Month: August 2025

Our school library is heavily used by students, both before school and at break times, as well as by senior students during their study periods. We are so full sometimes that we have a roster for our Junior year groups, requiring students in other year groups to borrow a ‘library pass’ at their non-roster break times in order to come to the library. While this is a fantastic problem to have, as it means the library is an important and valued resource in the school, it requires some creative thinking to maximise the space to meet different student needs.

 

To include student voice in the re-design process, student interviews and surveys would be a useful strategy. We already utilise surveys to gain feedback from our students regarding their Library lessons, including questions in these surveys to gather data on our students’ thoughts and preferences for the physical library space (Hughes, 2019). This would be an efficient and effective method to include students in the design process. Informal interviews with our regular library users would also provide more detailed feedback and ensure that the redesign was informed by student perspectives, and encourage ownership and a greater sense of belonging (Nastrom-Smith & Hughes, 2019).

 

We regularly communicate with the school community through a number of platforms. Our school newsletter, which is published via our Parent Portal fortnightly, would be a key avenue to update parents on progress (Hughes, 2019). We utilise Google Classroom as an internal communication tool, and student updates, in addition to seeking feedback throughout the design process, could be facilitated through this medium.

 

References

 

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/

 

Nastrom-Smith, C. & Hughes, H. (2019). Participatory principles in practice: Designing learning spaces that promote wellbeing for young adolescents during the transition to secondary school. In Franz, J., Hughes, H., & Willis, J. (Eds.), School spaces for student wellbeing and learning: Insights from research and practice (pp.199-219). Springer.

Since commencing in the role of TL at the beginning of this year, I have developed programs of Library lessons for the current Year 7 and Year 9 cohorts, supporting the English teaching program and integrating elements from the Information Fluency Framework, Cross Curriculum Priorities and General Capabilities. Opportunities for collaboration have been embedded in these lessons. As the Year 7 Library program comes to a close and I reflect on its successes and areas to improve for next year, the need to enhance the physical space in the Library used for the delivery of these lessons has become clear.

The present teaching space provides very limited flexibility, consisting of ten tables that sit four students each and are not easily manoeuvrable. Ideally, this space would have a variety of furniture options, allowing for students to distance themselves from the group when focusing on specific individual tasks but easily able to come together for planning and discussion, creating an area that is “both differentiated and integrated” (Lippmann, 2015). Addressing the need for a library space that functions as an area for effective collaboration supports General Capabilities from the Australian Curriculum, particularly in the area of Personal and Social capability. Collaborative learning tasks help students to work productively in groups, contributing to decision-making, communicating with peers, and overcoming challenges.

Additionally, the wider school community would benefit from a library space that enhances collaboration. At non-class times, this space would enhance the role of the library as a “third space” for students (Lehmann, 2024). During Senior Study periods, this space would also serve as an alternative study area for small group study, ensuring these students did not disturb students undertaking independent quiet study. Given the current focus for NSW DoE schools on HPGE, the creation of a space more conducive to collaboration could allow for an alternative teaching space for classroom teachers to provide an adjusted learning environment to better meet the needs of their students.

References

ACARA. (2025). F-10 Curriculum | V9 Australian Curriculum. Australiancurriculum.edu.au. https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/personal-and-social-capability?element=0&sub-element=PSCSEAA

Lehmann, S. (2024). Reimagining the library of the future. From social condenser to community hub to regenerative design. Public Library Quarterly, 43(2), 223-259.

Lippman, P. (2015b). Designing collaborative spaces for schools. The Education Digest, 80(5), 39-44.

NSW Department of Education. (2023, October 6). Differentiation adjustment tool. Education.nsw.gov.au. https://education.nsw.gov.au/teaching-and-learning/high-potential-and-gifted-education/supporting-educators/implement/differentiation-adjustment-strategies

New South Wales Department of Education. (2022). Information Fluency framework. New South Wales Department of Education. https://education.nsw.qov.au/teachinq-and-learninq/curriculum/school-libraries/teachinq-and-learninq