In establishing our new school library this year, I devoted much thought and consideration as to how I would respectfully include First Nations voices throughout the collection. Instead of creating a separate, isolated section, I integrated First Nations texts within relevant subject areas of our genrefied non fiction collection. I felt this approach ensured that these voices are not marginalised but rather woven into the fabric of our library, fostering a more inclusive and diverse representation across various genres and topics. Recognising how teachers naturally search for resources, I strategically placed them within the context of their relevant units. For example, in a unit on the solar system, teachers would navigate to the non fiction section on ‘Space’ rather than the First Nations collection. Within that section, they can easily find resources like Deadly Science: The Solar System, edited by Corey Tutt, identified with a distinctive First Nations sticker, ensuring seamless integration into the broader curriculum. Similarly, Walking in Gagudju Country: Exploring the Monsoon Forest, by Diane Lucas, Ben Tyler and Emma Long can be found in the topic area on ‘Biomes & Ecosystems’. This concept extends to the genrefied fiction collection, too. For example, Wylah: The Koorie Warrior is suitably located within the ‘Fantasy’ collection, with its identifying First Nations sticker also.
3.1 – First Nations Inclusion in the Collection
