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. 
​
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. 

The Poets XYZ was founded by children’s authors Melinda Szymanik, Elena de Roo, and Kathryn Dove following the 2022 Storylines Hui. Their mission: to cultivate a thriving community for poets who write for children in Aotearoa New Zealand, an area that has traditionally received less recognition.
"Poetry for adults is flourishing in Aotearoa New Zealand," says Melinda. "But poetry for children is almost invisible. We'd like to change that."
Kathryn agrees, noting, "When I started looking to get my children’s poems published four years ago, I had to send my work overseas because there were no opportunities here."
The idea for a competition, specifically for adults who write poetry for children, sparked during a casual coffee conversation. The inaugural competition in 2023, backed by Phantom Billstickers and National Poetry Day, was a resounding success. "We had no idea how many entries we’d receive," recalls Elena. "We were blown away to get over seventy poems from more than thirty poets."

​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]. 

***THE ASLA DANZ CHILDREN'S BOOK AWARD 2025 SHORTLISTS ARE ANNOUNCED***

Graphic Novels

Ghost Book by Remy Lai
(Allen & Unwin)

Neverlanders by Tom Taylor and Jon Sommariva
(Penguin Random House)

The Sweetness Between Us by Sarah Winifred Searle
(Allen & Unwin)

Non-Fiction

Our Mob by Taylor Hampton & Jacinta Daniher and illustrated by Seantelle Walsh
(Ford Street Publishing)

Looking After Country with Fire by Victor Steffensen and illustrated by Sandra Steffensen
(Hardie Grant Explore)

The Trees by Victor Steffensen and illustrated by Sandra Steffensen
(Hardie Grand Explore)

Poetry

Pasifika Navigators by 52 Pasifika Student Authors
(Mila’s Books)

It’s the Sound of the Thing by Maxine Beneba Clarke
(Hardie Grant Children's Publishing)

Young Adult

Catch a Falling Star by Eileen Merriman
(Penguin Random House New Zealand)

Into the Mouth of the Wolf by Erin Gough
(Hardie Grant)

Inkflower by Suzy Zail
(Walker Books Australia)
​
Congratulations to all the authors, illustrators, contributors, and publishing teams for wowing our young judges with these stunning and entertaining books!

Winners will be crowned at a glamorous awards event at the ASLA Conference on Friday, May 30th at Higher Mark, GMHBA Stadium, Geelong. The incredible Joel McKerrow will be the host and tickets are now available for purchase. Please contact us asap should you be interested in coming along or sponsoring the event. 

The ASLA DANZ Awards celebrate diverse children’s fiction published in Australia and New Zealand. The awards honours books that challenge stereotypes, push boundaries, and highlight diverse and marginalised communities, including those representing disability, culture, LGBTQI+, race and religion. 
​
Be sure to check out the 2025 longlist here - celebrating authentically diverse Australian & NZ children's literature, they are also a wonderful collection development tool for school library staff.

If you would like to support our valuable and much-needed award, which spotlights and rewards authentic diverse people, lives, and experiences, we would love to hear from you. With you and the generosity of those already onboard, we allow all children from all backgrounds to be seen, accepted, and celebrated. 

Please reach out to Kate at [email protected] or Martha at [email protected] to discuss how you can be involved. 

Thank you for joining us in celebrating these wonderful books. 

Best,
The DANZ Committee

www.thedanzchildrensbookaward.com
@DANZCBA

Kia ora koutou, 
​The School Library Association of New Zealand Aotearoa (SLANZA) is thrilled to announce an exciting opportunity for students across Aotearoa: the Aotearoa School Library Week 2025 (ASLW25) Poster Design Competition. 
SLANZA is inviting talented student artists to design the official poster for ASLW25, which will take place from 4-8 August 2025. This is a fantastic chance for your students to showcase their creativity and contribute to the promotion of the vital role of school libraries throughout the country. 
As the primary visual for ASLW25, the winning artwork will be used extensively in our promotional materials and on all collateral for the year. We are looking for an A3 portrait poster design that captures the essence of a school library and appeals to a wide audience, from tamariki to rangatahi. ​

Think about what makes your school library special: 

• Is it the books that open up new worlds? 
• Perhaps the games that foster fun and collaboration? 
• Maybe it's the people who create a welcoming and supportive environment? 
• Does it evoke the joy of gathering with friends over a book, puzzle, or even a game like Exploding Kittens? 

We encourage students to let their imaginations run wild and create a design that reflects the many wonderful facets of a school library. 
Key Guidelines for Entries: 

• All submitted artwork must be the student's own original creation. 
• ​Students can use digital drawing tools (e.g., Procreate) or another medium that can be digitised and uploaded (such as a drawing or illustration). 
• Canva or similar programmes may only be used for the placement of text. 
• Using someone else’s images is strictly not acceptable. 
• The poster must include space for the SLANZA logo and the following information:  
  • ​Aotearoa School Library Week 2025 
  • 4-8 August 
• An electronic copy of the artwork should be sent via email to [email protected] with the subject line: ASLW25 Artwork. Please include your name, school and Year in the email. 
• Links directly from Canva will not be accepted as entries. 

This competition offers a wonderful opportunity for students to engage with the importance of school libraries and express their artistic talents. SLANZA believes in empowering and supporting school library staff and strengthening school libraries in Aotearoa New Zealand. By encouraging student involvement in ASLW, we hope to further advocate for the critical role of school libraries in reading, teaching, and learning. 
The winner will receive a $200 Prezzy Card. Entries must be submitted by 11:59 PM on Friday, May 2, 2025. 
We hope you promote competition far and wide in your kura and look forward to receiving many exciting entries. 
​
Ngā mihi nui, 
The Aotearoa School Library Week Ohu Mahi