I have always been fond of reading. I distinctly remember a time I approached my librarian in primary school seeking something more challenging to read. I had read some of the so called classics, Anne of Green Gables, The Adventures of Tom Sawyer and Broken Fang to name a few. It was at this point my librarian introduced me to Louisa May Alcott’s Little Women. It was amazing. It was the right challenge I needed at the time.

As a TL in a small school where reading had often been met with reluctance, in part due to the low learning abilities, I was always, and continue to do so, thinking and reflecting: what can I do in my library space to promote reading that is engaging, appropriately challenging and inspiring?

Reflecting back on my personal experience described earlier, I can see how the driver’s of change for the future of literacy engagement is not limited to the TL or children themselves. In my own school I am seeing a steady increase and positive attitude to reading and the opportunities literature provides. Students are seeking my expertise and knowledge in book recommendations, borrowing has significantly increased within the last few years. Of particular note, the restrictions presented by COVID-19 only made students more eager to literally get their hands on books. Borrowing has surged! I have since begun, what can only be described as book talks with less familiar texts, supporting discussions about genres, content and characters to name a few. I have set myself the challenge of reading a number of books myself to demonstrate to students that initiatives such as the Premier’s Reading Challenge can be achieved. These small changes are noted by students and fellow staff. Staff, similarly, are observing a shift in attitude to reading. By supporting the staff in recommending texts for inclusion in their teaching program, students are able to observe quality literature in all areas of their learning.

Children’s literature is changing. This is evident in the number of new books available in the market. The challenge is to maintain this momentum. Children will seek new books, new content or at the very least ‘something to read’. Teachers, parents and caregivers can support this yearn for language in providing literature for students. Author’s can continue to create quality literature by capturing content in new and creative ways. A key challenge for author’s then is to ensure their content is engaging. By recognising trends observed by children and so called gaps in information about particular content, author’s are best placed to shift the stagnant mentality and approach to reading. This is not to say author’s need to follow a particular ‘fad’. Quality children’s literature will last the through the ages, texts that have children coming back again and again and clamouring for more.

What is my vision for the future of children’s literature? I’d like to think that all children with a book in hand is a common and mainstream occurance. Imagine a place where children are excited by language in all facets of life. Literature that is filled with insight, that is clever, that explores imagery in creative ways posing questions of wonder, thoughts of awe and intrigue.