After a whirlwind few days back in the office, we have found some time to pause and reflect on the SLA conference last weekend. The conference stands as a powerful example of the school library community at its best, generously supported by publishers, library services, and inspiring authors.
This year, we came away with a strong message about the need to challenge assumptions when considering how school libraries can continue to support the best possible social, emotional, and educational outcomes for children and young people.
From university preparedness to insightful questions about what a library is, to the fact that World Book Day isn't really about dressing up: our speakers and delegates challenged assumptions at every turn. Together we explored how questioning convention can transform the provision that school libraries offer for children and young people.
Redefining Reading Culture
It was invigorating to hear Alison David present the methodologies and impact of Farshore and HarperCollins’ recent Social Reading Spaces study, which was run in collaboration with the SLA. This study attempted to take on a prevalent assumption: that book clubs must have reading at their core.
By encouraging the creation of relaxed, social book clubs, where there was no expectation or instruction to read, the study demonstrated alternative approaches that prioritised discussion, interaction, pupil agency and comfort within the library space. By reconsidering how reading engagement can be fostered beyond books, this study changed attitudes to reading amongst many of the young people who took part. Hearing from three of the SLA member librarians who ran social book clubs for the study reinforced the importance of agility and flexibility within the school library, as all of them embraced pupils own ideas for how the book clubs should be run – even if these were more food-focused than book- focused!
This session clearly resonated with delegates too:
“The research from Farshore made me think our work is more important than ever”
“Social reading spaces was one of my key takeaways - reducing expectation for reading at a book club can actually make children read more”
“I’m going to start a new social book club for reluctant readers”
University Readiness: Bridging the Skills Gap for Young People
In an informative session hosted by JCS, a significant theme emerged around universities' assumptions that incoming students possess the necessary independent learning skills to succeed at higher education level. School librarians from different settings and a professor in educational development were brought together to explore how young people become independent learners and learn to think critically.
This discussion highlighted how important the role of the school librarian can be in developing the information literacy and critical thinking skills that young people need for ongoing academic success, and it was noted that universities and schools could work more closely together so that the right skills are embedded at the right time. In addition, remembering that the school library is not just a space, but rather a service for the school community, led by a knowledgeable librarian who can make themselves indispensable and transform engagement with learning, so pupils are prepared for both further education and their future careers.
This session was particularly interesting considering the government’s recent Curriculum and Assessment Review interim report’s approach to Media and Information Literacy. You can read our joint response to this report, which argues that school librarians are perfectly placed to integrate cross-curricula information literacy skills, if given adequate funding, training and support.
Breaking Silos
Several conference speakers made the important argument for changing the perception of reading from a curriculum necessity, to an activity that occupies a hobby space. Questioning the natural partnership between the school librarian and the English department was a radical challenge to the status quo that we have been reflecting on.
We heard from many librarians that success often comes from identifying just one or two teachers to collaborate with and allowing those positive relationships to organically expand, but consider how building bonds with the art department, your school PE teachers or form tutors might help to redefine children’s attitudes to reading and create a whole school reading culture.
While collaboration repeatedly emerged as the key to reaching more children and young people within school, our speakers challenged the assumption that to be successful this must mean immediate school-wide collaboration. Building just one or two positive relationships can have a big impact; and they don’t just have to be with the English teachers!
Understanding Children and Young People
The closing keynote from YA author and mental health nurse, Josh Silver shone a light on an important thread which ran through the conference. Conversations about pupil mental health highlight just how damaging assumptions about pupil behavior and attitudes towards reading can be, with many pupils masking deeper issues at school.
Children in the UK are facing multilayered challenges - from food insecurity to family problems - and many of them avoid the library not from opposition, but because of more complex issues affecting their educational engagement. World Book Day reminded us to challenge the assumption that the school library is only a place for pupils who already love to read, and not to be scared of asking difficult questions about who feels welcome in your school library.
This is a small snapshot of the breadth, depth, and impact of the conference weekend. The conversation about the challenges and opportunities for the school library sector is an important and ongoing one and we are so grateful to everyone who joined us to contribute their opinion, experience and expertise.
The final assumption we are reflecting on this week is the notion that a school library has to be a physical place. After spending two days with so many passionate, driven and dedicated school librarians, we suggest that libraries are person-driven, not place-driven.
This leads us to a call to arms: take your place at the decision-making table, challenge assumptions about the limitations of your role, and don’t be afraid to evidence and promote the essential contribution you are making to your whole school community. The SLA is here to help you do all of these things with training, development, networking opportunities, and resources.
Register your interest to sponsor, exhibit at, or attend the 2026 SLA conference, which will take place from Friday 5th - Saturday 6th June.