​What an experience it was for SLANZA to be invited to present at the recent Australian School Library Association (ASLA) conference in Geelong at the end of May! This year's ASLA conference focused on celebrating and invigorating school libraries to lead education, empower learning communities, and explore new literacy and information management pathways. This made it an even more fitting stage for us to share findings from the recently released NZCER report, "School library spaces, resources, and services in Aotearoa New Zealand" that was commissioned by SLANZA-NLNZ Services to Schools steering group and funded by a grant secured by SLANZA. 

As members of the ASLR Steering Group and the SLANZA National Executive, we presented the report in a session titled "He Kete Mātauranga: School Libraries in Aotearoa – Research, Impact, and the Path Forward." Our presentation shared key findings and insights from the NZCER report, strengthening SLANZA's role in school library advocacy and research. This report highlights the current state of school libraries in Aotearoa, allowing SLANZA to better advocate for and shape our profession's future. 

Our presence at the ASLA conference felt important. It gave us a platform to share the work being done by SLANZA with a wider audience during the workshop "He Kōrero Tahi: Common Ground and Collective Challenges in Aotearoa’s School Libraries." These two presentation opportunities meant we could highlight the challenges and successes of school libraries in Aotearoa and contribute to the global discussion about the vital role libraries play in education. 

Beyond the presentations, the conference offered chances for networking. We made the most of every interaction. Connecting with Australian colleagues, sharing ideas, and learning from their experiences was enriching. We've found these informal discussions often spark some of the most valuable insights and collaborations. 

The conference was also a good chance for relationship building with ASLA. Strengthening our ties with our Australian counterparts helps both organisations, opening doors for future collaborations, shared resources, and a more unified voice for school libraries across both nations. The collegiality and shared passion for school libraries were clear, creating a sense of community. 

It was also good to have a chance to have a face-to-face catch up with our SLANZA Business Members at the conference. Their continued support is important to our organisation, and being able to speak to them in person provided us with a chance for further engagement and strengthening those partnerships. 

For us, the ASLA conference was a big success for SLANZA. Presenting the NZCER report was a testament to the dedication and hard work of many within our organisation. Our presence allowed us to showcase significant research, build vital relationships, and reinforce SLANZA's critical role in supporting school libraries in New Zealand. We're excited to continue these important conversations and collaborations as we work towards an even brighter future for school libraries. 

Kirsty Adam & Sasha Eastwood 

Hundreds of thousands of students are missing out on the resources they need to succeed after new research exposes significant, widespread inequities and disparities in access to school library services across Aotearoa.

This latest research was conducted by the New Zealand Council for Educational Research (NZCER), on behalf of the School Library Association of New Zealand Aotearoa (SLANZA) and National Library Services to Schools. In response to this report SLANZA calls for urgent action to ensure every child has equitable access to the resources needed to achieve their reading and learning potential. 

“Students attending small schools, rural schools, as well as those in communities facing higher socio-economic challenges, are disproportionately affected, often missing out on access to school library spaces, resources and services," says Sasha Eastwood, SLANZA Interim Manukura | President.

Compounding these inequities, the research highlights clear disparities between the expectations of school leaders and their ability to provide access to a library and specialised librarian.

“While many principals recognise the vital role that libraries and specialised librarians play in supporting student learning and wellbeing, insufficient funding and competing priorities often prevent these goals from being achieved,” explains Sasha.

“Previous research has shown that school libraries contribute to increased student achievement, greater reading engagement, and improved mental health - all of which are key cross-government priorities. Dedicated funding is essential to secure equal access for all students in Aotearoa, regardless of their postcode,” says Sasha.

SLANZA urges the government to mandate that every student have access to a well-resourced school library and a specialised librarian, to ensure that all students will have equitable access to the resources needed to achieve their reading and learning potential.

Contact: Sasha Eastwood, SLANZA Interim Manukura | President [email protected]

Link to the research: https://www.slanza.org.nz/school-libraries-research-project.html

In December 2023, SLANZA and the National Library’s Services to Schools began this collaborative research project, with the New Zealand Council for Educational Research (NZCER). 
The first report from the project is available today. 
You can find all our updates about the project here. 

The overarching goal of the project was to strengthen the knowledge and evidence base around school library provision in Aotearoa New Zealand. 
The aims of the project were to: 

• provide up-to-date evidence about the impact of effective school library services, as well as identifying the gaps and challenges that exist across the country 

• identify successful strategies that schools are using to focus resources and effort effectively in different contexts 

• engage and influence policymakers, principals, school leaders, boards, teachers, and wider school communities—with the long-term goal of supporting literacy, learning, wellbeing, and equity for all young people in Aotearoa New Zealand. 

​How the research was done 
There were two phases to the research: a nationwide survey conducted in June-July of 2024, and in-depth case studies with 6 schools. 
The survey 
An invitation was initially sent to around 75% of all English medium schools — 1831 school staff who we knew were involved with their library in some way. Later, an extra 239 schools with a high schooling equity index (EQI) — those with many or most socio-economic barriers to achievement -- were invited, to ensure these schools were adequately represented. In the end, we had 659 responses – this is 34% of all English medium schools, and it includes 20% of all high equity index schools. 
The case studies 
These were designed to highlight effective library practice and provide deeper insight into what is working well in different school settings. Six case study schools were chosen, ensuring they included a range of school types, equity index, ethnicity, location, and geographic spread (including North and South Islands). NZCER interviewed more than 50 people including library staff, teachers, school leaders, and students. 
Different ways to measure library impact 
Research findings from the survey and case studies help us understand people’s experiences with their school library -- how they think and feel about the value of the library and its services, at a particular point in time. The findings include personal stories, opinions and perspectives, which are important for understanding the role libraries play in school communities. 
Our research project was not a long-term (longitudinal) study, looking for evidence of change. Such an approach looks for cause-and-effect relationships and provides evidence of long-term impact. Longitudinal research would track data over time to see whether library services led to measurable changes, such as improvements in literacy, education outcomes, or student wellbeing.  
Both types of research are valuable, for answering different kinds of questions. This project contributes to the existing body of data, research and evidence about school libraries, including local and international studies. These sources together provide useful insights and help create a clearer understanding about school libraries in Aotearoa New Zealand. 

What next? 
Using the report 
We encourage you to read the report and: 

• consider which findings or themes resonate with you 

• benchmark your school library with the findings from the research 

• are there things you’re doing well, or do you see opportunities for change and improvement? 

• get in touch with us if you have: 

• any questions arising from the current research 

• feedback to share about the report 

• ideas for related resources you’d find useful for school library advocacy. 

Extended and expanded research project 
The research project has been extended through to the end of 2026. This gives us the opportunity to: 

• have ongoing discussions with stakeholders about the research findings 

• explore how libraries look in kaupapa Māori education settings 

• we are at the planning stage with this and will be involving other people and organisations who need to be part of that journey. 

Help us build the knowledge and evidence base 
In Term 3 we’ll be conducting the next national survey of school libraries in Aotearoa New Zealand, and we want to hear from as many schools as possible. You can help now by letting us know your key concerns or questions about school libraries so that we can ensure the survey will capture data relevant to these. 
 
Contact 
To get in touch with the project steering group about the report or the upcoming 2025 school libraries survey, please email Sasha Eastwood [email protected].