The Deakin Teen Reading research program has been investigating the reading habits and preferences of young people in Australia. You'll find a range of their research findings and articles on their website. They have also shared their Discovering A Good Read report.
Read the report on the Teen Reading website.
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Softlink have published the results of their 2023 School Library Survey. Their report features staffing, funding and key areas impacting school libraries in Australia.
Read the report on the Softlink website.
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Each year Softlink conduct their school library survey of schools around the world. Have you read the 2021 report on school libraries in Australia? Investigating staffing, funding and key areas, this is important data.
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Drawing on over a 100 years of resources for and about teacher librarians and school libraries in Australia and New Zealand, Knowledge Bank of Australian and New Zealand School Libraries (KBANZSL) provides a point in time finding aid to critical reports, books, papers and other resources for use by practitioners, researchers, administrators and advocates of school libraries and teacher librarianship.
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Dr Margaret K. Merga has continued to show her support of school libraries and the important role of school library staff. Dr Merga has conducted an array of research, including the reading habits and attitudes of teens, the role of the teacher librarian, the importance of reading, and so much more.
You can access a list of Dr Merga's research and links to the reports and articles via her Research Gate page.
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The preliminary findings for the Softlink 2020 School Library Survey Australia, New Zealand and Asia Pacific have been released.
This very important annual survey helps to raise awareness around staffing levels, funding, budgets, programs and areas of interest for school libraries.
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This report presents the results of a survey census and website review of school libraries, taken across all South Australian schools in Term 3, 2019. The census collected data on school library staffing, facilities, funding, and support. Results reveal that schools with a qualified teacher librarian are more likely to have improved student literacy outcomes. While 94 per cent of South Australian schools have someone to manage the library collection and to select resources, less than a quarter (23 per cent) are managed by a qualified teacher librarian. Questions about the nature of library provision in schools uncovered eight main modes of school library and information service provision of reading, research and curriculum resources currently in place across South Australian schools.
Read the article on the ACER website
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Dr Margaret Merga explores the connection between school libraries and student wellbeing and mental health.
Abstract: Concern about student wellbeing and related mental health is a global issue, and schools are increasingly expected to support student wellbeing. While the focus on libraries and wellbeing in research is more commonly on public libraries, school libraries can also play an important supportive role in this regard. Robust research evidence is needed from school library contexts to support targeted advocacy in order to enhance student wellbeing. This paper explores how school libraries may support student wellbeing by operating as safe spaces for young people, promoting and resourcing mental health and wellbeing initiatives, and supporting and promoting bibliotherapeutic practices and reading for pleasure. It then highlights implications for future research to support the development of a sound, research-supported evidence base for advocacy moving forward.
Read the article on Taylor and Francis Online
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Findings from Softlink's 2019 Australia, New Zealand and Asia-Pacific School Library Survey into school library budgets, staffing, library services and trends.
Read the report on the Softlink website
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Linking the role of the teacher librarian and student outcomes, this article by Emma Cox and Lori Korodaj explores leadership at a variety of levels and how the teacher librarian role can be embedded into a school community.
This article was first published in ACCESS, Vol. 33, No. 4, November 2019, pp. 14–25. It has been shared here with permission.
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