School libraries Stakeholder Hui

On 5 November, the project steering group hosted a stakeholder hui at the National Library of New Zealand, in Wellington. The hui brought together representatives from across the education, library and literacy sectors. It was an opportunity to talk about the future of school libraries in Aotearoa and how we can work together to make sure every student has access to effective school library services. 

The research project so far 
In 2024, SLANZA and the National Library commissioned NZCER to research school library provision in English-medium schools. The key findings from their report, presented at the hui by lead researcher Sue McDowall, gave us plenty to think about. 
School libraries aren’t compulsory in New Zealand schools, so investment in spaces, collections, and staffing varies hugely. 
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The NZCER research found that: 

• Most responding schools have a library space (81%) and offer services to students (97%), but the quality and scope differ. 

• Equity is a major issue: small, rural, and low-decile schools are less likely to have a dedicated library space, qualified staff, or strong collections. 

• Leadership matters. While 90% of respondents said their senior leaders value libraries, only half said the library is included in the school’s strategic plan. 

• Libraries support wellbeing, reading for pleasure, and curriculum learning – but funding and changing attitudes to reading are big challenges. 

One quote from the research summed up the challenge: 
“Our library is seen as an optional ‘nice to have’ amenity, and its value as the school’s heart of literacy is not recognised.” 

And the contrast, from a school where leadership gets it right: 
“The SLT has explicitly built a reading culture—a whole-school approach—for teachers and students. They encourage staff reading and book recommendations. Books are promoted in assemblies, the SLT is an active presence in the library, and we have a great budget!” 

The atmosphere in the room 
The hui felt collaborative and energising. From the opening karakia to the final reflections, there was a strong sense of shared purpose. People came ready to listen, learn, and contribute. The mix of perspectives – from principals, teachers and librarians to publishers, researchers, and advocacy groups – made for rich discussion. 
People wanted to know more about the role of boards of trustees, the impact of librarian expertise, and how school libraries – and library services – can support diverse learners and learning needs. 

There was urgency, too. As one participant said: 
“We can’t keep waiting. Every year we delay, more kids miss out.” 

Post-it notes filled the walls with ideas, and conversations spilled over into breaks. It was clear that while the challenges are real, there’s also a collective will to make change happen. 

The conversations that followed 
The hui wasn’t just about listening – it was about sharing. Each session of the hui helped build a shared understanding of the school library landscape in Aotearoa, including some of the unique features influencing school library provision here, from the long-established policy settings to the large number of very small schools. We heard from school librarians about their day-to-day work, from managing collections to supporting wellbeing and technology. We listened to Manchester Street School’s story of building a whole-school reading culture, even under tight budgets.  
Small group discussions dug into the big questions: 

• How do we shift the narrative so libraries are seen as essential, not optional? 

• What needs to change in policy and funding? 

• How do we make the value of school libraries visible to principals, boards, and government? 

There was strong agreement that we need a roadmap for change – one that tackles inequity head-on. As a steering group, we reinforced the importance of collective and aligned effort to achieve improvement.  
Some themes about what's needed kept coming up: clear shared messaging, data and evidence, national advocacy, and role models of good practice.  

One participant described the mindset shift we need: 
“We need to stop thinking of school libraries as a cost and start seeing them as an investment.” 

Top priorities identified at the hui 
By the end of the day, the group agreed on several priority areas for action: 

• Leadership: Engagement with principals, boards, and cross-sector leaders. 

• Equity: Advocate for changes that will help reduce disparities. 

• Visibility and messaging: Share clear, consistent messages backed by research. 

• Role models and exemplars: Showcase schools whose libraries are doing well. 

• Workforce development: Invest in building library staff capability. 

• Data and research: Collect and share evidence of impact to strengthen the case for change. 

Why this matters 
Kate De Goldi, Te Awhi Rito NZ Reading Ambassador, reminded us why this work is urgent. Reading is under pressure, and for many children, the school library is their only consistent access to books. As Kate put it: 
“Access to books for children within the education system should be a sine qua non.” 

What’s next? 
The research project will continue, expanding in 2026 to include Kura Kaupapa Māori. 
Organisations at the hui committed to working together on advocacy, capability building, and shifting the thinking about school libraries from ‘nice to have’ to ‘essential infrastructure for learning and wellbeing.’ 

If you haven’t read the NZCER report yet, you can find it here. 

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