In this issue of Collected we welcome Leonie Grigsby as SLANZA President. Not only is Leonie a passionate and tireless advocate of school libraries, she also finds the time knit emotional support chickens. I firmly believe that this stands her in good stead to lead us with kindness during her time as president.
Issue #34 is our 2024 showcase celebrating you, your libraries and the 2024 SLANZA Conference | He Puāwaitanga.
He Puāwaitanga can be described as a ‘flowering’, if you think of your librarianship as a garden, you might agree that flowering season is the reward for the mahi you have put in this year, and now is the time to acknowledge the hard graft and enjoy the beauty you have all created in your communities.
2024’s highlight for many was the SLANZA Conference | He Puāwaitanga. Thank you to those who have shared their feedback in our Conference Chats section, it is heartwarming to read through the comments describing the connections made, the collegiality experienced, the support shown, the wealth of knowledge that has been taken to all corners of the country, and most importantly the reminder that we, as librarians, have a meaningful impact in our daily jobs. This illustrates that engaging in professional connection strengthens our personal wellbeing which in turn strengthens job satisfaction and inspires us to continue in our efforts to create positive environments for our staff and students.
Penny is feeling emboldened after hearing about Gabrielle Mace’s Just Read Initiative and now she has gone back to her library to incite action; she is even going to take on her Senior Leadership Team. Her use of the quote, a rising tide lifts all boats, feels very apt, and I feel that at next Conference we may all be hanging onto her every word!
Ceire has reflected on her time at Conference and come up with a ‘to-do list’ after being inspired by the keynote speakers. I think you will find her enthusiasm for them infectious, and I would say that Ceire has had her boat lifted and is well and truly on the high seas right now.
For those of you who didn’t make it to Kristy Wilson’s AI workshop, she has graciously let us print it in this issue. AI is probably on most of our minds currently as we come to grips with how to help our students use this tool in a positive way. Kristy assures us that school librarians will continue to be essential – you’re not going to lose your job to a chatbot just yet – we are the people that can bring AI consistently into school through library instruction. Coincidentally Barbara, has actually been living this at her school in Gisborne where she has supported a teacher by using AI to curate resources for students to use. This is a great illustration for us all, that we are needed, and we have the tools to add value to our school curriculum, and Barbara would like you to remember that librarians were actually the AI of previous generations!
This year has held many library highlights for librarians around the motu. Despite the fact that we primarily work alone, we only need to reach out to be surrounded by supportive people. Izzy discovered this when she began to reflect on the direction her career was taking, she credits the support from other librarians for the position she is in now. I think we would all agree that seeing other viewpoints help to widen the scope of your knowledge, and the way in which you run your library.
We in turn widen the worldview of our students by providing them with the very best resources that we are able to offer; Kim is a proponent of Storylines after hosting a visit at her school. She was pleased to
see the benefit for to her students, and as a result it has inspired them to widen their reading habits and given them windows into new worlds. Windows were also opened wide in three Dunedin schools with a visit from Alan Dingley in his role as Te Awhi Rito Reading Ambassador and what a great resource he is for our ākonga and their reading journeys
And while we’re on the subject of windows and Dunedin, if you’re ever down there, I recommend a visit with Sarah at St Hilda’s Collegiate School where the new library has WINDOWS! The views out to Dunedin harbour and across the city are awe-inspiring and might even stop you from looking down at your book, but Sarah’s focus firmly remains on her people. Her library is there solely to serve her community with the collection reflecting the needs of her students along with the belief that if students’ needs are met, they will be engaged and enabled for success. I would definitely be motivated to study in a library such as that!
Studying hard and achieving success is what our SLANZA study grant recipient and LIANZA SLANZA grant recipients have been doing this year. If you feel curious about furthering your own education, you will gain inspiration from these five people who are studying and working, as well as juggling the rest of their lives, which is no mean feat. Tessa has focused on metadata in order to enhance her library users’ experience while Alan has found studying fills the gaps in his skill set, and that having a qualification is causing his imposter syndrome to disappear. Now that comes as a surprise to this editor; but it is not all that uncommon in the librarian world. This is why it is so important for all of us to connect and support each other in our everyday lives as librarians.
Dr Nancy Pavisich would agree that librarians need to support each other; she has supplied us with a very interesting article based on ASLA’s journey into mentorship for librarians, in which she states that 84.5% of librarians need access to mentoring or a community with quality PD available. I’m sure we would all agree with that statement, and now after attending Conference and feeling in full bloom, you are ready to make your library communities thrive.
As you read through this issue, you will notice that each person mentions community in some way. It seems that the library community is blooming throughout New Zealand because of the strength of the connections we have, the relationships we have formed, and the sense belonging amongst us all. Let’s continue to tend this amazing community and to quote Dr Pavisich, reach out to those you think need a lift. We need each other in this often lonely, imposter syndrome inducing career, and your email, phone call or Instagram reel might just be the thing that helps another person on a hard day.
I wish you all a very book-filled and relaxing summer break in which you can take time to spend with your nearest and dearest.
A huge thank you to all who have contributed to this issue, those who have submitted articles, proof-readers, our graphic designer, and especially our business members, without their support, we would not be able to publish this magazine.
Lauryn Urquhart Editor, Collected Magazine
President's’ Column
COLLECTED 34
Stepping into the role of President of SLANZA is an honour and a privilege, and I am delighted to write my first column for Collected following our inspiring National Conference.
At our conference in Ōtautahi Christchurch, where we gathered under the theme of He Puāwaitanga: Growing Communities, Developing Knowledge, and Building Confidence, there was a powerful reminder of the strength of our collective commitment to school libraries, literacy, and the ongoing development of our profession.
He Puāwaitanga—which speaks to blossoming, growing, and thriving—is a theme that perfectly captures the essence of our work. It reflects the transformative potential of school libraries not just as spaces for learning, but as hubs for community building, personal growth, and confidence development. Throughout the conference, it became abundantly clear that the future of school libraries is rooted in nurturing relationships, advancing knowledge, and fostering a sense of belonging for all students and staff.
I am deeply grateful to the organisers, speakers, presenters, and attendees who made the conference a meaningful and enriching experience and the organising team who thought of every little detail to ensure its success. From the exceptional keynotes to the insightful workshops, I left with new knowledge and a renewed sense of purpose. Ngā mihi nui to everyone who contributed—what an outstanding event it was, in a fantastic location, with great food, new friendships made, and even greater learning.
During the conference, we also had the honour of celebrating the incredible contributions of our members through the SLANZA Awards. These awards play a central role in recognising the dedication, passion, and innovation that define our librarians across Aotearoa and the often unseen but impactful achievements that shape the lives of students, staff and school communities. I extend my heartfelt congratulations to all the award winners, with a special recognition to Clare Forrest for receiving the SLANZA Life Membership Award.
An important part of being a librarian is sharing kindness and lifting others. Kindness is a cornerstone of working within a community like SLANZA. As an organisation dedicated to enhancing learning and literacy, kindness fosters an environment where members feel valued, respected, and encouraged to grow. By supporting one another, SLANZA members can collectively overcome challenges, celebrate each other’s successes, and inspire new ideas. This collaborative spirit strengthens professional connections and enriches personal well-being, making everyone feel part of a greater mission. When individuals focus on uplifting their peers, the community thrives, benefiting the entire educational landscape and ultimately making a meaningful impact on the students they serve.
Reflecting on the conference, I am inspired by the richness of ideas shared and the collective energy in the room. He Puāwaitanga was not just a theme; it was a call to action. It reminded us of our role in growing communities within our schools, developing knowledge in our students, working collaboratively and building confidence in young people to navigate their world with curiosity, critical thinking, and a strong sense of self.
Nā reira, let us continue to nurture the growth of our communities, develop knowledge in innovative ways, and build the confidence of every student we serve. The future of school libraries in Aotearoa is bright, and I am excited to walk this path alongside you all. Together, we will continue to grow and ensure that our libraries remain at the heart of our students’ learning experiences.
Ngā mihi
Leonie Grigsby SLANZA President
Kia ora koutou
Regional Reports
AORAKI
Phew what a busy time it has been for Aoraki hosting He Puāwaitanga the 2024 SLANZA national conference, here in Ōtautahi. The weather really turned it on and delegates loved the venue at Christ’s College. More than 250 librarians from around the motu, Australia and Singapore, enjoyed a wealth of speakers, innovators, creators and inspiring leaders. As you can imagine it took months of hard work by a great team. While we were exhausted by the end, it was totally worth the effort when you hear the positive feedback.
Thank you to all who presented at conference, the wonderful companies who supported us, and most importantly to all of the librarians who spent the first part of their holiday with us in Christchurch. It was wonderful to see you and to share the conference with you and we hope you had an inspirational and enjoyable time.
You would think that we wouldn’t have anything left in the tank, but we still had energy to meet for our SLANZA Book Club early this term. This is a relatively new initiative and we are trying different venues, days and times to fit in with people. The list of books discussed is collated in to a book list.
Our next get together will be our end of year wrap up, this year held at Christchurch Girl’s High School. This is always a fun networking event with a great bookie quiz made by our quizzical guru Liz.
Sally Brown, Aoraki SLANZA NE Representative
CENTRAL
afternoon filled with literary enthusiasm and friendly competition. This annual event fosters a love for reading among students and encourages teamwork as they dive into a selection of thoughtprovoking books. Seeing so many young readers engaged, energised and inspired was truly heartening, and we’re grateful to everyone who contributed to the success of the day. Special thanks to Tracy Grayson, the St. Peter’s College Librarian, for her leadership in organising the event.
As we reflect on an eventful year, SLANZA Central is proud to share some highlights and upcoming plans with our members.
What’s New in Books: An Annual Highlight
One of our most anticipated events each year is the “What’s New in Books” evening, where Central members gather to explore the latest in children’s and young adult literature. This event gives us a chance to hear directly from publishers about upcoming releases, trends, and exciting new titles to look out for in the coming year. Not only is it an excellent opportunity to discover fresh books for our collections, it also allows for some after-hours book buying which is a fun way for librarians to build their libraries while connecting with fellow school library colleagues in a relaxed, informal setting.
This annual event has become a favourite, providing inspiration and fresh resources to bring back to our schools. We’re thrilled to keep this tradition going, bringing new reads and fresh ideas to our school library community year after year.
Another Successful Manawatū Readers Cup
In Term 3, we celebrated the success of the Manawatū Readers Cup event, where students from across the region gathered for an
Central Members Shine at SLANZA Conference 2023
Our Central region was well represented at the SLANZA National Conference held in Christchurch, where several of our members offered workshops sharing their expertise and experiences. Miriam Tuohy, Sasha Eastwood, Alan Dingley, and Alice Corkran delivered a variety of presentations that sparked conversations and provided valuable takeaways for librarians from all over Aotearoa New Zealand. Their contributions reflected the knowledge and passion that our members bring to the school library community, and we’re proud of their work in advancing library practices and advocacy.
Term 4 PLD - SLANZA Central Presents ‘Conference 2024 Remixed’
We’re excited to be offering SLANZA Central Presents: Conference 2024 Remixed’ as our Term 4 event. This day will bring together the key themes and highlights from this year’s conference, adding fresh insights and interactive sessions for our members who couldn’t attend or those who want to revisit and expand on key ideas. It’s an opportunity for us to come together, reflect on the year and to learn as a community.
Looking Ahead to 2025
As we start planning for an exciting lineup of 2025 events, we’d love to hear from our SLANZA Central members! If you have ideas for events, workshops, or professional development opportunities that would benefit our school library community, please get in touch with the Central committee. Your input helps us create valuable, engaging events that support our members and promote the growth of school libraries across our region. Let’s make 2025 our best year yet!
You can stay up to date about our region on our Central blog
Ngā mihi mahana,
SLANZA Central Committee
OTAGO
In June Otago held what has now become our annual event, Day of Goodness, in association with National Library. Attendees enjoyed a lovely day of connecting and learning with a great line up of presenters - Miriam Tuohy who zoomed in from Wellington National Library, Sarah Ranby informed on how she brings her teaching skills into the library to engage her students. She emphasised that engagement is key when bringing reading lessons alive. Feana Tu’akoi spoke about her author journey and the need for children’s books to reflect Aotearoa’s multi-cultural society. One of her main goals as an author was to write books so that her children, who are Tongan, could see children like themselves, and Maxine Ramsay spoke about serving our neurodiverse students, as well as giving a refresher on using EPIC.
In the July school holidays Bridget Schaumann, Carole Gardiner and Lauryn Urquhart represented SLANZA at the NZATE conference presenting a workshop entitled What can your school librarian do for you? : top tips for your teaching toolbox. This was well received by a small audience. It was great to make connections with English teachers throughout the conference where we shared a vendor table with National Library.
A number of us visited Dunedin Public Library in September for a tour of the Children’s Literature Research Collection. We were shown the very impressive and diverse holdings which are rotated between the basement stacks and the shelves in the children’s area. It was a very enlightening and found many of us on a tour down memory lane as we exclaimed over books we found whilst down in the basement that we had read in our youth. This was followed by a lovely dinner out together.
We are all looking forward to meeting up for our end of year function which promises a secret Santa book exchange, an overview of what we each learned from Conference, and of course, plenty of fun.
Lauryn Urquhart, Otago SLANZA NE Representative
SOUTHLAND
The big PD most of the Southland Librarians were looking forward to in 2024 was the SLANZA Conference in Christchurch and it definitely didn’t disappoint.
“Conference exceeded my expectations! Was great to have the company of other Southland librarians attend also and then catch up once we got home and brainstorm about the year ahead. Speakers, workshops, venue, food....ohhh the food, was all brilliant! Also chatting with other librarians from around NZ, what works for them, what doesn’t, what we can do to improve and share ideas is invaluable. The kete of ideas and knowledge I gained at conference has given me a real boost to try new ideas and grow my confidence. Wonderful conference!”
Paula, SGHS
The Southland school librarians also gathered together for a full day post-Conference debrief in November. Five Conference attendees presented on their favourite workshops or helpful takeaways. It was a valuable experience for all attendees.
A big thank you to the wonderful Southland SLANZA committee and all the Southland SLANZA members. Having such a warm, supportive and inspirational group to share this special job with is priceless!
Happy holidays and best wishes for lots of time for reading!
Kirsty Adam, Southland SLANZA NE Representative
TE TAI TOKERAU
Te Awhi Rito visit 13 March 2024
Whangārei Girls high School Library
Our Aotearoa Te Awhi Rito, Alan Dingley, attracted close to thirty people to Whangārei Girls High School on Wednesday 13 March for an after-school meeting as our Term 1 SLANZA event for Te Tai Tokerau.
Alan talked of how his grandfather was his reading role model and nurtured his reading journey.
Advice for school librarians included ensuring the school library is a safe place, avoiding book snobbery, and trusting the students’ choices in selecting their own books - an approach that takes bravery and independence. He also talked of screen time versus book time and how we must make reading books a normal activity. Alan suggested our students should read aloud to their younger siblings to create reading role models. Lastly, he said we have a duty of care to distinguish between young adult books and the often asked for ‘new adult’ romance stories.
Something else Alan said that we would all agree with, teachers need to be seen reading in every SSR time.
Although Aotearoa does not have a strong reading culture, reading is so vital we need to bring reading for pleasure to the fore.
Our thanks to Alan for giving up his evening on his busy school tour of Northland schools with the National Library.
Kerikeri School Library Tour
Saturday 7 September 2024
We began our day at the Kerikeri Packhouse Market. This is a mecca of food stalls, crafts, fresh fruit and vegetables, sweets, musicians, art and coffee.
Fourteen librarians arrived from across Te Tai Tokerau, some travelling four hours round trip to attend. This was a free event designed to inspire and connect librarians from across the motu.
From the market, we drove to our first of three school librariesRiverview Primary School hosted by Jo England. Riverview has a roll of 435 students from Years 1 to 6. Recently, the library received a new paint and Jo’s choice of vibrant green accents added a delightful splash of colour to the warm environment. She has been working on putting topic boxes (face out) in the non-fiction section to help make it easier for students to browse books. These have been labelled with both a topic and the Dewey number e.g. Dinosaurs 567.9 and create a high interest area.
Next was Kerikeri High School Library. With a student population of 1,600, this is a large rural school of Years 7-13. Hosted by Miriam Collins and Julia Smith, this library has genrefied fiction, a Te Ao Māori section, large comic section, bi-cultural signage, and a topicbased non-fiction collection. This all prompted lots of questions and discussions. The Te Tai Tokerau committee provided lunch - vegan soups and bread followed by cake and biscuits.
Kerikeri Primary School Library
This event was so popular that it was unanimously agreed on the day that we needed to hold another school library tour next year and members volunteered their libraries.
Our third and last school library visit was across the road from the high school. With a roll of 550 children Kerikeri Primary School library is managed by Kris Robinson. Kris runs five 45-minute classes each day ranging from year 1 to 6. The children return their library books, are welcomed on the mat for a read-aloud story, then she does a brief lesson with the children before they are encouraged to choose new books for the week. Senior library monitors (Year 5 & 6) run the library at all break times.
Julia Smith, Te Tai Tokerau SLANZA NE Representative
TAMAKI MAKAURAU AUCKLAND
It was great to spend time amongst the SLANZA community in Ōtautahi for Conference over the October holidays. It refueled our drive and determination to do well in our region for our members.
We moved our Term 3 PD to early Term 4 in order to catch the budget allocations, negotiations of hours and reporting to the Board of Trustees.
Our Visible and Vital was an online PD available to all SLANZA members and we were joined by a few out-of-towners. We hope everyone who attended gained a few new ideas on how to tackle the difficult conversations with management over the coming months.
We are about to have our Term 4 end of year celebration and PD, we’re looking forward to spending some time together and listening to Sonya Wilson speak.
This year has been has seen a lot of changes on the committee, we are looking forward to a more stable 2025.
Trena Lile, Tamaki Makaurau Auckland SLANZA NE Representative
WAIKATO/BAY OF PLENTY
Calling WaiBOP School Librarians! Join Us in Shaping 2025
Are you passionate about fostering literacy, building community, and enhancing professional development for school librarians in the Waikato and Bay of Plenty? SLANZA WaiBOP is on the lookout for dedicated school librarians to join our committee for 2025. Together, we can create enriching Professional Learning and Development (PLD) and networking opportunities for our region, and we’d love for you to be part of this journey!
The WaiBOP committee plays a vital role in supporting school librarians across our region. Through local events, workshops, and connections, we aim to offer practical tools and inspiring ideas to strengthen the role of school libraries in fostering student success. Our focus in 2025 is on creating meaningful, impactful PLD that addresses the unique challenges and opportunities in our schools and communities.
But we can’t do it alone! We are seeking school librarians who bring new perspectives and energy to the table, whether you’re an experienced librarian or new to the field. We welcome anyone interested in contributing ideas, organising events or simply being a voice for the needs of local school libraries. Being part of the SLANZA WaiBOP committee is an incredible opportunity to grow professionally, meet like-minded colleagues, and contribute to the development of our library community.
If you’re ready to make a difference, meet new friends, and strengthen our collective work, consider joining us! Let’s work together to make 2025 a year filled with innovation, growth, and support for all WaiBOP school librarians.
Interested? Email: waibop@slanza.org.nz to learn more.
Leonie Grigsby, Waikato/Bay of Plenty SLANZA NE Representative
SLANZA National Executive Team Updates
Introducing Kristy Wilson – Wellington NE Representative
In my previous life before kids, I was in HR, Graduate Recruitment and Learning & Development Consultancy. After taking time out to raise my four kids and reevaluating what I wanted to do, the multifacets of a school librarian seemed perfect to suit my love of reading, marketing, training, people and organisation. When I informed my husband, he said “Aren’t you too loud to be a librarian?”. Little did he know the hub that school libraries are today.
That was over ten years ago, now I’m retrained and have been privileged to manage school libraries at full primary and three different high schools ranging from decile 1-10. I’m always learning and refining my views and perspectives depending on each school community and its needs. I am currently Library Manager and Archivist at Wellington Girls’ College. My motivation is making our physical and online library resources easily navigable, relevant and appealing to our students and staff.
I joined the SLANZA Wellington committee early on in my librarian journey in order to surround myself with a network of knowledgeable, experienced school librarians and to help shape the PLD delivered to be needed and practical. The group has rewarded me with wonderful connections and ideas which has helped my practice grow from strength to strength.
In my spare time I run In Disguise, a costume hire shop with my husband, hang out with my teenagers as much as they’ll let me and read ‘all the books’ every chance I get.
And yes, while I may be louder than the stereotypical librarian, I hope that can be leveraged on NE to benefit all of us in this amazing profession and all the benefits that can bring the youth of Aotearoa.
Sasha Eastwood - Immediate Past President
SLANZA National Executive would like to thank Sasha for her ongoing commitment, professionalism and passion she has put into the president role on SLANZA. She not only held the president position for two years but also stepped back into this role as interim president for the past six months.
Sasha is a stalwart supporter of school libraries and school librarians; her dedication has brought about major changes for our industry. She was part of the team which was instrumental in bringing about pay equity for school librarians, and she has been a leading force in the many NZLPP initiatives SLANZA has been a part of in the last three years.
As well as staying steady at the helm, Sasha is involved in many of SLANZA’s NE projects, including SLANZA Sessions Podcast, the DANZ Awards committee, SLANZA professional development, Aotearoa NZ School library research project, and Aotearoa NZ School library week, all while running her own library at Manchester Street school in Feilding, and being an amazing mum to her beautiful children.
Sasha’s endless mahi and unwavering commitment have been the driving force behind our many successes. Most people are not aware of the incredible amount of time Sasha spends writing proposals and reports, contributing to media releases and communiques, doing SLANZA social media and meeting with professionals from all corners of the library and literacy sectors. Sasha has built and fostered important relationships with our business members, all of the Aotearoa NZ library organisations, including National Library, LIANZA, PLNZ and Te Rōpū Whakahau, and other organisations related to school libraries and literacy.
Sasha is always professional, passionate, supportive and caring towards other members of NE and SLANZA and has a true heart for the school library sector. Sasha will continue on National Executive as the Immediate Past President and Central representative.
SLANZA Conference 2024 - He Puwaitanga
As Convener of the 2024 SLANZA Conference | He Puāwaitanga, I would like to extend a huge mihi to the delegates, the keynotes, the presenters, the sponsors, the supporters, the 2024 Aoraki Conference Committee and to our conference organisers. We had an absolute ball, and hope you all did too!
Ōtautahi did us proud with some lovely weather. The setting of Christ’s College was gorgeous, its proximity to town meant that the heart of Christchurch was on our doorstep, and I know a lot of you were able to take advantage of this while you were here in our beautiful city.
It feels like we were well and truly ready for another national conference; the conversations sparked across islands and oceans, and inspiration came in a bundle together with great colleagues. I would like to acknowledge the passion our speakers showed, from keynotes to workshops, in what became a lovely celebration of all things ‘library’.
We hope you have some brilliant take-aways from this year’s conference that you get to put into practice in 2025.
We have passed the baton to Auckland, and encourage everyone to start dreaming of the next chapter!
Saskia
Hill (Ms.)
2024 SLANZA Conference Convener
Loving your feedback
More time
Your suggestions are invaluable. Here are the key themes of your collective voice.
We love to talk and discuss so sessions longer than 30 minutes are optimal along with other opportunities to delve deeper into topics.
Clear outlines
We love to know what we are getting so accurate outlines, with school levels included, are great.
Best reads
We would love a ‘best reads bookclub’ featuring school librarians to share great book recommendations.
Flexible spaces
We love having workshop spaces that can be easily scaled to accommodate delegates choices. As well having the option of areas to sit and eat, both indoors and outdoors would be great.
CONFERENCE CHATS
Christchurch City Libraries - Alicia Harbison-Price (LibrarianCommunity, Upper Riccarton Library), Jemimah Daniel (Librarian-Youth, Tūranga) and Ky McWilliam (CYA Services Specialist, Libraries Outreach and Learning)
Three of us from Christchurch City Libraries attended the SLANZA Conference – what a great opportunity to hear how schools are helping their students to read (in all different formats!) for pleasure and learning! We saw the similarities and differences between public and school library services, and had the space to start thinking about how we can help the schools and teachers in our local communities to get books, stories and information into the hands, heads and hearts of Ōtautahi/Christchurch’s young people.
Although our different roles mean we each interact with our young customers in different ways we were all impressed by the passion and enthusiasm of school library staff, and the commitment we saw to navigating a range of needs and challenges to match students with the right books. Whether it’s a case of the right format, topic, time, or level of difficulty, we all know the importance of keeping our collection diverse and open so that everyone can find what they need – so if your school library doesn’t have what your student is after, maybe your local library can help!
The keynote messages - libraries as places for connection, growth, and socialising reading – were all relevant for us to hear, and we attended a range of workshops on inclusive and accessible collections, culturally-safe research resources about our local rohe/area, and ways to use layout, engagement techniques and yoga practices to create safe spaces for our young people. There was so much information to take in, and we’re really excited to continue thinking on the conference and consider how we can best apply our learning from it into our public library contexts.
Many thanks to the SLANZA Conference Committee for putting together this fabulous event, to all the presenters and facilitators for the quality of the offerings, and to the Library Leadership Team at Christchurch City Libraries for enabling us to attend.
Jade Dewey
Gabrielle Mace was my biggest takeaway, and I have met with our Kahui Ako Literacy Lead who is really on board with it, so hopefully we can get it across the line here for next year. This was my first conference and I found it incredible. I took so much away from it including many new ideas from the bus tour that I want to implement in my library.
One of my major takeaways was the discussion in the BookTok Made Me Buy It session run by Alice Corkran. It’s not our job to censor books, if they don’t like it, they can shut it,
Victoria Elisara
I loved the speakers! A great selection and different perspectives, really inspirational. The setting was fantastic and it was great being so close to the centre of the city (and the beautiful Hadley Park which was in full spring bloom). It was also great meeting old and new friends.
Penny Walch
The five keynote speakers were all phenomenal. A common thread was that our students are struggling to focus and concentrate which is a problem. Reading for pleasure can help this but it has to be a school wide approach.
Gabrielle Mace then blew us all away with her initiative in an Australian school called Just Read where the whole school just reads for 20 mins every day… staff included. (There’s lots more detail - this is the bare bones explanation!) Am now planning on trying to get a version across the line in my school. It’s a massive job but such a nobrainer in my mind!!
There were lots of other great things…
• The breakouts
• Chatting to like-minded amazing people
• The food
• The Sponsors
• The quiz dinner
• The setting
• The organisation
I am yet to encounter bad SLANZA PD!
Liz Jones - Hagley Community College
I’m old in the profession, I’ve been to many SLANZA conferences and I was feeling a bit ho-hum about this one. I should have known better
because, as usual, I came away inspired by the keynotes, and am suffused with warmth for this profession made up of such amazingly dedicated and talented people. The fall in literacy and the huge drop in students reading for pleasure has been concerning me greatly, and I was encouraged to find that I was not the only person having difficulty just getting classes to come to the library, let alone take out the fabulous books we have. Even more encouraging was hearing from those superb keynote speakers that there are many things that actually work that can be done to turn around this calamitous trend.
Dr Margaret Merga and Gabrielle Mace are both forces to be reckoned with, as well as being entertaining speakers and positively inspirational.
My favourite workshop was the similarly themed Learning to Love Reading in the Digital Age with Jessica Pawley-Copping. She is making a difference in the classroom every day and had practical ideas we could use immediately. The other keynotes, Dr Hana O’Regan, Dame Sue Bagshaw and Alan Dingley, were all excellent speakers, offering fascinating insights into other aspects of our school practice. As usual, maintaining the level of enthusiasm and energy gained from the highs of conference is the tricky thing! Overall, I came away with a great appreciation of the collegiality of the school library sector, and a new vigour to go out there and make a difference.
It was my first conference and I would advocate for any librarian to attend.
• The keynote speakers were the best and very inspirational. I would like to be able to implement the 20-minute reading a day, but can’t see our school taking it up.
• BookTok made me reaffirm some of the views I had about censorship within our library.
• Christ’s College itself blew me away. We are a little co-ed school of under 400 and was absolutely amazed by their buildings and resources.
Thank you SLANZA for providing a wonderful opportunity to refresh and regrow my brain.
Bronwyn Rickerby and Susan Lawrence - Lincoln High School
SLANZA Conference 2024, He Puāwaitanga, can be deemed a huge success. Engaging an experienced team to organise it ensured a professional and seamless experience for us as participants. The SLANZA Conference Committee can be proud of every aspect of the conference.
The venue was stunning and functional, with all workshops and presentations in a central location. The exhibitors’ hall was a wee walk away but worked well being in the same location as the place to get food and drink. The food was yummy and plentiful, and a big shout out to Wheelers for sponsoring the free coffee cart and keep cups. The baristas did an admiral job keeping up with the demand.
The keynote speakers were knowledgeable, engaging, and passionate and gave us plenty to take away. With such a variety of workshops, we were able to choose for personal interest and to expand our knowledge – there was definitely something for everyone.
SLANZA conferences are always a great place to catch up with old friends and make new ones, and this was no exception. If there was anything that detracted from the overall experience, it would be the dicey Wifi and the lack of parking options for local participants. These were small annoyances, however, in an otherwise hugely rewarding conference.
Loakman - Avonside Girls’/Shirley Boys’ High Schools
I attended the SLANZA School Libraries conference in Ōtautahi Christchurch this year, it was a very well-organised event with a fantastic range of workshops and inspiring keynote speakers. The venue of Christ’s College was a picturesque setting to learn more about our profession and to meet, mix, and mingle with librarians, teachers, and library staff alike. It was a wonderful event overall, with amazing food and a fun and interesting programme. The keynote speakers, particularly Alan Dingley and Gabrielle Mace, were highlights for me, as well as the quiz night conference dinner – even though the quiz was tough! I enjoyed meeting new people and trying (with limited success) to complete the quiz!
Well done to the Conference Committee for working tirelessly to ensure this was a success!
Ruth Howes - Thames High School
Imogen
Paula McIntyre - Southland Girls’ High School.
The keynote speakers were incredible! I loved how their topics flowed seamlessly together and complemented one another. The venue at Christ’s College was stunning, and the food... oh my goodness! The second week of the holidays was supposed to be “diet week,” but that quickly went out the window. No expense was spared, and everything was absolutely delicious!
One of the key insights for me was realizing how much support we, as librarians, have from each other. We often look to “important” people with lots of letters after their names, but the most valuable insights often come from fellow librarians - hearing their ideas, learning what works and understanding what doesn’t. That kind of information is priceless. Each session I attended was valuable in different ways and would benefit many people for various reasons. Everyone could take something away from each session. I’m eager to apply the lessons and strategies I learned from the conference to my daily work. I’ve returned to the office with fresh ideas and plans for 2025.
To top it off, the quiz night was a huge hit! It was so much fun with lots of laughter and a relaxed atmosphere, much better than a formal “posh” event. Overall, the conference far exceeded my expectations. I had the best time, learned so much and came away with so much to reflect on. I absolutely loved it! Thank you!
Deborah Walsh - Pinehurst School
I thoroughly enjoyed the SLANZA 2024 conference, particularly the keynote speakers. Although each speaker had their own individual style, they were all incredibly inspiring, thought-provoking, and truly amazing. The venue was also perfect - the school and the surrounding area in Christchurch provided an ideal backdrop for the event. One of the key insights I gained from the conference was the importance of reading for pleasure, especially in the face of today’s digital distractions. It reinforced the vital role we, as librarians, play in fostering a love of reading, providing resources and ensuring that every child has access to the books and support they need. The conference also highlighted the need for librarians to advocate for well-resourced, well-staffed libraries and to be actively involved in discussions around literacy within our schools.
As for applying the information in my workplace, there were numerous takeaways that I am eager to implement in our library. Some ideas are simple enough to incorporate immediately, while others will require more planning, strategies, and support from
management to bring to life. Overall, the conference was very well organised, fun, and incredibly educational. I learned so much not only from the speakers and workshops but also from fellow conference attendees. Some moments were quite moving, especially hearing from Hana O’Regan and Dame Sue Bagshaw— their words will stay with me for a long time. In fact, the entire lineup of keynote speakers was so inspirational that I left feeling immensely proud to be a school librarian in New Zealand.
I thoroughly enjoyed the SLANZA 2024 conference, particularly the quality and relevance of the keynote speakers. They provided valuable insights that were both inspiring and practical. Equally invaluable was the opportunity to meet and talk with other school librarians, which allowed me to exchange ideas and experiences. One of the key insights I gained from the conference was the immense impact we can have on students, even if we don’t always see or hear about it directly. It was a powerful reminder of the importance of our roles.
I believe I can apply many of the ideas presented at the conference in my workplace, starting with smaller changes that could lead to bigger shifts. For example, one thing I plan to implement is encouraging teachers to actively read during silent reading time, which could help set a strong example for students. Overall, this has been one of the most engaging conferences I’ve attended. The conference committee did an excellent job organising a diverse range of speakers and activities, and the conference company were true professionals in managing everything.
Zac McCallum - Halswell School
Carole Gardiner - John McGlashan College
I thoroughly enjoyed the SLANZA 2024 conference, and it’s hard to pinpoint just one highlight! The keynote speakers were all fantastic, the food was excellent, and there were plenty of opportunities to connect with fellow delegates. The tech worked flawlessly, and the conference committee and organisers were incredibly friendly and helpful, making for an excellent overall experience.
One of the key insights I gained was the importance of gathering evidence to support our practices. It was also reassuring to hear repeated messages across different sessions about the significant role librarians play and the value we bring - this was both motivating and uplifting.
As for the sessions, I found them all valuable. Catching up with other school librarians was enjoyable, although it didn’t necessarily provide new ideas, it was still a great opportunity to connect. I left the conference feeling inspired and enthusiastic, and feel confident that I can apply a lot of what I learned in my workplace and am eager to get started. Overall, it has been extremely helpful.
A big thank you to the committee and to Emma and the library team at Christ’s College for hosting us. If I had any minor suggestions, it would be for more parking (if possible) and perhaps additional indoor spaces for eating. We were fortunate with the weather, but having more indoor options would be a nice touch for future events.
Lydia Hancy - Massey High School
I thoroughly enjoyed the SLANZA 2024 conference – there were so many highlights. If I had to sum it up in one word, though, it would be people—as the Māori saying goes, Māku e kii atu, he tāngata, he tāngata, he tāngata (I can tell you, it is the people, the people, the people). The connections and conversations with fellow librarians were invaluable. One of the key insights I gained was the idea that reading is a skill that needs to be exercised, much like a muscle. It’s something that requires consistent practice and engagement. I was happy with all the sessions I attended, but one slight critique would be the short time slot of some workshops made them feel rushed. That said, the overall workshops were still incredibly valuable.
As for applying what I learned in my workplace, there are definitely a few actionable takeaways, particularly regarding displays and how to better engage with students. But my main takeaway was more reflective: it’s about thinking critically and questioning my assumptions.
Finally, I want to give high praise to everyone involved in organising the conference. It was an exceptional three days. The conference dinner, paired with a quiz, was a genius idea - much better than trying to make awkward small talk! It created a fun, focused atmosphere. I also really enjoyed the library tour, which was informative and insightful. Overall, a huge well done to all involved!
Mandy Ditzel - Garin College
I absolutely loved the SLANZA 2024 conference, especially the opportunity to connect with other librarians and exchange ideas about how they run their libraries and manage different aspects of their work. The speakers were also incredible and provided valuable insights that really resonated with me. One of the key takeaways for me was how I introduce our Year 9 students to the library and help them choose books. I realized I’ve become a bit complacent with my reading advisory, and this conference gave me a real “kick up the pants” to shake things up and re-energize my approach. As for the workshops, I was overall very happy with the sessions I attended, but the shortness of the half hour session left me wanting more – it was such an important topic it definitely needed more time to do it justice.
Since the conference, I’ve come back with a long list of things to modify, adopt or explore in my own practice. I’m feeling completely rejuvenated and motivated to put these ideas into action. Overall, I honestly cannot fault the conference. The organizing committee and event team did an outstanding job. The keynote speakers were not only relevant but also challenging and inspiring, starting with Hana O’Regan and ending perfectly with Alan Dingley. The variety of workshops was excellent, though I wish I could have attended even more! The conference dinner was a highlight, even if our team found the quiz really hard. We were also well-fed throughout the event, and the long breaks provided plenty of time for conversations. The accommodation at Rangi Ruru was fantastic, and the staff there were just wonderful. I’ve returned from the conference both exhausted and inspired, and I’m deeply grateful for all the hard work that went into making it such a memorable experience. Thank you all so much!
Lynley Keightley - St John’s College, Hamilton
The SLANZA 2024 conference was a fantastic experience, and what I enjoyed most was the time spent with other librarians. It was incredibly inspiring to connect with so many like-minded professionals. The keynote speakers were exceptional, and I was especially moved by Dr Hana O’Regan’s powerful address, which will stay with me for a long time. The social events, such as the fun dinner and quiz, and the bus tour were also highlights. Returning to my hometown added a personal touch to the whole experience. One of the key insights I gained from the conference was the emphasis on literacy and the essential role we, as librarians, must play in supporting and fostering it.
Since returning, I’m full of new ideas and am already processing how to put them into action in my own library. For example, inspired by the signage I saw in Emma’s library, I created new dyslexia-friendly signage today, a small but significant change. I really enjoyed the practical nature of Annie’s workshop on how she inspires reading at Dilworth College, and the insights shared in a workshop about a mentoring programme across Australian libraries.
A huge thanks to the Ōtautahi SLANZA team for organising such an excellent conference. I’m so glad I attended! The venue, catering and scheduling were all well thought out, and the decision to have the wonderful team of red-shirt wāhine on board was perfect. The app was incredibly useful, and both the conference and SLANZA teams were warm, welcoming, and always ready to help!
Natasha Renner - St Paul’s Collegiate
I absolutely loved everything about the SLANZA 2024 conference! The speakers were fantastic, and Gabrielle Mace was especially inspiring, her session really stood out. The team did an incredible job putting together such a well-rounded and engaging programme. One of the key insights I gained was the call for librarians to actively join Senior Leadership Team (SLT) meetings to advocate for and promote literacy within schools. I was also truly inspired by the Just Read programme, which showed how we can make a real impact on student reading engagement.
Since the conference, I’ve come away with a ton of ideas, and I’m excited to start implementing them in my workplace. I’m looking forward to receiving the notes from the sessions so I can refresh my memory and begin putting some of these ideas into action.
Overall, it was a smashing conference! A huge “well done” to the entire team for organizing such a successful and inspiring event!
Amanda Hawker - Bluestone School
I thoroughly enjoyed the SLANZA 2024 conference, and the keynote speakers were absolutely phenomenal. Each of them offered insights that were exactly what I needed, both personally and professionally. One of the key takeaways for me was realising that every school library faces similar challenges. The struggle to champion literacy is a real one, and it became clear that school librarians are often an underutilised and under-resourced part of that effort.
In terms of sessions, the half-hour workshop on Tuesday just wasn’t long enough to fully explore the topic. Otherwise, workshops offered a great range of choices, and my only complaint is that I suffered from a bit of FOMO (fear of missing out) as I had to choose just one session from each block! It was a tough decision, but it’s a small issue in what was otherwise an excellent conference. Overall, I felt incredibly reinvigorated after the conference, having learned some valuable new strategies to apply in my own practice, as well as having my current approaches validated.
Ferne Walton - Clifton Terrace School
What I enjoyed most at the SLANZA 2024 conference was the opportunity to network with fellow librarians and connect with those I’ve known from the exhibitors like Wheelers and Accessit. It was great to put faces to names and expand my professional network. I also appreciated the chance to engage in group discussions where we shared our experiences and challenges. It was insightful to learn that many of us are facing similar struggles in our schools, which made me feel more connected to the broader library community.
One of the key insights I gained at the conference was the essential role librarians and libraries play in supporting both the educational and pastoral wellbeing of students and staff. It was a powerful reminder of the impact we have in shaping a positive learning environment. I also gained a deeper understanding of intergenerational trauma, which was explained in a way that I now feel confident sharing with others. The conference reinforced the importance of our work and boosted my confidence, reminding me that I am on the right path and providing new ideas to implement in my school.
Huge congratulations to the amazing team who put this together. It was my first one, it was brilliant, so easy to find accommodation etc. because of the information supplied. The food was great, the location spectacular and the organisation seamless. My bag was 7kg heavier flying home, yay for freebies. Thank you.
Lesley Jones - Librarian - Children & Youth Services, Wānaka Library, Queenstown Lakes District Council
I found the SLANZA 2024 Conference to be amazing. The environment, the keynote speakers and workshops were inspiring and full of incredible and useful information. I left feeling enriched and motivated. and I appreciated how well everything was organised.
Some of the key insights I took away from the conference were the immense value of reading and the critical role librarians play in fostering a love of learning. The importance of sharing this passion with others was emphasised throughout the event. I also recognized the value of collaboration with other librarians, both at local schools and district, to inspire readers and strengthen our collective efforts. Overall, I found every session to be informative and inspiring, and I am eager to apply the knowledge gained in my own workplace. Thank you to SLANZA for organizing such an exceptional event.
Holy moly I love SLANZA PD.
PREACHING TO THE CONVERTED
PENNY WALCH
Over my ten years of librarian-ing, I am yet to enrol in anything run by SLANZA that has been disappointing, so first of all a massive shout out needs to go to anyone involved in organising that PDwhether it be the online courses or the in-person conferences, and anything in between.
This year’s conference in Christchurch was no exception. My expectations were high as I flew in from Hamilton, and I was not disappointed. All five keynote speakers were beyond inspiring. I thoroughly enjoyed all of my breakout sessions and took something constructive away from all of them.
But the highlight, as I always think it is, was connecting with other like-minded people and finding out what we all have in common and finding out what knowledge, expertise and thinking we can share. Librarians are wonderful, sharing and caring people, and each and every person I interacted with confirmed that! In the words of JFK (apparently) - though I would attribute it to legendary librarian and podcaster Amy Herman, who often uses this quote on her show, School Librarians United, “a rising tide lifts all boats”.
But I do have a niggling concern - which most likely won’t be unfamiliar to anyone - and that is the fact that all of this amazingness is being directed to the fully converted.
We know that our students’ concentration and focus are being eroded; we know that libraries are vital in our students’ academic and social success; we understand that a well-stocked, well-curated, well-staffed library can make a difference to our students in more ways than one.
Listening to our keynote speakers agree on all of this was wonderfully inspiring and provided a reminder to me that I am doing a good job whilst also giving me more ammo and impetus to head back to my school and try to make some changes. But, as a teacher-librarian, I sometimes feel that our school colleagues don’t fully understand that librarians have an important role to play in the success of our (yes, our...not just their) students. Of course, they know and understand the stuff that we do, the stuff mentioned above, but I think that librarians are still fighting a stereotype that doesn’t always afford us the respect we deserve.
We are severe-looking women of a certain age and ethnicity, sporting tight buns, spectacles and with the ability to shush at a thousand paces. We care more for the wellbeing of our precious books than that of our students. We don’t really know what we are talking about when it comes to educational outcomes. We spend our days idly shelving and tweaking books and we have the best job ever because we get to read whenever we want.
This is, of course, a bit extreme and very tongue-in-cheek, but my point is that I am not sure we are fully free of a stereotype that doesn’t do us any favours when we want to be heard and taken seriously.
My library colleague and I have said for years that we need to get more SLT members to attend a SLANZA conference so they can be inspired and motivated by our sector in real time – and not just get the second-hand version on our return, which is never as powerful.
We have invited our SLT, but there have always been reasons as to why they can’t attend – genuine, good reasons, but the message is loud and clear – it is not a priority.
So, my question is this: how do we create the conditions whereby we can get our leaders to attend some of the inspiring SLANZA PD –particularly the in-person conferences? What are the barriers that are in the way, and how do we remove those barriers? Could it be as simple as offering something for free or do we have to work a bit harder than that?
Barriers such as lack of time, lack of money, lack of understanding and lack of respect all come into play and we need to think outside the square to remove those barriers.
I wish I could clone keynote speaker Gabrielle Mace, who spoke about her Just Read initiative in her school in Australia. She seemed to have that magical and elusive mix of a passion for libraries, an understanding of what is needed at the deepest level, data to back up her understanding, complete self-confidence in her knowledge and understanding, and the gift of the gab to get her message across.
And it is this gift of the gab that might be the key to breaking down the barriers...we need people who can stand up for what we know is right, even in the face of the difficult questions which will inevitably come our way. Gabrielle did not give up on her dream of daily reading for pleasure timetabled into her school’s day. She broke down the barriers and kept fighting.
It is a tough ask as there are barriers at every level, starting right at the top with the government, all the way through to the smallest barrier (like not being allowed to display staff and students’ favourite books at the start of an assembly, or worse, not even having a school library), but Gabrielle’s attitude is inspiring and even if your school can’t get a Just Read programme up and running just yet, we can at least channel her positivity and pick a battle which is appropriate for us and our school.
But as the title states, just like those keynote speakers at SLANZA, I am also preaching to the converted. How are we going to spread the word to those who have the power to make real change in our schools?
Our Te Awhi Rito, Alan Dingley, has made a great start – now there is a man with the gift of the gab! His mad dashes around the country are spreading the word, but one man (no matter how energetic) can’t do it alone.
It needs every one of us to get in behind and drag our school leaders kicking and screaming with us.
Can we do it? I hope so. Our students deserve it.
Let’s get that tide rising.
WOW, WHAT WONDERFUL WAHINE! REFLECTIONS ON THE KEYNOTE SPEAKERS AT SLANZA 2024
CEIRE HOPLEY
I was lucky to receive the Central Conference grant to help with Conference costs, which I really would encourage people to apply for when it comes up again - especially if you have not been to a SLANZA event before. Not only does it help pay to get you there, but also shows your school that your attendance is valued and supported by SLANZA, which is a form of advocacy for you and professional development.
Easily the highlight for me were the keynotes. Four fabulous, funny and intelligent women who have made such an impact in various fields.
Dr Hana O’Regan talked of the repression of various minority cultures, mapping it back to Māori experience. This strategy was an enlightening way of making the Māori lived experience relevant and relatable to a wide range of cultures in the audience who may not whakapapa Māori. I am Irish, and she talked about the Irish language being banned in schools in the 1800s. Therefore, I can see my ancestors’ pain reflected in the way Māori have been treated, allowing me to empathise even more so now. 50% of students in my school identify as Māori, so this talk was very relevant for my job, and living in Aotearoa New Zealand in general.
Next, we listened to one of the literacy and reading experts from Australia, Dr Margaret Merga. Once again, an excellent and engaging presenter - funny, a bit quirky, and obviously a very hard working and intelligent academic in the field of literacy and reading. Dr Merga is an Associate Professor at the University of Notre Dame in Fremantle, Australia. She won us over with her flattering comments about Christchurch, but also her insightful research into school libraries around the world. What I especially appreciate about Dr Merga is that she has turned her research into something beyond data, a practical guide for school librarians. Her book Creating a Reading Culture in Primary and Secondary Schools was published a year ago, which is on my must-read list for the coming months.
The second Australian presenter, Gabrielle Mace, is a school librarian and consultant heavily involved in strategy and policy development.
Gabrielle talked us through her journey of implementing a compulsory 20 minutes reading of fiction novels four days a week, plus a weekly book talk session at her school for all students and staff.
It is called Just Read. She inspired me to work towards a similar goal, which will be a slow burn I’m sure, but is so important for student success and wellbeing. The audience admired her confidence and selfassurance, and she urged us not be scared to push for things that are important and beneficial for the students and school.
Last but not least was Dame Sue Bagshaw. I especially liked the refresher on the brain development of children and adolescents. We were encouraged to think about how we can respond to rangatahi by connecting and practising effective communication - the first step being to acknowledge their emotions. She has worked on a project to open a Youth Centre to provide a place to enhance the wellbeing of youth in Ōtautahi Christchurch. Another inspirational woman making such a difference in young people’s lives, Dame Sue was witty, intelligent, and inspirational.
Ngā mihi nui to the conference committee for selecting and bringing these wonderful wāhine to us. It has definitely provided me with inspiration, guidance, and clear objectives for 2024.
My Post-Conference to-do list:
• Read Dr Margaret Merga’s book
• Tweak Gabrielle Mace’s school-wide survey to use in early 2025
• Read the book Reader Come Home by Maryanne Wolf, recommended by Gabrielle Mace
• Introduce a Book Club elective to increase reading opportunities
• Develop an introduction to AI overview for senior students
• Plan zine making sessions
• Arrange a makerspace/robotics session using the local public library librarians
• Make the library offerings menu clear and enticing for staff.
AI IN SCHOOL LIBRARIES: KEY TAKEAWAYS TO EMPOWER LIBRARIANS
KRISTY WILSON
As artificial intelligence (AI) continues to evolve, its integration into educational settings is becoming increasingly significant. This article highlights the essential insights from a SLANZA 2024 conference presentation by Kristy Wilson.
AI is more than just a technological buzzword; it refers to systems that mimic human intelligence through learning, adapting and problem-solving. AI tools come in various forms, from reactive AI like email spam filters and voice assistants (Siri or Alexa) to generative AI that creates new content based on prompts, such as Chat GPT that generates realistic conversations on any topic.
For school librarians, AI presents both opportunities and challenges, requiring thoughtful strategies to support AI literacy while maintaining ethical use.
Guiding AI Literacy in Schools
School librarians can position themselves as informed colleagues in their schools and play a pivotal role in teaching AI literacy. Some strategies to become part of the conversation:
• Share AI Resources: Work out the best way to share AI-related bite-sized strategies and tips through newsletters, emails to staff, or bulletin boards.
• Curate AI Articles: Accessible through a live binder or library OPAC
• AI Staff Group: Join or suggest starting an AI staff group to create conversation
• Host AI Discussion Sessions: Librarians can facilitate lunchtime or after-school sessions, where teachers can openly discuss AI tools, ask questions, and share experiences.
• Experiment and Share: Have a go experimenting with AI tools, whether it is generating creative content using Adobe Express or Canva Magic AI, analysing data with Elicit or SciSpace, or using chatbots like ChatGPT or Google Gemini. AI tools are evolving rapidly, and it’s important to stay informed about the latest developments.
Addressing Common AI Concerns
At first glance, it may seem tempting to restrict the use of AI to prevent potential misuse. However, banning AI tools is not an effective long-term solution and ignores the value they can bring to productivity and learning.
Instead as AI becomes more prevalent, librarians should encourage responsible and transparent AI use by helping to set clear policy and guidelines. Students should be educated on how to use AI tools as a learning aid, not as a shortcut, how to formulate detailed prompts, how to evaluate AI-generated content critically, and how to keep refining.
Key principles to teach include:
1. Guard Integrity: Ensure students understand the importance of honesty and proper citation when using AI tools (citing could mean providing hyperlink to the AI chat and students having to review original data sources and providing these links).
2. Check for Accuracy: AI-generated content may contain errors, so it’s crucial to verify facts and cross-check information from multiple sources.
3. Understand Limitations: Be aware of biases in training data and the possibility of generating misleading or incorrect information.
4. Data Privacy: Educate students that data fed into AI systems can be used for future training purposes or sold, making it vital to safeguard personal information such as names and locations but also preferences, emotions and opinions. Note: Microsoft Copilot and Google Gemini have data protection licences funded by the Ministry of Education that keep prompt information private. This is not the case with Chat GPT.
AI plagiarism detectors are unreliable and often create more issues, such as false positives and data privacy concerns. Librarians should instead advocate teachers foster discussions about transparency and teaching students to focus on their learning process rather than just the end product. Tools like Google Docs’ version history can help track how students modify AI-generated content, ensuring transparency in their work.
AI as a Tool for Librarians
For school librarians, AI offers possibilities for streamlining workflows, enhancing administrative services, and supporting students and staff in new ways. Some examples include:
• Information Retrieval & Analysis: AI tools like Perplexity.AI and Elicit can help analyse research papers, synthesise data and summarise complex information quickly and efficiently.
• Content & Curriculum Creation: Tools such as Canva Magic Write and Curipod allow librarians and teachers to create visually appealing presentations, interactive lessons, and educational materials.
• Writing & Communication: Use Chat GPT for drafts of newsletter content, three letter book blurbs, book lists (or turn presentations into draft articles!)
• Library Data Analysis: AI can analyse circulation data to determine popular genres and suggest weeding strategies. It can also tag, label and categorise library materials, saving time on administrative tasks.
• Information Education and Learning: Tutor, provide feedback and explain material for different levels of understanding.
As with any AI use, make sure you check for biases and incorrect information and use it as a guide and starting point rather than a finished product. Like research, detailed and thoughtful prompts and then continuing to refine outputs will produce more satisfactory results.
Conclusion: Librarians as AI Navigators
School librarians are and will continue to be essential in the future in curating quality resources, teaching information, digital and media literacy, providing the human touch, and promoting critical thinking. Teaching ethical AI use through the library seamlessly fits within these areas and allows all students to be exposed to consistent messages rather than through individual departments.
By staying informed, experimenting with AI tools, and promoting responsible use, school librarians can help students and staff navigate the opportunities and challenges AI-enhanced education presents with confidence and integrity.
Further suggested reading on AI in education, teaching and policy:
Netsafe Education Kete. Sign up with your school email for AI training, policy and charter examples: https://netsafe.org.nz/ourwork/education
NZQA - Guidance on the acceptable use of Artificial Intelligence: https://www2.nzqa.govt.nz/ncea/ncea-for-teachers-and-schools/ managing-national-assessment-in-schools/ai-guidance/
UNESCO Competency Frameworks for School Students and Teachers: https://www.unesco.org/en/articles/what-you-need-know-aboutunescos-new-ai-competency-frameworks-students-and-teachers
Kay Oddone - AI Ready: How school libraries can lead in the era of algorithms https://www.linkinglearning.com.au/ai-ready-how-schoollibraries-can-lead-in-the-era-of-algorithms/
Softlink Survey 2023: Impact of AI on School Libraries: https://www. softlinkint.com/blog/australian-school-libraries-share-the-impact-ofai-on-school-libraries/
A Korero on AI in Libraries, LIANZA Conference 2023: https:// www.librariesaotearoa.org.nz/korero-blog/a-korero-about-ai-inlibraries-exploring-opportunities-and-challenges-at-the-lianza-2023conference
The Good, the Bad and the Future of AI, Interface Magazine, Issue 121, Pg 16-19: https://issuu.com/interfacemagazine/docs/interfaceissue121_november_2023
AI Literacy Institute (NZ): https://ailiteracy.institute/
AI for Education: www.aiforeducation.io/ai-resources-main
THE TENUOUS POSITION OF A SMALL CITY LIBRARIAN
BARBARA WALSH - GISBORNE BOYS
HIGH SCHOOL
Fifteen years ago we used to have a librarian in every secondary school, one out of two intermediate schools and most of the primary schools in our area. Skip forward to present day, we still have librarians in secondary schools minus one school which folded five years ago. None of the intermediate schools have librarians, and only seven primary schools have a librarian.
More than half have either retired and not been replaced or the library space was taken for a classroom, the position removed and the books placed in boxes in classrooms left to the fate of the artistic child with scissors, glue or a felt pen. Our once respected profession has been quietly eroded from schools to justify the school operations budget blowout with a diminished budget the following year.
Two years ago I looked at the school’s Library Job Description that I had been doing for eight years as it hadn’t been updated since the 1980s. With our list of negotiations on the table, it was time to look at securing the job for the next librarian. Not only did I rewrite the Job Description, making it evidence based, I upgraded the Library Policy and wrote an Archives Policy, as that had been added to my job description too.
Despite the negotiations with management, the job wouldn’t be going up another level but the pay reflected the next level so I was happy the battle was won - if not the war. Then over the next appraisal I was asked to add value to the school curriculum. I could see where this was going – if I couldn’t justify my pay increase, they would drop the pay to the previous level and any gains I had made would disappear. So, armed with all the professional development I had done over the years, it was time to bring out my soapbox and talk to the departments and demand more input. Then along came AI and life got a whole lot better because this technology is a librarian’s dream! Librarians were the AI of all previous generations. This is technology we understand, can master and deliver better than any teacher.
After standing on my soapbox and addressing the heads of departments, a teacher sent me a request for help with an assignment set in a couple of weeks. I delivered my findings in a day using the National Library Resources map to collate the information from reports, books, videos, websites, music, art and poems. I had restored my faith in the process of research using modern tools to locate information. I not only justified my position as a librarian, but proved I was a valuable cog in the wheel of our current education system. The teacher praised my endeavours so I asked if he would send a review to the principal on my research for his assignment.
Unfortunately, the reason I was asked to do the research was because students lack the ability to know where to start to find information that has been screened, checked, and validated before being published.
The role of the beloved librarian makes the greatest impact on a secondary school student’s ability to succeed in the classroom. It goes to show that having an experienced librarian at primary or intermediate level who curates a wide and varied collection of resources, and can teach students the art of research to find relevant and credible information will benefit the future learning outcomes of students.
PROFESSIONAL DEVELOPMENT ISN’T JUST SEMINARS
IZZY CRESSWELL - ST PATRICK’S COLLEGE
I had never questioned why our library was structured the way it was. It was a given that our fiction was split into junior and senior books. And that our Aotearoa/New Zealand non-fiction was shelved separately from other non-fiction. It never occurred to me the semantic decisions involved in breaking away from Dewey.
This was the only secondary school library I had ever worked in, so I assumed this was standard operating procedure. Until the library manager announced that she was leaving.
In this wonderful economic climate of restructuring that we are in, I felt my job may be in jeopardy. Whatever library I ended up in, research was needed. I would have to prove that I was actively thinking about the shape of the collection and the direction I would take it.
And herein lies the crux of this article; visit other libraries and talk to other librarians. I met with several librarians around my region, all willing to share their knowledge, answer my questions (of which there were many) and show me around their libraries. All libraries make different shelving decisions and operate in different ways, each responding to the different needs of their communities. I suddenly realised, there is no standard operating procedure!
We discussed the reasons behind decisions I didn’t even know I had to make.
• Should I have a separate Māori Collection?
• What jobs should be allocated to student librarians?
• What percentage of the library should be fiction vs. non-fiction?
Walking around other libraries I made a conscious effort to notice things. I came away not only enthused to try new ideas, but also forced to consolidate my ‘library philosophy’.
Now I am a sole charge librarian. I firmly believe I am in this position because of the wonderful people who gave up their time to help me form and believe in my own opinions. I recommend that you visit as many libraries as possible. No matter where you are in your library journey, it is a valuable professional development experience.
Librarians are happy to help! Bring cake and an open mind.
STORYLINES - BRINGING THE BOOKS TO LIFE
KIM BESTIC
We recently had a wonderful visit from the Storylines tour. The Storylines National Story Tour celebrates and promotes writers and illustrators of New Zealand children’s literature. Their aim is to engage your students with NZ stories, reading and literature in a fun and interactive way that inspires our next generation of storytellers! Their visits are free - all they ask is for morning tea or lunch to be provided.
I would strongly recommend the Storylines tour to any school, rural schools in particular. What an amazing opportunity for our students to be inspired by NZ authors and illustrators, and hear reading advocated so relatably and strongly by Te Awhi Rito NZ Reading Ambassador Alan Dingley!
The authors’ and illustrators’ presentations were engaging, lively, relatable and memorable. Children were clamouring for Anne Kaye’s Tui Street books after her presentation and significantly, this included students whose previous library issuing pattern had been narrow and minimal. Students were also very keen to see Ned Barraud’s books (even though Ned was unwell and couldn’t deliver his presentation, his book Watch out for the Weka was read aloud to the children, and he signed his books from our library collection).
The students enjoyed drawing and inventing critters under Lily Duval’s tuition.
It was so beneficial for our students to be able to have this experience without having to leave our fairly isolated school grounds, and for our school to be able to afford it - because it was free.
Storylines contact details:
Vicki Cunningham
Storylines Trust Te Whare Waituhi
Tamariki o Aotearoa
Dates and regions for 2024 Story Tours
Mob: 027 774 6301 | www.storylines.org.nz
DINGLEY DELIGHTS DUNEDIN
Three Dunedin schools were fortunate to enjoy the company of Alan Dingley Te Awhi Rito New Zealand Reading Ambassador in August. Having guests visit your library can give students an experience that will shape their reading journey and their attitude towards books. His visit left a big impression on the many students involved, for many, including the librarians, it was the highlight of the year.
During Term 3 Trinity College Library had the pleasure of hosting Te Awhi Rito New Zealand Reading Ambassador, Alan Dingley, our Year 7-9 students had the privilege to listen to Alan share his reading journey. Alan discussed how books can serve as mirrors, reflecting your own life, or as windows, offering a glimpse into the lives of others. Our rangatahi need to see themselves reflected in the characters they read about, as representation is vital. Equally important, books should serve as windows into the lives and experiences of others, helping to broaden their understanding of the world.
Alan challenged our students to become reading role models within their whānau, showing siblings and parents the value of reading. His engaging talk left a lasting impression, and I am confident that many students have embraced his challenge. We hope to welcome Alan back to Trinity in the new year.
Colette Mahoney
I spend seven hours a day in Taieri College Library, and if you add that up over a year, that’s well, quite a few, but I have to say that the one hour I spent listening to Alan Dingley, our esteemed Te Awhi Rito New Zealand Reading Ambassador, was the highlight of my year!
Not only was listening to him a highlight, but watching my library lovers react to him actually made my heart burst. He had them fixated, they were rapt, they were engaged, they were almost jumping out of their seats with excitement! When Alan asked them what their favourite books were some of them did actually jump out of their seats when one of them threw me under the bus because it’s known in our library that I can’t settle on a favourite book. (I have since mended the error of my ways.)
I have never seen my students react so positively (and rowdily) to a visiting speaker.
Alan’s visit has had a lasting impact on our students, they have taken his challenge of reading aloud seriously, with a little group forming most break times to share a story and many are checking out books with the intention of sharing them aloud with their parents. His explanation of books being windows and mirrors has also impacted the way I choose books for our library, I’m more thoughtful with my choices, and mindful of how I can show my students the world through books.
Thank you Alan, and the National Library for making this visit happen, we all at Taieri would love to have you back next year for a bigger event if you’re keen!
Lauryn Urquhart
Alan drew on his personal experiences to champion the importance of reading as a powerful force to make all of our lives better, richer, wiser and just…more fun. We already know this at Logan Park – with the library one of the most popular destinations in the school – but it was great to hear our school’s love of the written word celebrated and confirmed by such an entertaining and inspiring ambassador! Seven classes of Year 9 students were eating out of the palm of his hand which is no mean feat!
Liz James
LIBRARY OF THE ISSUE
SARAH RANBY - ST HILDA’S COLLEGIATE
What does it mean to truly ‘build community’? He aha te mea nui? He tangata, he tangata, he tangata. What is the most important thing in the world? It is people, it is people, it is people.
In my former life as a secondary English and History teacher, I knew that establishing and maintaining positive relationships with students and staff was integral to my success in and out of the classroom; at the centre of everything had to be my connections with people. As a teacher, my role was to know my learner and to meet their needs, however diverse they may be. So, what does that have to do with planning a brand-new, purpose-built Library? In my experience at St Hilda’s Collegiate School in Dunedin, well… everything.
The transition from old to new has transformed the role of the library in our school. For practical reasons to do with space and roll growth, the Richards Library - our former home - was a multi-purpose facility frequently operating as an extra classroom or meeting space for larger groups. During class time, the library was a quiet place reserved for study, where the expectation placed upon students was that their learning took place independently, and in silence, with little to no interaction with library resources or services. As expected, this had a major impact on library culture, acting as a barrier to classes who might otherwise want to come and use the library to explore resources, share ideas, exchange recommendations, ask questions, seek advice, collaborate, co-operate, and ultimately, grow. The priority in that space was the place, not the people, and we wanted that to change.
With the opening of our new library, our school recognised an opportunity to choose a different path. Presented with a blank canvas, it was important to ask the question: how can we make this space fit for purpose? And what exactly does that look like, given who we are and what we strive to achieve? There was no reason for this space to be anything other than a library in all its glory…what a treat!
The new library is here to serve its community of learners as it remains connected to classrooms. Students and staff have been, and continue to be, stakeholders involved in ongoing dialogue. The library listens and learns from its users as to how it can best meet their needs. It is a dynamic space, always adapting, based on the feedback it receives. In doing so, the library remains relevant; our people are becoming increasingly confident that the library is a place where they will feel validated and enabled to experience success - whatever that looks like for them. Staff are regularly consulted to ensure that the collection fits with their classroom practice. The student voice is engaged frequently so that the collection evolves to reflect the interests and reading needs of the current cohort. The physical space, too, does its best to meet the diversity found in this community. Pockets of space dotted around between the shelves mean students who look for a quiet nook are able to find one. Those wishing to collaborate with others are welcome to use a breakout space so their conversation does not interfere with the needs of their peers.
This space is unashamedly a library. Wherever you choose to seat yourself, you are surrounded by books - a comforting and constant reminder of your safety, your security, and your opportunity to grow. It also enjoys its new location on school grounds; the library has shifted in close proximity to the English and Social Sciences departments, meaning exponential growth in its contact with these faculties. There’s no question of the beauty of this space either, overlooking Dunedin city and harbour, with views stretching out to the Otago Peninsula and down the coast of St Clair beach. The space and its views are inspiring, providing an attractive learning environment within which our students may feel motivated to thrive.
So, what have I learned during this transition? The intention of this space is to serve its people. They have a voice, and if they know that their voice is heard as they find their needs invariably met, they will find themselves enabled and engaged. It is easy to be swept up in the stunning view and purpose-built facility, but at the heart of this library is its people and in placing those people at the centre of all that we do, this space will continue to grow.
SLANZA STUDY RECIPIENT
TESSA EDWARDS
Whaiwhia te kete mātauranga Whakataukī – Fill the basket of knowledge
Kia ora koutou,
I’ve been working as the library manager at Tauraroa Area School for the past three years. While doing this, I’ve been studying parttime with Victoria University to earn a Postgraduate Diploma in Information Studies. This year, I was fortunate and grateful to receive the SLANZA Tertiary Study Grant, which allowed me to learn more about metadata. If you’re like me, you may be wondering: What does metadata have to do with school libraries? This is the question I hoped to explore, and I’d like to share a bit of what I’ve learned.
Metadata is essentially data about data. It’s everywhere—pervasive in our everyday online activities—and can be used to organise or source products, resources and materials. It can also be recorded, packaged and sold. In libraries metadata helps to retrieve and locate materials in collections, among other functions (Gilliland, 2016). While metadata supports machine-based cataloguing today, it has existed long before computers. The old card catalogues, for example, are forms of non-digitised metadata.
The type of metadata we encounter most often in library work is structured metadata. We use it to describe and identify resources, retrieve materials from the catalogue, manage the collection (like the status of a book) and handle intellectual property rights. Metadata standards, such as MARC (Machine-Readable Cataloguing), which are shared across libraries, have significantly reduced the hours
required to maintain a functional, machine-based online catalogue for users. These standards enable efficient resource management, using a common language like descriptions, tags and other metadata elements such as the book’s title, author, publication date and its location in the library. By adhering to these standards, we can achieve a high level of accuracy and consistency, which enhances accessibility for our patrons (Haynes, 2017).
One of the key roles of school libraries is to provide access to information (National Library, n.d.). As school librarians, we must consider how we do this, and part of the answer lies in understanding the community we serve and their information-seeking behaviours.
This course prompted me to reflect on how metadata in our library supports our community in finding the information, books, or resources they need.
How can we improve the metadata stored in our catalogue to make the library search experience richer and more accessible?
As an area school with a community library, our patrons are a diverse, all-ages group. One consideration is that our youngest patrons—prereaders—do not have access to our catalogue. To address this, we have looked into installing a fixed tablet that will allow young children to browse the junior collection by pictures. Another consideration is that many of our readers enjoy browsing by series and want to quickly find out which book they’re up to. We’ve now started including the series number in the book titles in our catalogue, and we ensure that series metadata is accurate, reliable and consistent.
So, to return to the original question: What does metadata have to do with school libraries? It’s the nuts and bolts—it’s how we organise and categorise our resources to support our community in finding what they’re looking for. By understanding and improving the metadata we use, we can enhance the library experience, making it easier and more intuitive for patrons of all ages to access the information they need.
Thank you to SLANZA for providing the opportunity to fill the basket of knowledge, and for their continued support in fostering lifelong learning within our library community.
REFERENCES
Gilliland, A. (2016). Setting the stage. In M. Baca (Ed.), Introduction to metadata / edited by Murtha Baca. https://www.getty.edu/ publications/intrometadata/setting-the-stage/
Haynes, D. (2018). Chapter 1: Introduction in D. Haynes (Eds.), Metadata for information management and retrieval: understanding metadata and its use (Second edition ed., pp. 1-18). Facet Publishing. National Library. (n.d.). Purpose of the school library | Services to Schools. National Library of New Zealand. Retrieved October 25, 2024, from https://natlib.govt.nz/schools/school-libraries/ understanding-school-libraries/purpose-of-the-school-library
Whakatauki Information sheet. (n.d.). Inspiring Communities. Retrieved October 24, 2024, from https://inspiringcommunities. org.nz/wp-content/uploads/2018/09/Inspiring-Communities%E2%80%93-Whakatauki-information-sheet.pdf
TERTIARY GRANTS LEAD TO NEW PROMOTIONS AND GREAT OUTCOMES
ANGELA CAIRNCROSS
Over 2022 and 2023, three LIANZA SLANZA Tertiary Grants funding rounds were provided. These rounds resulted in the commitment of funding which will see students undertaking LIS qualifications into 2028. This article looks at these grants and the feedback from four grant recipients: Layne Winiata (Ngāi Tahu, Ngāti Mutanga), Jocelyn Woodward-Candy, Mere McLean (Ngāi Tūhoe, Ngāti Haka- Patuheuheu) and Alan Dingley.
Funded by the New Zealand Libraries Partnership Project the aim of these grants was to:
• upskill the current workforce with library and information tertiary qualifications
• attract new people to achieve tertiary qualifications and gain employment in the library and information sector
• ensure the workforce is qualified and future-ready to demonstrate the value and impact of library and information services.
In these rounds 139 grants were approved. While many grant recipients continue with their studies, others who have completed or are close to completion, report receiving promotions, taking on new roles with increased responsibilities or having the theoretical framework and tools to develop new initiatives. They have increased confidence in their chosen career and are making the most of the new opportunities their qualification and learning has provided. Most recipients reported that they would not have pursued a LIS qualification without the financial assistance of the Tertiary Grant.
Chair of the LIANZA SLANZA Tertiary Grants Project, Philp Miles, commented, “It is now almost three years since our first tertiary grant recipients started their LIS qualifications, and it is wonderful to start receiving outcomes stories. The improved confidence, skills and career prospects are exactly why the grants scheme was created. It will be a few years yet before the final graduations, but we are already working on evaluation to help demonstrate the value of library and information qualifications.”
Assisted by Perpetual Guardian, the Project Advisory Group has responded when grant recipients have needed to alter their study plans. In a few instances, recipients have had to withdraw from the scheme. Perpetual Guardian advises that the numbers are well within what is to be expected for a grants scheme of this size.
A LOOK AT THE DATA FROM THE GRANT ROUNDS
This section looks at a breakdown of tertiary grant applicants and qualifications.
Graph 1 shows that a large group of successful applicants elected to attend Open Polytechnic (70%), with the Diploma in Library and Information Studies (level 5) proving the most popular qualification (36%). Overall, there was a range of 12 different qualifications across level 5 to level 9 and post-graduate study that successful applicants chose to study.
1: Qualification by Tertiary Provider
Graph
Graph 2 shows that over 31% of recipients were under 30 and 47% were under 35. While 19% were new to the sector, the vast majority were already working in the sector. While attracting young people was an aim of the grants, the Project Advisory Group were pleased to see applicants from all ages.
2: All applicants by age
Graph 3 shows that the majority of successful applicants were already working in the sector. As graph 4 shows, there was a cross-section of ethnicity demographics amongst the successful applicants, but the biggest group was New Zealand European.
3: Applicants new or in sector
4: Ethnicity of successful applicants
RECIPIENTS TALK ABOUT THE GRANTS
Layne Winiata (Ngāi Tahu, Ngāti Mutanga) began working at the South Taranaki District Libraries five years ago. She is 26 years old and, having left school to study radiography, realised she didn’t want a career in that field.
Graph
Graph
Graph
AYNE WINIATA (Ngāi Tahu, Ngāti Mutanga) of South Taranaki District Libraries. Image supplied
“I loved the science behind it but realized that was not where I wanted to be. I thought about what I enjoyed, and books kept popping up. I saw a job for a casual position at the library I grew up attending and I jumped on it. I haven’t looked back since.”
When Layne began working at Waverley LibraryPlus, she took every opportunity she could.
“I have been involved in so many things that only build on my desire to make libraries my career. The first month I was here we were running the summer reading program. I quickly realised how incredible it is to have a job where children come in, bursting with excitement to tell you about the books they’ve read and fun things they’ve done.”
Layne was in the first cohort of Tertiary Grant recipients. She began the NZ Diploma in Library and Information Studies L5 in 2022 and finished it earlier this year.
“I was studying at nights and weekends and over the summer. I found what worked for me – doing a few papers at a time while working to get the diploma finished.”
“I was worried at the start about how I would fit everything in – but it worked out perfectly.
“I was planning to study anyway when this opportunity popped up. It’s been a big thing for me personally to finish the diploma. I’ve started things before but not completed them. But I looked at this as something I really wanted to do – it’s incredibly valuable to me.
“The qualification has built my knowledge base and given me the library science framework. I understand the why behind what we’re doing, I feel I’ve learned so much”
“I don’t think people realise how much goes into what we do in libraries. The qualification has given me more opportunities and opened up the whole world of libraries to me.
“When I started this job, I was just doing a job – but now I really feel like I know where I am going – I can make a career out of this.
“I’m now full-time and have been given more responsibilities because I have the qualification. And I’m considering doing the children and teens qualification.
“I wish I could inspire more people to come into the library profession. I don’t think people realise how broad it is and how many different directions you can go if you want to, or the things we do. I love it.
“I can’t thank my managers enough, for how they’ve supported me and encouraged me on this journey. I feel I’ve been incredibly lucky, and I’d like to thank LIANZA and SLANZA for this opportunity. It’s given me a pathway for my future, and I’d encourage others to take up a qualification in library and information studies like I did.
However, she would not have been able to get her new role as the Roslyn Community Librarian without having completed the NZ Diploma in Library and Information Studies L5 at Open Polytechnic. This was funded through a LIANZA SLANZA Tertiary Grant.
Finance was a barrier to doing the library diploma, but Jocelyn realised she needed a qualification to be considered for more senior roles.
I used to be in a support role in community libraries and realised I wanted the librarian role. I’d apply – as I had the experience- but was told I did not get it as I didn’t have a qualification.
“Gaining a library qualification has helped add value to my job and helped me be accepted as a professional in my chosen career path. Without this grant, I would not have been able to get this job.
“I’ve been in libraries for 18 years. When I started, it fitted my lifestyle, but within a few months, I realised it was where I wanted to be working.
“I had a role through the NZLPP fund and was able to do several stand-alone papers through that. Then the tertiary grants were offered, and I was able to complete the diploma.
Roslyn Community Library is a small, well-used suburban library full of children and older people. “There’s lots of retirement villages around here and many of our library users ask us for digital help, so we’re very busy.’
Management supported her to do this study and other staff have seen the benefits a qualification has had for Jocelyn.
The Open Polytechnic study fitted with her work-life balance as it was hard managing work, family and study almost continuously over two years.
“I even took my study with me when I went to Europe for two months.”
Now she’s on a learning journey. “I’m professionally curious, so I will have a break and then start looking at what study I can do next.”
“When I finished the diploma, I emailed to say thank you to LIANZA. Because without this grant, I would not have been able to study or progress in my career as I have.”
“The reason I did the Master’s programme was seeing the limited number of local materials here about our area and local stories from an Indigenous perspective. Another part of what I’m doing is featured in a book that is being published telling the story of my hapū Ngāti Haka- Patuheuheu and our environment. There’s also going to be a web series documentary.
“I’m very happy with the way the research has come out, basing it on our tipuna and kaitiaki from our history to give inspiration to our rangatahi today. We want them to see what being a kaitiaki looks like – the story of Te Raepango and how he protected the waterways of our area.
“I was grateful to Dr Hohepa Tamehana and Silvia Hiriwa Tapuke who wrote the letters to support my application – I didn’t think I’d get itbut they pushed me to do it.” Mere was accepted in the first round of grants in 2022 and is soon to complete her Master’s.
“Through this journey, I’ve discovered something I want to leave behind. I want to create an oral history library for Murupara where key local people can talk about how they saw our community 20 or 30 years ago. That’s my next project.
Mere McLean (Ngāi Tūhoe, Ngāti Haka- Patuheuheu ) was born and bred in the small settlement of Murupara where she works in the Murupara Library and Service Centre, part of the Whakatane District Council.
“There are three of us here in the library/service centre. I’m part-time, there is another part-time position and one full-time.
The library is unique in its coverage of the small rural population, which also operates as a council service centre where people can pay rates, get their dog registered and more. While it’s a small population of 1800 people in Murupara they also cover Waiōhau, Galatea, Ruatāhuna, Minginui and Te Whāiti.
Kaiangaroa Forest is right next door.
“We’re struggling in the area right now as a number of people have lost their jobs at the Forestry Mill. So, as well as being a library and service centre we are helping those people do up their CVs and sending them out.
There are four Marae in this area of Ngāti Manawa: Moewhare, Painoaiho, Rangitahi and Tipapa.
In 1989 when Murupara Council amalgamated under the Whakatāne District Council, they inherited the Murupara Council building.
“There’s a lot of archival information contained here, and we’ve seen a lot of things happen over the years in this community.”
Mere has almost completed the He Waka Hiringa - Master of Applied Indigenous Knowledge L9
at Te Wānanga o Aotearoa for which she received her LIANZA SLANZA Tertiary Grant.
“What helped me get through the study was basing everything I worked on around key values and principles. Receiving this grant and going through this learning journey, I’ve learned we can do this sort of research, collect data, showcase our community, and share these stories – it’s built my confidence to do all this.”
ALAN DINGLEY
Alan Dingley is a school librarian at Freyburg High School in Palmerston North, a student in the Open Polytechnic’s Certificate in Library and Information Services for Children and Teens, the current Te Awhi Rito NZ Reading Ambassador, and he provides a podcast with fellow school librarians Sasha Eastwood and Chris Auer.
It can be difficult juggling everything at once Alan says. “It can be pretty full on. I won’t deny it.”
MERE MCLEAN (Ngāi Tūhoe, Ngāti Haka- Patuheuheu)
“This Open Polytechnic qualification is so easy to navigate and to do online though, and the course coordinator’s communication is great. I don’t think I’d manage the struggle of work, family, study and my extra role as Te Awhi Rito without that (and the support of my podcast buddies Sasha and Chris, who are studying with me).”
“I knew coming into this it was going to be a struggle.” Friends and fellow Manawatū school librarians Chris and Sasha are supporting. “They’re studying with me, and we’re kind of helping each other out, cheerleading more than anything. But yeah, being able to just be able to drop in and out of the course online, take a semester out, and Open Polytech being good with extensions. That all helps.”
“I’m just stoked that I’m doing it. I wouldn’t have been able to afford it without the LIANZA SLANZA Tertiary Grant. So, it was the perfect storm for me to jump back into study. Because it’s a daunting thing, contemplating study as you get older.”
They all started the qualification at the beginning of 2024 and are now about to do assessment three. Alan will probably take a break and jump back in at the start of next year because term four is so busy in the school library.
“That’s the cool thing about the course, you know, we’ve got the two years to complete it, but we can just complete it in whatever time frame we need within that.”
“It’s super interesting. I’ve been in libraries for 20 years, in different ways, shapes and forms. You find this invaluable stuff and some of it you realise you’ve been doing all along. The study is solidifying what I already know and what I’m doing.”
This is Alan’s first library qualification. “I said it at the conference in my keynote (SLANZA 2024 conference). I’m the most qualified, unqualified librarian in the country. It’s a wee joke.”
“But a passionate, experienced librarian and qualifications on top of that is a great thing to have. You get into a kind of imposter syndrome so to have that piece of paper - it validates what I’m doing.”
Alan has worked in public and school libraries but feels his niche is schools, “because working with kids is my passion and what I love to do”.
He hadn’t worked in a high school library before Freyburg and has applied his assignments to his new work environment. “I had to work on a business plan for a project that I wanted to work on, so applied it to our teen parenting unit that’s attached to the school. My plan was a kind of a non-traditional book club for them.”
“They’d be able to take books away, choose their own text, get families involved, record picture books for their kids as well, but packaged as a book club. Because that’s what grown-ups do. It helps them to feel like adults with their own book group.
“I take down boxes of books to the unit weekly now. The teacher there is really switched on around the reading process, so the book club and connecting it to their families was invaluable.
“Study as you get older can be hard, and life can get in the way, but they make it as inclusive and easy as possible to do the qualification at Open Polytechnic.
“I’ve never seen myself as a manager before. Structures and policies aren’t really my thing, but I think this qualification is giving me great insight into the world of management. It’s helping me understand the structures that I don’t usually deal with and filling in gaps in my skill set. It will help me step into a manager’s role and its adding to my other strengths.
“I think school librarians really have to take the opportunity to upskill themselves.
Anything we can do to make ourselves more appealing and seen as professionals to our principals and boards is ammunition to show our worth to them.
These grants embolden people to take up these qualifications they might never have done otherwise. More than anything else, they are an opportunity to show that people believe what they do is valuable and for them to grow. It is an important thing.
So, yes, I think these grants are invaluable.”
A JOURNEY OF MENTORSHIP FOR TEACHER AND SCHOOL LIBRARIANS
DR NANCY PAVISICH
ABSTRACT
This paper documents the journey of the Australian School Library Association (ASLA) Mentoring Program in the 2023/24 period. This paper proposes mentoring as a viable strategy to foster personal and professional growth among these professionals. It argues that quality mentoring programs, instead of informal chats, can empower teacher and school librarians with the agency and efficacy needed to thrive in an ever-evolving space. The paper attests to the role of mentoring in improving teacher and school librarians’ professional development and recognition.
INTRODUCTION
The role of the teacher and school librarian is constantly evolving (Gordon, 2017; Godfree & Neilson, 2018). As evidenced by its transition from traditional book management to digital literacy and technology integration, the school library is no longer a clinical, conservative space for study but one that embraces creativity and critical thinking and forms the lynchpin for learning communities. With these ongoing changes, teacher and school librarians have had to reimagine their roles to adapt to a VUCA (Volatile, Uncertain, Complex, Ambiguous) environment characterised by rapid changes, unpredictability, and the need for constant adaptation. This dynamic environment runs parallel with preparing students for career roles and responsibilities that still need to be defined (Lance & Kachel, 2018). Similarly, Lance and Schwartz (2012) argue that the whole school community thrives where librarians offer quality library programs, plan collaboratively with classroom teachers, provide technology support to teachers, and support schools with reading incentive programs.
The role of the teacher and school librarian has no bounds. With the expansion of the role, the expected qualifications of teacher and school librarians vary (Farrell, 2019; Merga, 2019), resulting in different roles and responsibilities. For this paper, the ASLA (2018) definition of teacher and or school librarian will be used and is as follows:
“A teacher librarian holds recognised teaching qualifications and qualifications in librarianship, defined as eligibility for Associate (i.e., professional) membership for the Australian Library and Information Association (ALIA) (para. 1).”
The gap in understanding the work of a teacher and school librarian is partly due to their diverse roles, responsibilities, and titles (SchultzJones & Oberg, 2021). The teacher and school librarian may be
referred to as a teacher, instructional leader, information specialist, and coordinator, to name a few (Lo & Chiu, 2015). Often, the role of the teacher and school librarian is also confused with that of an academic librarian. While the roles are similar, the contexts are different. It is not the scope of this paper to discuss the difference in role between teacher and school librarian, and academic librarian. However, it would be remiss not to acknowledge the challenges in this space and their impact on the support provided to all librarians.
UNDERSTANDING THE CHALLENGES FACED BY TEACHER AND SCHOOL LIBRARIANS
The diversity of the librarian role may also contribute to how school leaders perceive the role and the attention given to it (Lewis, 2021). The lack of administrative support and the value of the role may contribute to whether or not school or teacher librarians can access quality professional learning. The need for more awareness and advocacy for the importance 2 of school libraries, even in the age of artificial intelligence (Gordan, 2017; Shone, 2019), may hinder personal and professional growth opportunities for teachers and school librarians.
Research by Harrington and Marshall (2014) found that 84.5% of librarians, including graduates and administrators, need access to institutionally-supported mentoring programs. The lack of access to institutionally-supported mentoring programs may be attributed to work overload and time conflicts that make it difficult for teacher and or school librarians to connect with mentors and or professional learning communities (Harker et al., 2019; Tayag, 2020). Additionally, limited access to funding (Merga, 2019) may also restrict professional learning opportunities for teacher and or school librarians. Limited funding is particularly noted because there are no mandatory requirements for the employment of teacher and school librarians, particularly in some Australian states, e.g., Western Australia, and in countries such as the United States of America (Merga, 2019).
The lack of school leadership perception about the role and responsibilities of teacher and school librarians is an ongoing challenge that too, has funding implications. Schultz-Jones & Oberg’s (2021) research also noted that school librarians often work in isolation, limiting their access to quality professional learning. New librarians, who are often the only ones in their schools, must quickly adapt to their roles, which can prevent them from accessing professional learning (Adekoya & Fasae, 2020).
AIM
The mentoring program, sponsored by (ASLA), aims to foster personal and professional growth in its members through a wellstructured mentoring program. Amidst the ongoing technological advancements and digital shifts, teacher and school librarians grapple with inadequate staffing, heavy workloads, lack of recognition and advocacy, time constraints, and a need for more quality professional learning opportunities (Merga, 2019; Munyao, 2022). Teacher and school librarians need support to navigate these changing roles and expectations.
With limited peer-reviewed, quality research, and only case studies and practical guides available to support teacher and school librarians (Harrington & Marshall, 2014), mentoring emerges as a powerful strategy. When implemented effectively, it equips mentors and mentees with the knowledge, skills, and understanding to grow and develop in a mutually reciprocal relationship (Attard Tonna et al., 2019). This potential for growth and development is a testament to the transformative power of mentoring in the educational landscape, making it a beacon of hope for teacher and school librarians.
DEFINING AND CONCEPTUALISING MENTORING
While mentoring is recognised as a practice that originated in Ancient Greece 3000 years ago (Clutterbuck, 2023), there is no formal definition. The mentoring experience has many variations attributed to perspectives on theory, culture, sociology, and philosophy (Blackman & Clutterbuck, 2017). Traditional approaches to mentoring adopt the role of the mentor as a sage who imparts knowledge to someone less experienced (Sunde & Ulvik, 2014). In this one-way approach, the mentee seeks advice on how to do things and be better in their workplace (Eby, et al., 2008; Mullen & Klimatis, 2021). Contemporary approaches to mentoring are different. These modern approaches have a developmental focus. Clutterbuck (2023) postulates that mentoring is a developmental and learning conversation between a mentor and a mentee. The developmental conversation provides a basis for reflection that 3 invites the mentee to review, renew, and regenerate different ways of being, doing, and relating (Ong et al., 2017; Shar, 2017).
In the contemporary approach to mentoring, the mentoring process is not just a sociological construct but a testament to the power of human connection with no power differential. With an emphasis on psychologically safe relationships, the mentoring process offers opportunities for mentees to learn, grow, and develop in their respective contexts (Zentgraph, 2020). When nurtured, this unique relationship between mentor and mentee can lead to profound personal and professional growth, benefiting both the mentor and the mentee and inspiring others to seek similar growth opportunities.
Mentoring programs may be formal or informal. Formal mentoring
roles are highly structured with clear roles, responsibilities, practices, and procedures. Consistent time frames often define formal programs and are part of a professional learning and induction process (Myers & Anderson, 2012; Farrell, 2019). However, informal programs are organic by nature and are often defined by peer relationships that support learning at the point of need (Desimone et al., 2014; McHone-Chase, 2015).
Despite the variation in thought about mentoring, the consensus in academia is that the mentoring process requires a mentor and mentee and a psychologically safe space to learn, contribute, challenge, and take risks (Aspfors & Franson, 2018; Adekoya & Fasae, 2020; Spooner-Lane, 2017). The benefits of mentoring are evident globally across all sectors and include practical insights about roles and responsibilities, reduced isolation, and access to resources (Lacy, 2013; Booth et al., 2016; Daly & Milton, 2017; Jeong et al., 2018).
MENTORSHIP SUPPORT FOR TEACHER AND SCHOOL LIBRARIANS
Mentoring matters for teacher and school librarians. Mathews (2003) highlights that mentorship for librarians does not just foster personal and professional growth; it provides a pathway to sustaining the role for all stakeholders. In mitigating attrition, retention, and career success, mentoring provides a mutually reciprocal relationship where the mentor and mentee can share ideas, concerns, and celebrations (Shonhe, 2019; Mullen & Klimatis, 2021). As a contributing process to quality feedback, mentoring provides the ongoing support required for teacher and school librarians to engage with the role (Eller et al., 2014; Lewitzky, 2020).
New Librarians
Mentoring as a strategy supports the professional development of new teacher and school librarians and offers insights into managing resources and having courageous conversations through personalised advice (Harrington & Marshall, 2014). Additionally, connecting with a quality mentor empowers new teacher and school librarians to develop their work identity by growing confidence and competence, establishing networks and connections, and sharing in cultural competence and inclusion (Eby & Lockwood, 2006).
A quality mentoring program is essential in onboarding staff (Lorenzetti, 2015). Freedman (2009), in their research on mentoring and teacher and school librarians, identifies the use of mentoring for different career stages in the role of a librarian. For new librarians, particularly those still in their probationary period, formal or peer mentoring is critical for understanding library administration and procedures. Hussey and Campbell-Meier (2017; 2021), like Freedman (2009), stipulate that for new library professionals without previous experience mentoring as a strategy reduces moments of being left adrift in their new workplace (Hussey & Campbell-Meier, 2021).
Procedure
An expression of interest was sought from the ASLA membership to engage as mentors, mentees, and or both.
• The mentors and mentees were required to partake in a compulsory half-day online mentoring training program.
• The mentors and mentees were matched based on personal, professional, and geographical data.
• A 12-month time frame was offered as a guide for the process, with regular check-ins from the mentoring expert and support team.
• Regular meetings were compulsory as a condition of the program. The meeting options included face-to-face, telephone, and/or online (although, as a testament to ASLA’s commitment to fostering meaningful connections, the first meeting was strongly encouraged to occur face-to-face). This personal interaction was a crucial element of the mentoring program, ensuring that ASLA members felt connected and engaged in their professional development.
PARTICIPANTS AND PARTICIPATION
During the ASLA 2023 Conference, the then-President invited ASLA attendees to participate in the ASLA Mentoring Program for 2023/2024. The invitation was extended to members who did not attend the Conference. There were no restrictions on the number of mentors and/or mentees required for the program.
RESULTS AND DISCUSSION
Demographic Information
Sixty ASLA members requested to be considered as mentees for the ASLA Mentoring Project. Of the 60 mentees, one was male, and 59 were female. Twenty-nine mentees preferred a mentor in the metropolitan area, 25 requested regional, and six requested rural. The mentees’ librarian experience varied extensively. Please view the table below.
TABLE 1: MENTEE DATA
Years of experience
and School Librarians
TABLE 2: MENTOR DATA
Of the 30 participants who volunteered to be mentors, 29 were female, and one was male. Nine expressed interest in metropolitan mentoring, and two in regional mentoring only. Three members indicated that they were interested in regional and metropolitan mentoring, eleven in metropolitan, regional, and rural, and two in regional and rural only. The Librarian experience of mentors varied significantly from three to twenty-plus years.
TABLE 2: MENTOR YEARS OF EXPERIENCE
Years of experience Teacher and School Librarians
Timelines
The program continued for 12 months, with mentors and mentees meeting regularly. The meeting times varied from two to three weeks intervals using a platform that suited the mentor and the mentee. During the 12 months, one matched pair did not continue with the program.
Mentor and mentee selection
The mentors and mentees registered for the program must complete an information form. The form consisted of questions that pertained to general demographic data such as name, gender, school, and location.
Two members of the ASLA Executive Committee and an external consultant were involved in the process, and most of the matching was completed by the two members of the ASLA Executive Committee.
Mentorship agreements
All participants were required to complete mentorship agreements.
TRAINING AND SUPPORT
Regardless of being a mentor or mentee, all registered participants in the ASLA Mentoring program engaged in a half-day training session. The content shared with both mentors and mentees included
but was not limited to defining mentoring, learning about the differences between mentoring and coaching, and exploring the art of questioning and listening. For mentors, the content differed regarding who a quality mentor is and explored characteristics, qualities, and considerations. For mentees, their learning included exploring the characteristics, qualities, and considerations of mentees.
Evaluation Methods
The mentors and mentees spoke twice during the year in formal interviews with two ASLA Executive Team members. During this time, they were asked a range of questions relating to their mentoring experience.
FINDINGS
This section aims to discuss the findings of the ASLA Mentoring Program using the categories identified from the feedback survey. The section is divided into two parts. The first part examines the mentoring experiences of the ASLA Mentoring Program mentees. In this section, the mentees share their experiences regarding knowledge and skill development, networking, and personal development. The second part examines the mentoring experiences of the ASLA Mentoring Program mentors. It is important to acknowledge that the feedback survey responses were limited.
Mentees perceptions of their mentoring experiences
The mentees provided critical insights about the gains experienced as a result of the mentoring program. The three common areas included wisdom and support, mitigating isolation and confidence and competence.
Wisdom and Support
The mentees were all grateful for the opportunity to be involved in the program. For many of the teacher and school librarians, the highlight was the opportunity to connect with a colleague who offered great wisdom and support. One participant indicated that as a result of the program, they realised that “although I was not as experienced as my mentor, it affirmed that I was on the right track” (Mentee F). Another explained “…I feel more positive and encouraged to continue suggesting ideas and improvements…” (Mentee K).
Mitigating Isolation
Understanding that the role of the teacher and school librarian could be an isolated one was evident in the literature. The findings from the mentoring program highlighted that the mentees often felt isolated, with one participant being emphatic about the fact that “we need connection with others” (Mentee A). Similarly, for some mentees, connecting with others meant that they understood “that we are all experiencing the same things in school libraries” (Mentee K), making them feel at ease that others were experiencing the same
challenges. In addition, Mentee F expressed that “I’ve also realised I miss having a teacher partner to bounce ideas off when planning and working (I’m the only librarian in our school”.
Confidence and Competence
Developing the teacher and school librarian identity was critical to mitigating the challenges that came with the role. Acquiring the confidence and competence to engage in the role enabled some participants to reflect on their capacity. One participant indicated, “I am doing good things in my role and being more confident in my abilities” (Mentee C), and another indicated, “In my fairly new role of the teacher-librarian, this program has really given me the confidence that I am on the right track” (Mentee J). Mentee D explained that due to their experience, “…I actually have more skill and knowledge in this role than I thought I did”.
Mentors
The mentors shared their insights in a reflection survey that reflected a mutually reciprocal learning process. The key themes identified included reciprocity of knowledge and skills, networking and personal development.
Reciprocity of knowledge and skills
For many of the mentors, an opportunity to communicate with their mentees meant that they were able to share their knowledge and experience and learn from their mentees. One participant stated, “I know more than I thought I did and learned so much from my mentee as well” (Mentor C), and another, “…sometimes, I underestimate the amount of experience I have in this profession and that people such as my mentee do actually want to learn from me” (Mentor B).
Networking
For many mentors, the connection with others was crucial to their work. One participant indicated, “I find it rewarding meeting with other library professionals and sharing ideas and experiences” (Mentor E) and another celebrated that “…I have a great network to call on…” (Mentor A)
Personal Development
The mentors in the program acknowledged that their personal growth was exponential. Not only did it build their confidence and altruistic goals, but they also celebrated personal qualities and skills. For example, one participant indicated “I can sill provide a listening ear and much needed encouragement to teacher librarians” (Mentor G) and another stated “…I am a good communicator and really enjoyed the mentoring process” (Mentor D). For others, there was an awareness that some skills needed to be further refined. Mentor A outlined, “…I need to be more organised,” and Mentor F similarly expressed that they needed “to keep better track of communication when changing schools/roles/email addresses.”
Limitations
Regular connections for some mentoring partnerships were challenged by distance and different time zones. Whilst technology was used to mitigate this, anecdotal data indicated that a face-to-face connection was always preferred.
Conclusion
The ASLA Mentoring Program, while not subject to peer review, underscores the pivotal role of quality mentoring in bolstering teacher and school librarians. Such mentoring is vital for instilling confidence and competence in these educators, enabling them to navigate the ever-evolving global, national, and local challenges that affect their roles. Quality mentoring supports the personal and professional goals of all participants, fostering a symbiotic relationship that cultivates talent, drives engagement, and yields benefits for every member of the school community, regardless of whether they are newcomers to the profession, at its midpoint, or approaching retirement.
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ACCESSIT ROADSHOW - THE DUNEDIN CHAPTER
LAURYN URQUHART
Dunedin can be very dreary on a wintry August morning, but going along to the Accessit Roadshow, which was held at John McGlashan College, was like a summer oasis.
The team of five who had just travelled to many parts of the country over the course of 17 days were energetic in their presentation and proved to be very passionate about their product. As we all know, librarians often find taking time out of the library to attend PD can be a struggle, so if you have the opportunity to go to an Accessit Roadshow in the future, I highly recommend that you do.
This is not your average sit and listen to someone up the front droning on. It was interactive with questions welcomed throughout (no matter how curly), chocolatey prizes for answering questions or if you were using a particular Accessit feature, and a fun Kahoot! that provided plenty of laughs for all in attendance. On top of this, each person was given a well set out sheet making it easy to jot down notes, as well as librarian favourites – pens, notebooks and bookish mugs.
As well as learning new tips, such as how to embed gifs and cleaning out records with no content – (which I have just completed), there were reminders to check on the integrations I use alongside Accessit and to check out the ones I could use in the future. I was also inspired work harder at creating dashboards after some inspiring discussion amongst the group. They also really excelled providing morning tea.
High on the Accessit agenda is what we librarians do best: collaboration and creating community. To make this happen, you can register with ALeC and join the Accessit Community forum https:// gettingstarted.accessit.online/#ALeC
This is a valuable forum in which librarians can stay updated on what is happening, ask (and answer) questions, share things from your library and inspire one another.
One thing they would love to see are your Dashboards – the more niche the better – so maybe over the summer holidays is the time to work on your ideas.
The overall feeling I came away from the Roadshow with was the excitement and passion from the Accessit team, excitement that they are once again able to tour New Zealand and come face to face with their customers because they are passionate about providing customers with the best possible service. It was great to meet the faces behind the product that many of us use, as well as engage in whole group discussion with the whole team’s knowledge when many of us realised that we had questions or issues in common.
Thanks to the reminder about dashboards at the Roadshow, I’ve rebooted our webpage with particular focus on developing class-specific dashboards for a range of faculties. Our students are loving quick and easy access to reliable, user-friendly sources via dashboards curated especially with their needs in mind. – Sarah Ranby – St Hilda’s Collegiate School
The Accessit team ran a really informative and well-paced run down of the many useful tools, including excellent demonstrations of new and exciting features. This came with the sage reminder that there are many ways to do things.
I really enjoyed our Dunedin Roadshow - lots of new things and reminders about things I’d forgotten about. I’m keen to watch the recorded webinar on collection analysis and use the spreadsheet that goes with this to take a closer look at my own collection and see where our strengths and gaps are. I thought this sounded really useful! – Carole Gardiner – John McGlashan College
Thanks to the team at Accessit for a morning well-spent in great company and learning which will continue to benefit my library and its users.
Book Reviews
BEAU AND THE STONE GIANT – BY HYDIE BALLE-HANDS, ILLUSTRATED BY AUDEE HALIM
Reviewed by Lauryn Urquhart
Beau, Bobby, and Frankie are the stars of Hydie Balle-Hands’ second picture book for youngsters. This doggy trio happen upon a stone while out for a walk. When the stone sneezes, they realise that something is amiss – they need to help the stone giant – and this is where the biggest adventure of their lives begins!
Experience crumbling roads, a merciless danger-filled sea, and even a dragon, in an adventure brought to life through evocative and captivating illustrations which will provide children with a means to transport themselves into the colourful and bold dogs’ adventure.
Written in rhyme, often forced, this story works hard to convey the overall message of friendship, courage, and working together to make the world a better place for everyone.
Balle-Hands is not only striving to make the world a better place through her art, but she pledges to donate a portion of proceeds from the sale of this book to the I AM HOPE Foundation in order to implement positive change for the mental health of young people in Aotearoa.
I have one free copy of this book to give away, if you would like it, email collected@ slanza.org.nz with ‘I’d love to read about Beau’ in the subject line.
CHRONICLES OF A LIZARD NOBODY – BY PATRICK NESS, ILLUSTRATED BY TIM MILLER
Reviewed by Sam @Whatsinatitle (find her on Instagram)
This new book series is for younger readers (8/9+) and I think they will love it.
It’s funny with that level of odd that young people don’t question. You know, there’s a sunglass-wearing blind-hawk who is very perceptive and Zeke, a kind and sensitive monitor lizard who has France on his knee (yep, France as in the country) and of course a villain, Pelicarnassus, the school bully who seems to hold a grudge against Zeke that gets completely out of control.
Woven throughout this story are real-life issues like unfairness, bias, poverty, bullying and thankfully, friendship. I like that issues aren’t sugar-coated or ignored because the reality is that kids face problems at home/ school too, so weaving them into stories allows them to relate. Works for me but I’d be interested to see if the kids respond positively as well.
GLASGOW BOYS – BY MARGARET MCDONALD
Reviewed by Julia Smith
What happens to broken boys who grow up without love?
How do they cope as young men attempting to forge friendships and fall in love?
They cope by being brave, vulnerable and worthy.
This is a beautiful story that explores the impact of trauma on our youth. I laughed and I cried.
Glasgow Boys is a contemporary novel recommended for secondary school libraries. It deals with poverty, abuse, and mental health issues.
GUS AND THE MISSING BOY – BY TROY HUNTER
Wakefield Press ISBN : 9781923042308 | Reviewed by Lauryn Urquhart
Has there ever been a teen who has never felt wrong, out of place, or like they don’t belong?
Many teens will identify with Gus’ identity issues; he has recently lost his dad to a car crash, has become his mother’s carer due to her injuries in the same crash, he’s gay, describes himself as the ‘fat kid’, and finds relief in cutting himself. Despite seeing a psychiatrist, he continues to feel like he doesn’t belong in his life and this is exacerbated by the tension present when he questions his mother about the past, his father, and why there are no photos of him as a youngster.
Upon discovering a website for missing children, Gus comes face-to-face with an age progression AI mock-up that is his spitting image.
Questions fly, feelings intensify, amateur detective work begins, and when he discovers via a sneaky DNA test that he and his mother are not related, he confides in his best friends Shell and Kane. Together they set off to uncover the truth behind the missing boy in a thrilling search that will keep readers turning pages.
This unique debut novel is not only a crime thriller that will appeal widely, but also lends support to teens who are finding themselves and their place in the world in order to come to a position of self-acceptance.
THE VERY BEST WORDS – BY ERIN MUNRO, ILLUSTRATED BY SARAH TROLLE
Reviewed by Lauryn Urquhart
Emma’s baby brother, James, is born and she decides to give him a special gift – the gift of words. For the first year of his life she gives him a handful of new words each month, but only the very best ones. She finds and collects words such as ‘kerfuffle’, ‘habitat’, ‘caterwaul’, ‘tinkle’, and ‘susurration’ (which is my personal favourite) during her daily activities. And she regularly adds ‘love’ to the end of the list. James’ first words are the best words a big sister could ever hear.
I found this book an absolute delight with its cadent text, beautiful illustrations, and
its collection of words won the heart of this word collector! I am so glad it has just won the Storylines Notable Book Award, it is well deserved.
This book would make a lovely gift for a little person in your life, with its realistic portrayal of family life and the way it introduces new vocabulary. I have recently gifted it to my great niece who has just become a big sister, it mirrors her life experience perfectly and will, I hope, turn her into a logophile like her great aunty!
WILD WELLINGTON NGA TAONGA TAIAO – BY MICHAEL SZABO
Reviewed by Lauryn Urquhart
From Te Papa Press comes this fabulous handbook designed especially for teachers in Wellington to use with young people to support the school curriculum, it could also be used as a general guide for any adult or family wanting to enjoy the coast and wildlife around Wellington
As described by Te Papa Press - the book is organised into four geographical areas, it lets you in on the best places and times of year to experience everything from migrating birds to seals hauling out, dolphin pods and orca in the harbour to the recovery of once-threatened native bird species in action, the region’s special flowering plants to the oldest native trees, and the conservation efforts that ensure that our local wildlife survives and flourishes. Written with input from Te Papa’s expert natural history team, and mātauranga Māori about the region and its wildlife from mana whenua, Wild Wellington illustrates the true richness of the interconnected nature of Pōneke and Te Upoko-o-te-Ika.
This book is a handy size which readily fits into your hand, and would be easily stowed into a bag or pack while you’re out and about. The illustrations are beautifully photographed images of the trees, plants,
animals and insects that you might see in these places. Each region is easily found by colour coding on the fore edge and upon opening each section there is an illustrated map with key places to visit marked very clearly. Each section provides a wealth of knowledge and the snippets could be read aloud as you wander each place. At the back are suggestions for more wild places to visit and a glossary for some of the terms used. I’ve learned about ‘vegetable sheep’!
The most fantastic thing about this book is that all primary and intermediate schools in the Wellington region will receive a free copy of this book courtesy of the Te Papa Foundation along with the offer a free Te Taiao learning programme which will support inquiry topics around local environment, sustainability and kaitiakitanga.
I’m sure this will make a valuable addition to school libraries/teaching resources in the Wellington area and what a wonderful way to introduce our rangatahi to the world around them.
Even if you don’t live in the Wellington area, Wild Wellington is worth a read, I have no doubt it will inspire nature lovers to go and explore this beautiful coastline for themselves.
LITTLE BANG – BY KELLY MCCAUGHRAIN
Reviewed by Julia Smith
"A bittersweet Northern Irish romance that takes a new look at teen pregnancy, the magic and mess of first relationships, and a young woman's right to choose her own future."
This book speaks with a truly genuine voice. Teenage pregnancy and abortion is a controversial topic but between the perspectives of the two teenagers, their families and friends, we are delivered a well-balanced narrative with a great deal of empathy.
Honestly, your emotions are in for a tough workout.
Our teenagers need this book - so relevant to building understanding and for young women exploring their choices. It should be in every secondary school library.
THE DREAM FACTORY – BY STEPH MATUKU, ILLUSTRATED BY ZAK ATEA
Reviewed by Lauryn Urquhart
I was captivated by this book, in fact, I want to live in this town to experience a night filled with dream mist in all different colours.
With feast-for-the-eyes illustrations that immediately draw you in and evocative text that masterfully shows rather than tells, this book strikes a dynamic balance. Sitting at the boundary of a sophisticated picture book this will have broad appeal.
This celebration of individuality, creativity, and the importance of holding onto your dreams will make a lovely junior read-aloud, as well as encouraging discussion around these themes for older groups. This NZCYA finalist will be a valuable asset to any school or personal library or would make a lovely Christmas gift.
Meet Accessit’s New Customer Success Manager
A new role at Accessit means another great person joins the team based in Wellington and getting out and about more often to visit schools around the country. The Customer Success Manager role gives us the opportunity to more proactively support customers throughout New Zealand and Australia, and keep in touch to help ensure we’re doing the best work we can for you and your students.
MEET GEN
My name is Geneviève and I am the Customer Success Manager at Accessit. It was so nice to attend the SLANZA Conference last month. Congratulations again on such a successful event! I always love the opportunity to meet people in person and build great connections, and the conference was the perfect way to do meet so many of you.
For those who didn’t make it to SLANZA Conference, I’d like to introduce myself. I am originally from Quebec (Canada) but I have lived in New Zealand since 2004, based in Wellington. I have been working in the education industry for the last 20 years, both in the public and private sectors, most recently with Storypark. I am passionate about learning, helping people and creating impactful relationships.
At Accessit, my role is to ensure you get the best experience and the most value out of your school library system. I’m keen to learn what your unique needs are and how Accessit can help. I am also here to make sure your voice is heard at Accessit. We’ve been working hard to get more features and updates released based on feedback from you and customers around the world, so if you have any feedback or ideas you'd like to share, please get in touch!
If we haven’t met yet, I would appreciate the opportunity to introduce myself and find out how you use Accessit in your school. Please reach out to me via the support@accessitlibrary.com email or give us a call so that we can find a suitable time to chat.
I look forward to collaborating with you and ensuring you get the best from Accessit!
Geneviève Customer Success Manager
How Britannica Empowers Inclusive Learning at Riccarton High School
Riccarton High School is one of the most diverse schools in New Zealand, boasting 72 nationalities across its cohort of 1020 students.
“I think it makes for a very special school” says Library Manager, Sally Brown.
The school’s library embodies the school’s spirit of inclusivity and collaboration: it’s a shared space which is the result of a unique partnership between the school and the local council. The joint-use library caters to members of the public as well as Riccarton’s students, combining community and education.
Tailoring Learning Experiences
Meeting the diverse needs of Riccarton’s student body is a top priority for Sally, particularly in offering differentiated content and providing support for English Language Learners.
“One of the reasons I really like Britannica School over some of the other databases for inquiry teaching is because of the reading levels.
“WeareahighESL(EnglishasaSecond Language)schoolandhavingcontentthat’s availableacrossreadinglevelsissucha winner.It'sagame-changer,anditmeans that I can use Britannica with a broader rangeofstudents.
"I also love the tools that come up immediately inside each article. They mean that that students can translate content, or they can listen to it – as not everybody wants to read. Having those options for our students is really important”.
Empowering Inquiry-Based Learning
Sally integrates inquiry-based learning as a fundamental part of her work with students.
"IuseBritannicaasmyone-stopshopfor myinquirysessions,becauseIcanensure students access credible information".
She continues, "I tell them that unlike using Google and Wikipedia, Britannica is a place that they can find information they can trust."
While Sally emphasises the importance of using Britannica School for credible information, she acknowledges that students will inevitably use popular search engines like Google. Therefore, Britannica School also serves as a valuable tool for building digital literacy among Riccarton’s students.
"Once you get into Britannica School, it looks just like Google, which is great for helping students to master online search strategies with techniques like keyword searching", Sally explains.
Business Members
Digital Inclusion: Reflections on 2024 and a Highlight
LAURENCE ZWIMPFER MNZM – DIGITAL INCLUSION ALLIANCE AOTEAROA
Two things come to mind when reflecting on 2024 – how amazingly talented librarians are and how busy DORA has been.
TALENTED LIBRARIAN
This display was created by Dipali Kaduskar from the Waitakere Central Library in Henderson, Auckland, in celebration of this year’s Diwali festival. The model is a replica of the Ayodhya Ram Mandir from India. What made this exceptional is that Dipali is the Skinny Jump Coordinator at the library, and she used recycled Jump boxes to create the display. I was so impressed that I ran an online competition with other Jump coordinators in our 300 partner locations asking them what the connection between this display and Jump might be. This was a bit unfair, but it didn’t stop librarians putting their ideas forward. The most creative response came from Louise Gribbon at Tasman District Libraries:
"Kia ora, this looks like a Diwali display to me. In my community, some of the people who celebrate Diwali are recent migrants, and ‘Refugees and migrant communities’ are one of the groups eligible for Skinny Jump. Diwali is also associated with lights and ‘dispelling the darkness of ignorance and welcoming the light of knowledge and wisdom’. Skinny Jump helps to reduce digital exclusion, i.e. brings the light, knowledge, and new (IT) skills to those in need."
Every month, over 1200 new households are signing up to Jump. The largest group is families with school-aged children (over 30%). The Ministry of Education’s free internet service for school students ended in June this year but Skinny Jump continues to provide a very affordable service. Do all your students have an affordable internet connection at home? If not, send them along to your nearest public library.
DORA
DORA, you may recall is our mobile learning centre. Nearly 40 years old, this retired school bus continues to travel the country. This year we have been focusing on helping communities use online health apps, like Manage My Health, myindici and The Doctors. We started the year at Waitangi on 6 February and were delighted with the huge interest from visitors. This was followed with tours in Northland, Southland, Waikato, Bay of Plenty, Wairarapa and we are ending the year in Whanganui. Fieldays at Mystery Creek in June was a highlight with over 800 people visiting us over 4 days.
Another highlight was at Cape Runaway; 41 students from the local kura visited to try out the VR headsets provided by the staff at Opotiki Library. Some of the adults visiting gave this a go as well.
Over 2000 people have visited DORA so far this year. Many have wanted assistance with their health apps; others have just needed help to use their phone or tablet.
We are not yet sure where DORA will be in 2025; we go where we are invited. But keep an eye out in case we are in your area; we welcome visits from your students.
HIGHLIGHT OF THE YEAR
A personal highlight for me was meeting an ex-school librarian in Auckland recently who told me she looked forward to my articles in Collected! I had almost given up, unsure whether anyone ever read them. Thank you, Mel.
Gale Support Hub for New Zealand School Libraries
The Gale Support Hub is designed to help New Zealand Schools get the most out of your EPIC Gale subscriptions. Scan the QR code below to access or go to: https://www.gale.com/intl/anz-epic-schools MATERIALS INCLUDE:
• Training videos & Documents
• Technical Support (access, support, statistics, MARC records)
• Marketing (newsletters, guides, posters, social media images) New support materials & videos are added regularly to the hub.
Contact Lynette Lewis & Alison Foster, Gale ANZ Tech Support for more information about the Gale Hub.
40 years of SCIS
In 1984, the Schools Catalogue Information Service (SCIS) was born out of a need to support library staff in their role of bringing order and accessibility to educational resources. SCIS has recently celebrated four decades of innovation and service.
Today, SCIS serves almost 80 per cent of schools across Australia, about 40 per cent of schools in New Zealand, over 1,000 schools in the United Kingdom, and many more around the globe. Altogether, over 10,000 schools worldwide benefit from SCIS’s offerings each year – services that have grown to encompass more than cataloguing and now include professional learning, a free professional journal called Connections, and an additional library data service, Authority Files.
SCIS’s 40th Anniversary offers a chance to reflect on why cataloguing support is so vital for school libraries and how the innovations SCIS has pioneered have had enduring benefits for schools around the world. To explore this, the SCIS team spoke to two key figures who were a part of pivotal moments in SCIS’s history: Doug Down, who helped shape the proposals that led to its founding, and Lance Deveson, whose work in the 1990s helped drive some of SCIS’s most enduring innovations.
PART 1: A NEW CHAPTER FOR SCHOOL LIBRARIES
Although SCIS was formed in 1984, its roots stretch back to the late 1960s, where a growing movement highlighting the lack of library services in Australian schools coincided with a change in the way education was approached. The concept of 'information literacy' emerged, focusing on teaching students to find, evaluate and use information critically. This resulted in an educational shift from traditional didactic teaching methods towards empowering students as active participants in their own learning. Educators focused on teaching students research skills that foster lifelong learning and problem-solving capabilities (Nimon, 2004).
Of course, teaching methods intent on fostering critical thinking and independent inquiry demand an abundance of information to be explored. As a result, there was a surge in demand for resourcing for school libraries and their collections along with the need for skilled librarians to help cultivate students' information literacy.
During this era, Doug Down was working in school libraries before his 1972 appointment as a lecturer at the Melbourne Teachers College, one of Australia’s leading training institutions for school librarians at the time. As he tells it, state education departments were beginning to establish library branches that ‘... were giving advice to, and sometimes providing services to school libraries, such as cataloguing records for new resources that had been bought.’
Outsourced cataloguing services were immediately integral to the operation of school libraries where teaching, not administrative work, was the focus for librarians managing them. Down emphasises this, noting, ‘It provided the opportunity for teacher librarians in schools not to devote half of their time to processing items that came into the library, but to doing the teaching that was required to develop their [students’] resourcefulness.’
While these early services made an impact, they were duplicated across different areas of the country, leading to cost inefficiencies that were quickly recognised after the Whitlam government's 1972 election. Down, assisting his colleague Wesley Young, helped conduct studies commissioned by the government, which laid the groundwork for a national cataloguing service.
The studies showed how a national approach would bring a multitude of time and cost savings, both within schools and government departments, as well as better information integrity within school libraries. After years of planning and preparation, The Australian Schools Catalogue Information Service (ASCIS) was formed in 1984. This service would later be renamed the Schools Catalogue Information Service (SCIS) when New Zealand joined in the 1990s.
PART 2: A NEW FRONTIER FOR LIBRARY TECHNOLOGY
As the 1980s became the early 90s, Lance Deveson, a former student of Doug Down, was working as a teacher librarian. When he landed a job in the library at Golden Point Primary School in his hometown of Ballarat, he convinced the school to purchase a computer to assist with his cataloguing. It was then that his interest in library technology was sparked. Deveson reminisces, ‘I thought I was very cool, because I was automating my library.’ From there, Deveson completed a computer studies program at Ballarat University and found himself working at SCIS in the early 1990s, a time of rapid technological change.
‘We started to think about how we could move school libraries on a bit,’ he says, ‘because the demand for information was stronger, and schools needed it faster.’ At that point, school library staff relied on microfiche–small, transparent sheets of film containing miniature images of documents–for catalogue records from SCIS. To find cataloguing information, staff would magnify and scroll through these images on a special reader with a screen, and then manually copy out the details onto a catalogue card. This time-consuming process had to be completed before books could be borrowed, causing delays in getting new titles to eager students. As Deveson tells it, despite the economies already achieved by the creation of SCIS, library staff still needed about one day a week to manage their catalogues. What's more, primary school librarians, usually working solo, often had to rely on parent volunteers to complete cataloguing work.
Deveson was part of the team that introduced SCIS on Disc, a biannual, disc copy of the entire SCIS database that was sent out to schools. This allowed library staff to simply insert the disc into a computer and instantly search for cataloguing information, replacing laborious microfiche scrolling.
Revolutionary though this change was, perhaps the most significant SCIS innovation was to come. Deveson was part of the SCIS team who worked with US company Endeavour Software and Australian company Ferntree Software, to develop a software module called Voyager, that allowed SCIS to catalogue directly into an online database, which school librarians could then download from. Online cataloguing brought enormous efficiencies for schools and completed the transition to fully digital catalogues. Incredibly Deveson notes, that the software module SCIS developed with Endeavour is used by the US Library of Congress to this day.
PART 3: A NEW AGE OF INFORMATION
In today’s world, cataloguing with SCIS is simpler than ever. However, as information is now easily accessible using internet tools like Google and ChatGPT, the role of school libraries is often questioned, no longer being seen as the primary gateway to information. Despite this, their value remains rooted in the concept that sparked their growth, and SCIS’s creation, over 50 years ago: information literacy.
More than ever, information is central to learning, and the quality of content students encounter during their formative years shapes the adults they become. School libraries, their staff and catalogues serve as crucial filters between students and the ever-growing noise of misinformation. Access to curated, quality resources–books, websites, apps, eBooks, and audiobooks–and the expertise of library staff helps guide students toward becoming informed, critical thinkers who can assess the quality of information they encounter. Without such help and curated access, we risk losing ground in the fight against misinformation.
Catalogues stand as vital tools in this arena, working in tandem with libraries and librarians to make credible information accessible and engaging, and in doing so helping to foster lifelong learning capabilities in students.
SCIS’s mission today, as it was 40 years ago, is to cultivate information literacy by supporting the delivery of quality library services to schools. It is the only service in the world that specialises in cataloguing for education. And so, while the challenge of teaching information literacy renews itself in the age of digital information, the answer to teaching it well remains unchanged: well-resourced school libraries, librarians and catalogues, supported by another 40 years of SCIS.
REFERENCES:
Nimon, M. (2004). School libraries in Australia. The Australian Library Journal, 53(1), 71– 80. https://www.tandfonline.com/doi/abs/10.1080/000 49670.2004.10721614
SLANZA is committed to providing quality professional development opportunities to its members, and we are very grateful for the ongoing sponsorship of professional development provided by Book Protection Products. This sponsorship is invaluable and greatly appreciated by the National Executive as it significantly broadens options for regional committees. The funding provided by The Book Protection Products team goes to the regional committees so they can organise professional development sessions that will fulfill your personal learning needs. Please continue to support Book Protection Products as they are SLANZA’s major sponsor, and if you have an idea or topic for professional development in your area, let your committee know!
BUSINESS MEMBERSHIP
Business members support the work of SLANZA. Current members are:
Book Protection Products Limited
Accessit Software Limited
Bibliotheca
Bridget Wilson Books
Britannica Digital Learning Asia Pacific Cengage
Digital Inclusion Alliance Aotearoa
EDU SER AUS LTD SCIS
eplatform
Harper Collins
Int.workspaces
KOWHAI LIMITED (NZ Geographic)
Library Tech NZ
The Library Supply Company
One Tree House
Overdrive
Perform Education
Softlink Pacific Limited Wheelers
WHY SHOULD YOU JOIN SLANZA
The benefits of membership include:
Connection and networking with other school library staff locally
Discounted conference and professional development registrations
Support for school libraries at a national level
Opportunities to gain skills and professional development from people who do what you do
Opportunity to apply for the SLANZA awards
Opportunity to apply for study grant assistance with library–related studies
Permission to use the cover images of publications of major publishing houses
Access to the LIANZA professional registration scheme
Access to our collection of Professional Development eBooks
Fee-free study opportunities with the Open Polytechnic
NEWS + CONTACT
If you’re not sure who does what or who can help you, check out our Contact page on our website. It links to all region representatives.
Follow our blog for up to date information
Check out our Facebook page.
SLANZA Members can also join our group or follow us on X
