20260827_1749173021592242733342772 — Carla wrapping up the evening with a photo.

As our Book Week celebrations continue, A Sound of Storytelling has been a wonderful reminder of why author events matter. They connect students with the human stories behind books, nurture a love of reading, and inspire the next generation of creators. Judging by the laughter, excitement, and thoughtful questions from our students, both Annaleise Byrd and Carla Salmon struck a powerful chord in our own Symphony of Stories.

Thank you to Annaleise and Carla for sharing their time, expertise, and passion for storytelling. Their voices have added a memorable movement to our Book Week celebrations, and their stories will undoubtedly continue to resonate with students long after the event has ended.

Book Review – John of John by Douglas Stuart

Douglas Stuart’s John of John is not an easy novel to love, but it is impossible to ignore. Set amid the wind-scoured isolation of the Outer Hebrides, Stuart delivers a bleak and unflinching portrait of a father and son trapped not only by poverty and place, but by faith, shame and silence. The novel follows John-Calum MacLeod, known as Cal, an unemployed university graduate summoned home by his father to farewell his dying grandmother. Cal returns reluctantly to an island he had hoped to escape, only to find that the tensions, resentments and secrets that drove him away remain as potent as ever.

At its heart, John of John is a story about two men hiding the same truth from one another. Cal conceals his sexuality from his deeply religious father, John, while John harbours his own forbidden desires beneath the mantle of Presbyterian respectability. Stuart builds much of the novel’s emotional tension from this cruel irony: father and son are separated by lies and bitterness while sharing the very secret that might have allowed them to understand each other. Their relationship is fraught, often hostile, shaped by years of disappointment, judgement and emotional repression.

The novel’s portrayal of Free Presbyterian life is particularly powerful. Stuart captures a culture where duty outweighs happiness and where suffering appears almost sanctified. Prayer, hard work and endurance are treated as virtues, while joy feels suspect, even sinful. There is a palpable sense that pleasure is an affront to God, something to be distrusted rather than embraced. The result is a community weighed down by stoicism and self-denial, where affection is rationed and emotional honesty seems impossible. Stuart never caricatures these beliefs, but he shows with painful clarity the damage they inflict on those who cannot conform.

Just as oppressive as faith is the landscape itself. The Hebrides emerge almost as another character in the novel, magnificent yet desolate. Stuart’s descriptions of the islands evoke a place battered by wind, rain and isolation. The stark beauty of the landscape mirrors the emotional lives of its inhabitants: harsh, lonely and resistant to change. The loneliness that permeates the novel is not simply personal but geographical, a product of a community cut off from the wider world and fiercely protective of its traditions.

One of the novel’s quieter strengths lies in its depiction of John’s traditional tweed weaving which sustains many island families and has become a symbol of continuity and cultural survival. Stuart clearly admires the skill and craftsmanship required, yet he is equally aware of its limitations. Weaving keeps traditions alive but offers little economic security. Throughout the novel, poverty hangs over every household. Employment is scarce, opportunities limited, and resignation often replaces ambition. The craft may preserve heritage, but it cannot spare its practitioners from hardship.

This is ultimately a novel saturated with sadness. Unhappiness seems woven into the fabric of daily life, passed down through generations alongside faith and tradition. Yet Stuart’s achievement lies in finding humanity within that bleakness. His characters long for connection even when they lack the language to express it. Beneath the bitterness between John and Cal is a shared yearning to be known and accepted… and dare I say it… a yearning to be loved.

John of John is a sombre, often heartbreaking novel about the cost of living behind masks. It is a story of fathers and sons, faith and desire, and a community where suffering is valued more highly than happiness. Stuart’s vision of the Hebrides is beautiful but unforgiving, and his characters inhabit a world where love is constantly constrained by duty, religion and fear. The result is a powerful and deeply affecting novel that lingers long after the final page.

The Work Behind the Welcome: Readers Cup, Reading Communities and the Unseen Labour of School Libraries

Last week, my school was privileged to host the Brisbane South Readers Cup competition, welcoming more than 100 students and 23 teams from schools across the region. The evening was a celebration of reading, literature and intellectual curiosity, bringing together young people united by a shared love of books.

Readers Cup is far more than a quiz competition. At its heart, it is about creating a community of readers. In an age where young people are often characterised by what they are not doing, events such as Readers Cup remind us of what they are doing. They are reading deeply, discussing complex ideas, debating interpretations and finding joy in stories. They are building friendships around books and discovering that reading is not a solitary activity but a shared experience that connects people across schools, backgrounds and communities.

As I walked through the venue on the night, there was an unmistakable energy in the room. Students who had spent months reading and preparing came together to test their knowledge of this year’s texts. The competitive element was certainly present, but what stood out most was the enthusiasm. There is something powerful about seeing so many teenagers willingly spending an evening discussing literature when they could be almost anywhere else.

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The event was made even more special through the generosity of Nick Croydon, CEO of QBD Books, who volunteered his time as Quiz Master and donated gift vouchers for competitors. His involvement reinforced an important message: reading matters, and supporting young readers matters. In a world where time is perhaps our most precious resource, the gift of time is often the most generous contribution of all.

Yet behind every successful school library event lies a story that is rarely told.

While students see the competition, the prizes and the excitement of the evening, they do not always see the countless hours of preparation that make these opportunities possible. Nor does the wider public often recognise the significant volunteer labour that underpins many literacy initiatives within schools.

Readers Cup did not run because it appeared on a calendar. It ran because teachers, school officers and volunteers gave generously of their time beyond their normal duties. Teachers stayed after hours to judge, supervise students, keep time and assist with logistics. Library staff coordinated registrations, communication and event planning. Support staff ensured spaces were prepared and functioning. Volunteers stepped into countless roles that often go unnoticed, from scoring and administration to simple acts of hospitality and encouragement. We should also acknowledge the extraordinary work of the Children’s Book Council of Australia and its volunteers, who quietly dedicate countless hours to fostering a culture of reading through programs such as Readers Cup. Their contribution, like that of many school library staff, is often invisible to the broader public. Yet these initiatives continue because people believe deeply in the power of stories and are willing to give their own time to ensure young people have opportunities to engage with them.

This story is not unique to Readers Cup.

Across Australia, school libraries quietly deliver a remarkable array of programs that enrich the educational lives of students. Book clubs, literature festivals, writing workshops, visiting authors, reading challenges, Readers Cup teams, lunchtime activities and literacy events often exist because school library professionals believe deeply in their value. Much of this work occurs outside timetabled lessons and beyond recognised workload allocations. It is driven not by obligation but by commitment to students and a belief in the transformative power of reading.

The reality is that much of the work of school libraries remains largely invisible. When literacy outcomes improve, when students discover a love of reading, when reluctant readers find the right book, or when communities gather around literature, the effort behind those successes is not always visible. The planning meetings, the emails, the risk assessments, the book selection, the venue preparation, the volunteer coordination and the countless hours of organisation rarely make headlines.

Perhaps that is because school libraries have always been places of quiet service. They are spaces where support happens in the background, where opportunities are created without fanfare and where success is measured in the achievements of others.

However, events such as Readers Cup remind us that this work deserves recognition.

The evening was a triumph not simply because a winning team emerged, but because it demonstrated what can happen when a community invests in young readers. It showed the collective impact of educators, library professionals, support staff, volunteers, community partners and organisations such as the CBCA working together towards a common purpose.

As school libraries continue to advocate for literacy, information literacy and lifelong learning, it is important that we also acknowledge the unseen labour that makes these opportunities possible. Behind every successful event stands a network of people who choose to give more of themselves than is required.

To every teacher who stayed late, every volunteer who helped, every CBCA member who has contributed to Readers Cup over the years, every staff member who worked behind the scenes, and to Nick Croydon and QBD Books for their generosity and support, thank you.

Readers Cup may celebrate books, but it is also a celebration of people. The readers who inspire us, the educators who support them, and the communities that quietly make these experiences possible.

Sometimes the most important stories are not found in the books on the table, but in the people who make it possible for those books to change lives.

Kicking Goals with Stories

On Wednesday 27 May, Luna Roo the Kangaroo Baller by Adam Jackson and Adrian Lough, illustrated by Jake A. Minton, was read simultaneously in libraries, schools, early learning settings and homes across the country, uniting communities in a shared reading experience. National Simultaneous Storytime once again brought the joy of shared reading to life across Australia, delighting young readers nationwide. As one of the most anticipated literacy events on the calendar, NSS continues to highlight the powerful role that stories play in fostering connection, imagination and a lifelong love of reading.

Here at the library, we were excited to support this year’s celebration as our primary students came together to share in the reading of Luna Roo the Kangaroo Baller. Students were active participants throughout, enthusiastically calling out “You can do it!” each time Luna Roo’s name was mentioned and cheering a joyful “Woohoo!” during key match moments. This collective energy created a vibrant and engaging reading experience that truly captured the spirit of National Simultaneous Storytime.

Following the story, our Year 5 and 6 students took part in a creative and engaging activity, designing their own football jerseys inspired by Luna Roo’s passion for the game. This hands on experience provided a fun and meaningful way for students to connect with the text, express their creativity and celebrate the excitement and teamwork at the heart of the story. The library also supported NSS with themed bookmarks and a wonderful display of soccer reads, offering plenty of options for our budding fans to continue their reading beyond the event.

Events such as NSS not only promote literacy but also affirm the importance of storytelling as a communal act, one that brings people together and nurtures empathy, identity and belonging. We hope that our students thoroughly enjoyed meeting Luna Roo and that the accompanying activities enhanced their experience of this heartwarming and energetic story. National Simultaneous Storytime remains a powerful reminder that when we read together, we grow together.

From Words to Understanding: Five Years of Vocabulary, Inquiry and Impact

Last week I had the privilege of presenting at the National Education Summit here in Brisbane, sharing a body of work that has evolved over the past five years, three schools and two states. What began in 2021 as a response to disrupted learning during Covid lockdowns has since developed into a sustained, evidence informed approach to vocabulary instruction, grounded in collaboration, inquiry and the role of the teacher librarian.

In the early stages of this work, my fellow teacher librarians and I were grappling with a shared challenge. Students were returning to classrooms with uneven access to the curriculum, and many lacked the language needed to engage meaningfully with content. We began asking a simple but powerful question. How do we support students to connect with learning at their point of access? The answer, we found, lay in vocabulary.

Vocabulary is more than word knowledge. It is the foundation for deeper thinking, richer comprehension and academic success across all learning areas. Drawing on Vygotsky’s understanding of learning as a social process, this work has always prioritised scaffolded, collaborative learning experiences where language is explicitly taught, modelled and applied. Halliday’s theory of language as a social semiotic further reinforced the importance of teaching students how language works within different disciplines, enabling them to access and produce increasingly complex texts.

Central to my approach is the belief that vocabulary must be taught explicitly before students are asked to engage in close reading or complex content. This thinking is informed by the cognitive reading model of Stahl & McKenna, as well as Scarborough’s Reading Rope, both of which highlight the interdependence of language comprehension and word knowledge in skilled reading. When students do not understand key terms, comprehension falters. When they do, learning accelerates.

In practice, this begins with carefully curated text sets. By introducing students to genre based texts at appropriate Lexile levels, they encounter Tier 2 and Tier 3 vocabulary in context. This is particularly powerful in subjects such as science, health and the humanities, where disciplinary language can be abstract and highly specific. Seeing vocabulary embedded within authentic texts allows students to connect meaning to purpose, rather than encountering words in isolation.

From here, explicit strategies such as the semantic mapping and the Frayer Model are used to connect schemas and deepen understanding. This is especially effective for terms that students commonly misunderstand or struggle to define, which is often the case in scientific contexts. By unpacking definitions, characteristics, examples and non examples, students build a more nuanced and transferable understanding of key concepts.

Throughout this process, resource based learning has been essential. The library is not simply a place where resources are housed, but a dynamic space where literacy and learning are designed in partnership with teachers. As a teacher librarian, I have worked closely with colleagues to co plan units that embed vocabulary instruction within inquiry based learning. Together, we create literacy rich environments where students engage with ideas, language and content in meaningful ways.

What has been most powerful is seeing the cumulative impact of this work. When vocabulary is positioned as a cornerstone of learning, students become more confident readers, more precise thinkers and more capable communicators. They are better equipped to navigate complex texts, engage in disciplinary thinking and articulate their understanding.

Presenting at the Summit this year was an opportunity to reflect on this journey and to share practical, adaptable strategies with other educators. It also reinforced the critical role that teacher librarians play in leading literacy across the curriculum. Through curation, collaboration and intentional teaching, libraries can drive approaches that ensure all students have access to the language of learning.

This work continues to evolve, but the core principle remains unchanged. If we want students to think deeply and learn effectively, we must first give them the words.

Why Science Fiction Belongs at the Heart of a Literacy‑Led Library Program

As a teacher librarian, my work is grounded in a simple but firm belief: literacy and literature must remain at the centre of learning. That does not mean avoiding complexity. It means choosing texts and genres that allow students to encounter complexity in ways that are humane, accessible and developmentally appropriate. Science fiction, often misunderstood as niche or escapist, is one of the most effective literary tools we have to do exactly that.

Science fiction offers students a way to think without feeling interrogated. It creates space for ideas to be explored rather than defended. When students encounter ethical dilemmas, social questions or scientific possibilities through story, the focus shifts from right answers to thoughtful engagement. The speculative distance of science fiction allows students to examine power, responsibility, identity and change without the pressure of personal disclosure or immediate real‑world positioning. This is not avoidance, it is scaffolding.

From a literacy perspective, science fiction is particularly powerful for vocabulary development. Scientific, technical and abstract concepts are embedded within narrative, image and character rather than presented as isolated definitions to be memorised. Students meet words repeatedly, across contexts, wrapped in story. This kind of exposure builds depth of understanding, not just surface recognition. It is vocabulary acquisition without confrontation, learning without the spike of anxiety that can come with academic language when it is taught in isolation.

Narratives such as novels and picture books sit at the heart of this work, especially when introducing complex ideas. No one is afraid of a story! Narratives disarm resistance, invite curiosity and slow the reading process in productive ways. A well‑chosen science fiction narrative can introduce abstract ideas such as time, artificial intelligence, environmental collapse or ethical choice without signalling to students that something “difficult” is coming. In particular, science fiction picture books promote the use of imager to carry meaning alongside words, allowing students to construct understanding through multiple pathways. This multimodal entry point is particularly powerful for reluctant readers, EALD students and those who have not yet built confidence as academic learners.

Science fiction has always played a role in shaping how societies imagine the future. Long before deep‑sea exploration or space travel became reality, writers were exploring these possibilities through fiction. That imaginative work mattered. It still does. When students read science fiction, they are not just consuming stories about the future, they are learning how to think about possibility, consequence and change. They practise asking “what if” and “what next?”, questions that sit at the core of critical literacy.

In the library, science fiction becomes a bridge between disciplines. It allows science, ethics, language and social understanding to sit alongside one another rather than compete for space. This aligns deeply with socio‑cultural theories of learning that emphasise language, context and dialogue as central to meaning‑making. Stories give students a shared reference point from which rich conversation can grow. They provide a common text that supports talk, questioning and interpretation, all essential elements of strong literacy practice.

Importantly, science fiction asks students to rethink social dilemmas rather than simply react to them. By following characters through imagined futures, students can explore moral uncertainty, empathise with perspectives unlike their own and consider the long‑term impact of human decisions. This builds ethical imagination alongside analytical skill. It teaches students that thinking deeply is more valuable than answering quickly.

For me, promoting science fiction is not about chasing trends or genre enthusiasm. It is about literacy leadership. It is about selecting texts that honour imagination while strengthening language, that support curiosity without sacrificing rigour. Science fiction does not sit on the edges of serious reading. In a literacy‑led library, it belongs at the centre.

And sometimes, the most powerful way to begin that journey is with a story.

References.

BookTrust. (n.d.). Why children’s science fiction is so important. https://www.booktrust.org.uk/resources/find-resources/why-childrens-science-fiction-is-so-important/

Diyora, S., & Abduramanova, D. (2024). The role of science fiction in enhancing critical thinking and ethical imagination in education. ASEAN Journal of Science and Engineering Education, 4(3), 211–216. https://doi.org/10.17509/ajsee.v4i3.82480

Eason, A. (2024, February 27). The psychological benefits of science fiction. https://adam-eason.com/the-psychological-benefits-of-science-fiction/

Jones, E. (2020, May 24). Sci‑fi and fantasy build mental resiliency in young readers. JSTOR Daily. https://daily.jstor.org/science-fiction-builds-mental-resiliency-young-readers/

Halliday, M. A. K., & Hasan, R. (1989). Language, context, and text: Aspects of language in a social-semiotic perspective (2nd ed.). Oxford: Oxford University Press.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Engaging Families Through the School Library – Parent/Child Book clubs.

School libraries occupy a unique position within the educational ecosystem. They sit at the intersection of learning, literacy and community, and are one of the few spaces within a school capable of meaningfully engaging students, teachers and families alike. A recent Primary Parent–Son Book Club, held in the library and deliberately designed as a shared reading experience, provided a valuable opportunity to reflect on the role school libraries can play in fostering sustained family engagement in learning.

Research strongly supports the importance of parental involvement in children’s literacy development. While early childhood reading practices are often emphasised, evidence suggests that shared reading continues to have a significant impact well into the primary and secondary years. An article published in The Conversation synthesises international research demonstrating that when parents continue to read with their children after they have become independent readers, students show stronger reading comprehension, higher levels of engagement and more positive attitudes towards reading. The social dimension of shared reading, including discussion, questioning and the modelling of reading behaviours, is consistently identified as a critical factor in these outcomes.

More recent research further reinforces this connection between family engagement and reading success. Hu, Zhuo and Guo’s 2025 study published in Children and Youth Services Review examined the relationship between parental involvement and adolescents’ reading performance. Their findings indicate that parental engagement remains a significant predictor of reading achievement, even as reading increasingly occurs in digital and multimodal contexts. Importantly, the study highlights that meaningful involvement extends beyond direct instruction to include shared experiences, conversations about texts and visible valuing of reading within the home environment.

Parent–child book clubs hosted through the school library offer a practical and research aligned way to translate these findings into everyday practice. In this case, families met informally in the library, shared pizza and engaged in guided discussion around common texts. The term’s focus was historical fiction centred on World War II, with text choices designed to support Year 5 and 6 reading levels while also inviting deeper discussion around themes of loyalty, resilience and survival. Three text options were offered to families to allow for choice and differentiation, while maintaining a shared conceptual focus across the group.

Morris Gleitzman’s Once was selected as one core text due to its accessibility, emotional resonance and status as the first novel in a well established and popular series for young readers. Titles by Katrina Nannestad were also chosen, particularly for her sophisticated yet accessible use of language, syntax and narrative imagery, which strongly support comprehension, vocabulary development and cognitive engagement. A third option offered greater flexibility, with some families selecting narrative non fiction biographies and others choosing popular fiction titles connected to the historical context. Wherever possible, Australian authors were prioritised, reflecting a deliberate commitment to celebrating Australian voices and ensuring students encounter texts that reflect national perspectives and storytelling traditions.

From a library perspective, initiatives such as parent–child book clubs serve multiple strategic purposes. They position the library as a welcoming and inclusive space, reinforce families as active partners in learning and create authentic opportunities for shared literacy practices that extend beyond the classroom. They also provide a tangible means of embedding research informed practice into school wide literacy approaches, demonstrating how libraries can move from advocacy to action.

Engaging families through the school library strengthens relationships, builds a shared language around reading and reinforces the understanding that literacy development is a collective responsibility. As school libraries continue to advocate for their central role in whole school literacy, family focused initiatives such as book clubs offer clear, evidence based examples of how libraries can connect learning, community and research in meaningful and sustainable ways.

Lit & Lively – sharing stories

Lit & Lively, the school’s staff book club, is embracing the shadows this month with a gothic themed gathering titled April After Dark. This month’s meeting is centred around gothic literature, inviting staff to explore darker moods, mysterious settings, and stories that linger long after the final page. The format is welcoming and flexible. Staff read one shared text together, giving everyone a common starting point for discussion, before branching out into a range of gothic titles from the library collection. Each participant received a carefully prepared book pack, lovingly packed with the novels, a tea bag, and a chocolate biscuit, turning the reading experience into a small but meaningful indulgence during the autumn break.

April After Dark has also been a practical and creative way of using class sets that usually sit out of season. By repurposing these texts for staff reading, the library is reintroducing overlooked titles and highlighting how versatile the collection can be. Many participants have discovered books and genres they might never have explored without a themed invitation. It also reflects an important part of the Teacher Librarian role, which is not only to support students, but to guide and encourage staff in their own reading journeys and engagement with literature.

Through Lit & Lively, staff are gaining a deeper understanding of the breadth and depth of the school’s collection and reinforces the library as more than a curriculum support space. It is a place for curiosity, enjoyment, and reading for pleasure, modelling the reading culture we encourage in students.

There is also a strong wellbeing element. Reading for pleasure can act as a form of bibliotherapy, offering comfort, escape, and emotional renewal. Teachers often have little opportunity to read during the term, and the autumn break provides a rare pause to do so. Finally, Lit & Lively celebrates the social side of reading. Book clubs create space for conversation, shared reflection, and connection, reminding us that reading is often richest when it is shared.

As April grows darker, April After Dark reminds us that reading together can be restorative, enriching, and deeply human. Lit & Lively continues to affirm that teachers deserve time to read, reflect, and reconnect too.