The Softlink 2024 Australian School Library Survey Report (2024) provides a snapshot of the state of schools libraries in Australia, and offers some insights into the challenges faced by Teacher Librarians and how these might impact their collections. We are living in a rapidly changing information landscape – which brings challenges in technology, teaching approaches, resources, and new ways the publishing industry is providing and charging for the resources they supply (Charles Sturt University, 2025). In reflecting on the report, I was amazed by the high percentage of school library professionals surveyed who stated that their libraries do not hold any eBooks, e-audiobooks, or electronic database subscriptions in their collections.
Students need the opportunity to experience a range of resources in a variety of formats, not only to prepare them for the complexity of the information landscape they will find outside of school, but to also support a range of different learning modes. The TLs role has evolved to support and enable this learning and preparation (Charles Sturt University, 2025).
Library collections increasingly include digital resources and electronic database subscriptions alongside physical resources to support this need and reflect this new information landscape. However, the 2024 Softlink Report indicates that 60% of school libraries surveyed overall do not include eBooks or e-audiobooks in their collections, and 61% do not include subscription databases. Split into school sectors, a slightly different picture emerges. For Catholic schools, 38% indicated their collections held no eBooks/e-audiobooks, and 46% no subscription databases. For Independent schools the rate was 39% with no e-Books/e-audiobooks, and 28% with no subscription databases. It is worth noting here that survey feedback around budget correlated with these numbers – a lower percentage of government school respondents indicated that they felt their school library was adequately funded (43%) than Catholic schools (63%) and Independent schools (59%).
For all school libraries surveyed, the reason most given for a lack of both eBooks and database subscriptions was budget, followed by a lack of interest from students and school leadership, then a lack of clarity about how these resources work.
The function of TL as advocate is critical here – as without understanding and awareness from school leadership about the importance of a technologically diverse and evolving collection, budget is less likely to be allocated for it. Increased demand from students may also support the case for incorporating more diverse resource formats, however if students have no awareness or experience of such resources they are unlikely to ask for them.
This is a challenge – how to create demand for resources not yet in place, and how to demonstrate this need to leadership and the holders of the purse strings, when there is no demand. Students can’t ask for what they don’t know they need, nor can teachers! Even when faced with the challenge of inadequate budgets and staffing, it is up to TLs to stay ahead of the evolving resource landscape, advocate for a hybrid collection, and help teachers and students get the most out of it.
The report also highlighted possible need for greater support to help TLs become more effective advocates. When asked how the library and its resources were promoted in their schools the overwhelming top response was “school library displays”. More active and direct promotion avenues such as “staff meetings” and “visiting classrooms” came much lower, which may indicate a need for greater support for school librarians in how to actively and effectively advocate for their library.
Charles Sturt University. (2025). Introducing the school library collection [Topic 1.1]. ETL503, Brightspace. https://learn.csu.edu.au/d2l/le/sequenceLauncher/50305/View
Softlink Education. (2024). 2024 Australian School Library Report. https://www.softlinkint.com/resources/reports-and-whitepapers/