SLANSW Summit - May 2026

Back on May 16, I attended a School Library Summit at the senior campus of Abbotsleigh School at Wahroonga.

I have not missed a summit since they began in their current format in 2018, and this one would rate as the best I've attended to date.

The summit was literacy-focused on the theme All the Literacies: Read, Discern, Discover. 

The speakers were excellent and made us reflect on how we promote literature, how we promote a positive reading culture, the benefits of reading (educational and well-being), how we promote deeper reading, and, for me, how can we improve information literacy to help our students counter misinformation. 

For me, the key "take-away" points from the summit were:

• Focus on developing the cultural diversity of my school's picture collection, given the wide range of cultures represented in my school's student population.
• Use picture books to promote intercultural understanding.
• Acquire and promote picture books that promote diversity across society, e.g. disability.
• Experiment with fun and engaging strategies to encourage students to read. Consider running an audit of how reading is encouraged at the school.
• What strategies could I identify to improve information literacy to effectively counter misinformation?
• Poor reading is associated with lower well-being, according to research. The question I need to ask back at school is how I can respond and apply a research model focused on six strategies to support reading engagement.
• Books of nostalgic appeal are gaining popularity. We have a classics display stand (permanent display) with a selection of classic novels. How can we enhance the appeal of classics, or even popular reads from certain periods, e.g. Millennials or Generation X?

Unread Books

 

Source: Gilmour, C. 2026. "Hoard habit to break: Confessions of bibliomaniac". The Sun Herald, February 22: 37.

I read this article a few weeks ago, and like Cherie (and many others), I like to buy books because I want to read them, but sometimes time catches up with us. The late Clive James (1939-2019), I remember, admitted in a newspaper feature years ago that he had many books he had bought but never had time to read. It has been the same with me. Quite often, I am distracted by the offerings of local libraries and even the school library (whether I want to read it for enjoyment or for my work).

Some suggest that there are people who "hoard" books and that it's a bad thing, especially if the books remain unread. Studies have shown that households that have their own libraries can foster reading and literacy skills in children. Just having books around may tempt a person to read. I'll admit, one reason I enjoyed reading as a child was shaped by the presence of books in my house, particularly the bookshelf in one of our corridors at home or even books in the homes of family members. It was my way of passing the time, especially since I was not a social kid and could get bored easily.

School Libraries can sometimes be seen as hoarding books, though there are mechanisms in place, such as weeding, that allow for a well-maintained, utilised and current collection. Sometimes schools that have engaged in significant weeding of a collection can still be labelled hoarders, but the question has to be asked: why? Space on shelves has been freed up, sometimes shelves even removed, and more space is available for other uses, but a fail grade is still issued. 

Reflecting on Cherie's quote:

Unread books represent the electric promise of knowledge or stories yet to be known

There are unread books in our libraries. Some may have been popular a few years ago and well borrowed, but have lost their appeal, while some books simply never are borrowed at all. What could we do to promote them?

• A book display "If you enjoyed reading xxx, you will enjoy this one."
• In a thematic book display, promote the well-read, but add a few of the unread ones or ones that have been unread for some time
• Non-fiction - promote their usage more actively if you do not already do so
• Include them on a reading list as recommended reads. Students do love to read books that have been recommended to them.

Also, studies have shown that students are also more likely to engage with books if they work in the presence of them, e.g. the campfire layout of school libraries where students can work at tables with books on shelves surrounding them 

Recommending Books to Students

Last Tuesday, I attended a webinar faciliated by SLANSW focusing on recommending books to students and it was encouraging to listen to see how other teacher-librarians support students in recommending books.

One teacher librarian who works in a secondary Catholic College near Newcastle shared how she is using reading ambassadors to encourage students to read. She has asked 10 students who are passionate readers to be part of her initative. The students have an opportunity to read new books before they are available for students to borrow along with them being allocated to a specific Year 7 English class. 

They also share with other students their favourite books, genres and what they currently read along with their personal recommendations.

I thought the approach was excellent because I have believed strongly that students are more effective at recommending books to their peers than teachers. While as teachers, we may know our students well and their preferences, students like to do other students do. With reading, students are more likely to read if other students read.

It could be something that I would like to do down the track with a group of students because I think it could yield rewards long term.

I was also introduced to the 'book bots' which have been introduced in a number of primary schools. I am hoping they will become available in secondary schools because I think it will simplify the process of choosing a book from the library collection and has proven to engage even the most reluctant readers in reading. I do have a link which explains how a 'book bot' works.

10 Must Reads - Posters

Last Term, while relieving for two teacher libarians at a Sutherland Shire High school (they share one full time position and took separate periods of leave ), I decided to create posters to promote literatuer featured in the different genres that comprise of the fiction collection, excluding the general fiction collection.

Normally, I would have created a "Recommended Reads" brochure to promote literature but decided to attempt a visual approach through the posters and identify ten items that would be suitable and enjoyable for the students. If there the item was part of a series, I would promote the first book and then list the series underneath to open up further reading options, should the student enjoy reading the first book.

Click here to access the Google Drive folder.  

The library assistant did a great job in creating a book display to promote the items featured. Due to COVID-19 restrictions in Sydney, remote learning, but also the conclusion of my work at the school, I cannot provide any feedback on the success of it, but it is a step forward.

Concerns over Reading for Pleasure

Yesterday, The Australian published an overview of the findings from OECD, 21st‑Century Readers: Developing Literacy Skills in a Digital World.

It was concerning for Australia. The research established that increased internet usage was leading to a decrease in students reading for pleasure. 32% of Australian teenagers felt that reading was a "waste of time" and 58% read because "I have to". 

Reading for pleasure has been linked to performance in reading scores. Those who read for pleasure received scores up to 86 points higher than those who dont read. 

With Australia slipping against other OECD countries in reading scores and rankings, this is suggesting that engagement with reading amongst children is on the decline.

The research also identified that teachers contribute towards higher reading scores if students were required to read texts e.g. set text or read one book per fortnight and if the texts contained more than 101 pages. It also encouraged reading for pleasure.

Click here to view the article (You will need to be a subscriber to The Australian) to access the content.

Wide Reading - Reading boxes

This week, I made a decision to apply a strategy that worked effectively several years ago when running secondary school wid reading sessions.

While it is great to see libraries with shelves full of books, some students might find their choices to be overwhelming. This is normal behaviour for humans as sometimes making a choice between many options can be difficult.

Sometimes it needs to be narrowed down, especially if kids are reluctant readers or require direction.

Yesterday, I had a small group of students from a Year 9 English class drop in for a wide reading session. Their teacher indicated that they can only read at a stage 2 level. I am already aware that options are limited for recommending books at that level and currently ordering more items suited to those students.

But I managed to load up a small cubed trolley with a selection of books - many with illustrations, humour or short stories. I even threw in graphic novels.

I placed the books on the table and students were allowed to choose books from the table to read. A few elected to browse the shelves to broaden their choices.

I was impressed with the response to graphic novels with three students (out of nine) electing to give a graphic novel a try. Their teacher was impressed with the choice of manga that requires them to read from back to front.

Futurology Books -

I recently completed reading Never in a million years by Ivor Baddiel & Jonny Zucker. It explored failed or impossible predictions made in the past by people from various sources including newspaper and magazine reports and books.

It bought back memories of one book that I borrowed from the school library on several occasions in primary school - Future Cities: Homes & Living into the 21st Century. The book was published in 1979, but the book was still available in the 1990's. I loved it because of its predictions and even then believed that it was going to happen in time.

You can view some pages from that book by clicking here.
They predicted that the Olympic Games would be held this year on the moon. Wont be happening. Its just a battle for the United States to get man back to the moon by 2024.

It made me think - even though books like this are dated, it would be great if they could be republished. If a library still has copies of futurology titles I would try to avoid throwing them out if possible especially if they contain illustrations. There is a history behind futurology as well. Never in a million years while not a history about futurology, does dwelve into the past. People would love to know what past generations thought about how we may be living today.

I think in a school library, they would be good for two reasons:

• Recreational reading - People are curious about the future and would cater to fans of Science Fiction or may trigger an interest in Science Fiction.
• Allows students to engage with Science and Technology, especially if they are not interested in
  Science. One aspect of Science that I liked was astronomy and futurology books were connected with space.

Children paying the price of library shutdowns (SMH Article by Ursula Dubosarsky)

A few weeks ago, Children's author and Australian Children's Lauerate Ursula Dubosarsky wrote a feature in The Sydney Morning Herald focusing on the impact of library shutdowns on Children.

Since this article was written, all students have resumed schooling on-site, even if it is just for one day per week. Some have opted to bring all students back with normal classes each day.

Fortunately (unless directed to), school libraries can still open, but there may be restrictions in place e.g. numbers may be capped during break times). Students can still borrow books.

There may be schools where classes (unless timetabled) may not be permitted to access the library and contain students to normal classrooms to minimise movement around the school.

Primary Schools at this stage from the information that I have cannot have normal timetabled library lessons which deprives students of that opportunity to borrow new books to read but also engage with the library. From the times that I have engaged with primary school students, they love their library lessons (especially kindergarten kids) and the thrill of choosing a book to read and then enjoying the thrill of reading the book. We should at least aim to give them time to borrow and return a book. In high schools, some teachers will send the students in small groups to borrow. I remember in Year 6, my primary school library decided to barcode the entire collection and we were only allowed into the library for borrowing (Yours truely assisted as he was a library monitor at the time).

I have been supervising Stage 3 students at a local primary school in the Sutherland Shire on a part time basis and have been impressed by the teachers requiring their students as part of their online learning to spend 20 minutes reading each day. The kids that are at school start off their day with it. Great Work!!! Even had some great conversations with the students about their reading choices.

While some schools have access to eBooks for students, others don't and that places students at a disadvantage given that eBooks are better alternative than reading nothing at all and I hope that this pandemic leads to every school offering its students an eBook collection. While the preference for reading is print form, there are some situations where eBooks do provide an advantage over print. At least a child is reading.

Every person - Teachers, parents, family and friends all have a role to encourage of our children even with the limitations with access to libraries (public and at school), that they should read each day. Explore the alternatives like eBooks. Read a newspaper or magazine if a book is not available. In NSW, book stores are still open. Invest your money in a good book. Reading will underpin success in life.

Restrictions may be easing, but its not too late to embrace reading.

For our public libraries - Please explore ways to allow people to still borrow. Follow the lead of the Northern Beaches Library and provide a "click and collect" service.

Tip: While Discount Department Stores (BigW, Kmart & Target) provide books at great prices, I find that QBD offer a great selection of books at discounted prices and often for books that may not be sold at those stores.

Cover 2 Cover Challenge

The Cover 2 Cover wide reading challenge at my school is underway.

The mood in the library is becoming electric, especially with the guessing competition where students can win prizes if they can correctly guess the favourite books of selected staff. It's a great way for my colleagues to share their reading preferences and experiences with the students. I have learnt what my colleagues enjoy reading too.

I have prepared recommended reads brochures that will award two points if a book on that list is read and reviewed (via a reading log) or 4 points if they select a book recommended by the teaching staff. It gives a bit of a challenge. If they want to read an item that is not listed, they can earn one point per book read, but can only read five books not listed.

It is a pilot project for my colleagues and I, but I will say how much fun its proving to be so far. Getting the students to read is the big challenge, but there are going to be some prizes on offer for those who either read the most books and/or earn the most points.

The need to read for pleasure

The Weekend Australian recently published an article by Rebecca Urban on recent comments by the headmaster of the SHORE school in Sydney - Tim Wright in a school newsletter.

He was concerned that boys were too dependent on social media and online news and that it could impact on their intellectual development.

Also, he has challenged the boys to read better quality books and challenge themselves in their reading.

I agree in particular with this statement:

“Reading develops your imagin­ation, emotional skills and reasoning power. If I am a reader and I have chosen my reading wisely I will see through simplistic slogans, facile arguments and tinsel values. I will understand more completely the perspectives of other people and I will not believe in unidimensional solutions­ to life’s problems.”

I really believe that you can get great insights into the state of our world or how others see the world. I for one have believed that literary works have an underlying message that an author embeds about the world. Bear in mind that great literary works have affected historical change.

For example, Charles Dickens through his novels highlighted the atrocious conditions that workers were subjected to in 19th century Britain. That would influence improvements in working conditions and has helped each of us work in safe workplaces today.

Many teen fiction novels today are based on real-life experiences. One can gain a real understanding of the issues facing teenagers by reading the novels. In fact, they have led to a public debate on the issues themselves. This is great for the progress of society

As there is a firewall for access to The Australian online, click here to view a pdf copy of the article.

Being passionate in our reading!!!

Teacher Librarian's have a challenge in motivating students to read.

But how they will they be encouraged to read if we as teachers don't role model the right behaviour.

I have been reading some accounts by students of why they enjoy reading. They are encouraged to read because the teacher demonstrates their passion for literature whether it might be through the exciting and engaging manner in sharing stories (changing voices etc, making students laugh) or sharing why they enjoy the book.

While I am good at enjoying reading for pleasure, I at times have neglected to share some of the passion I have for literature.

I may share with others what I am reading, but do I or the students themselves understand why.

I may tell students that I read the book, but not give reasoning as to what made it a great book.

It is even suggested that I share my experiences of how I came across the book or even the version that I have e.g. autographed editions and collectors editions to motivate them to read even more.

My challenge is to share with my students what makes the book a great read. It should not just be who the book appeals best to, but why.

Make your challenge too.

Kids & Family Reading Report

I am working my way through the Kids & Family Reading Report which has been published by Scholastic.

So far I have been quite surprised at some of the findings and the enthuaism that kids have for reading, even if it is not being visibly expressed.

Yes the results drop through secondary schooling, because more time is required for one to engage in academic reading and study.

But one element of interest to me is how nearly three quarters of kids would read more if they could find more books that they like.

I have to remind myself about knowing the students, their reading habits but also their interests. I have noticed in partticular that conversations that you have with students in the library are important to guiding students.

Suggested reading lists are always a good key because the popular or related items can easily be listed and identified. I have done that with the NSW Premiers Reading Challenge at Waverley College and the response from the participants has been very good. They actually asked me questions about the books and being able to recommend the item (or not). Why do a reading list? It can act as a guide given the overwhelming choice of books that a school library can offer these days.

I have noted it before, but if a student is a reluctant reader, I always ask them what their interests and hobbies are and then try to find a suitable book/s for them to read. I have found that they are more likely to engage as a result.

Also, getting kids to read is about giving them choices, like allowing one to read non-fiction if they wish instead of fiction. restrict Narrowing choices can put one off reading.  Neither, would I ever recommend what I have seen one English teacher do at one school - make their students select from one of two books to read and use poor behaviour as justification for that. If a student can choose what to read, won't they be more likely to do what is required?

Reading and Cognitive Abilities

Interesting article in todays edition of The Australian which links reading for pleasure with higher levels of cognitive ability.

It does link into my recent entries on DEAR and I've actually shared it with students in my reading sessions. Reading can improve one's literacy skills and how they express themselves. Also when they read they gain insights into the world around them. They can link with what they read with their learning.

I think my interest in reading newspapers and magazines as a youngster on a daily basis helped me gain an understanding of the world around me. I recall a comment by my year seven English teacher at Marist College Penshurst, Mrs Morrissey of my ability to use my general knowledge to aid me in completing work in class.

In the HSC, I remember keeping folders of newspaper articles that I had read and when exam time came, out came the folders and was able to use them to support responses etc.

I actually do encourage students to read a newspaper when they can.