A strong reading culture transforms the library into more than a book repository, it becomes a vibrant hub where reading is valued, visible and shared. In many schools, Stage 3 students (Years 5–6) are at a critical point in their reading journey. While many can read competently, competing demands from devices, social media and extracurricular commitments can diminish reading for pleasure. Research shows that library environments that are attractive, accessible, and purposefully designed can reignite engagement with reading by providing students with positive, immersive experiences (Whiteside, 2021; Hughes, 2019).
A dedicated reading space within the library can address this need. Drawing inspiration from the St Joseph’s College Reading Room project, such a space could include comfortable lounge seating, curated front-facing displays, and inspiring literary quotes chosen with student input (Whiteside, 2021). By involving students in the design process through participatory approaches, as advocated by Hughes (2019), the space reflects their voice and fosters ownership. This aligns with the General Capability of Personal and Social Capability, as students collaborate, contribute ideas, and respect diverse reading preferences, and with Literacy, as they develop a richer engagement with texts in varied formats (Australian Curriculum, Assessment and Reporting Authority [ACARA], n.d.).
The intended outcomes go beyond increased borrowing statistics. The space promotes wellbeing by providing a calm, technology-free retreat which supports critical and creative thinking through diverse text exposure along with strengthening community by celebrating shared reading experiences. When the environment invites students to enter, stay and return, as Tuohy (2021) suggests, it not only builds individual readers but also cultivates a school-wide reading culture.
References
Australian Curriculum, Assessment and Reporting Authority. (n.d.). General capabilities. https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/
Hughes, H. (2019). (Re)Designing the library through school community participation. Connections, 111. https://www.scisdata.com/connections/issue-111/re-designing-the-library-through-school-community-participation/
Tuohy, M. (2021). Designing school library spaces. Synergy, 19(2). https://slav.vic.edu.au/index.php/Synergy/article/view/492
Whiteside, J. (2021). The St Joseph’s College Geelong reading room quotations project. Synergy, 19(2). https://slav.vic.edu.au/index.php/Synergy/article/view/497
Great comments and thoughts. It does seem that the change in societal modes is reflected in the determination of a ‘friendly and welcoming’ environment and libraries must continue to morph into the new frameworks required.