Looking forward: Positioning the school library within the wider educational landscape

Blog post Part of special issue: The heart of learning: Spotlight on school libraries in the UK and Ireland

Looking forward: Positioning the school library within the wider educational landscape

Sharon Wagg, Lecturer at University of Sheffield Jessica Bates, Senior Lecturer at Ulster University Jayne Finlay, Lecturer in Librarianship at University of Sheffield 20 Mar 2026

The school library is undergoing a profound and necessary evolution. The words of (1892–1972, considered to be the ‘father of library science’) remain true to this day: ‘The library is a growing organism’. In a world defined by information overload and rapid technological change, the future relevance of the school library depends on its successful integration into the wider educational landscape as essential partners in learning.

Positioning of school libraries

A multifaceted approach is essential to strengthen the position of school libraries within the educational landscape of the UK and Ireland. Libraries must be recognised as dynamic learning environments that support reading, literacy, digital fluency, independent learning, creativity and wellbeing. This requires embedding libraries more deeply into the school and curriculum (see the case made for this by the headteachers in their contribution to this Special Issue) and aligning library services with national education priorities such as equity, inclusion and digital competence.

The contributions to this ��ɫ�� Blog Special Issue paint a vivid picture of what great school libraries can be: inclusive and dynamic learning environments that support reading, literacy, digital fluency, independent learning, creativity and wellbeing.

The school library cannot meet its full potential alone. It needs the leadership of a school librarian who can drive change and fully embed the library into the life of the school community. Successful school libraries also require commitment and strategic focus from leaders in the education landscape, school governance models, headteachers and teachers. Worryingly, research shows that few school leaders understand the potential that school librarians can bring to a school, and instead hold traditional viewpoints of library collections (Merga et al.,2021; Montiel-Overall, 2010). Loh et al.’s 2021 study on perceptions of librarians showed that principals and teachers did not know enough about the library and that the library was often underutilised. These outdated perceptions often lead to library closures, justified by funding constraints or when a key library staff member leaves, when libraries should instead be viewed as a key investment. School Library Services face similar struggles when schools fail to recognise their value (Taylor et al., 2024). Inequity in school library provision is discussed in the blog post by Coyle and Moran within this Special Issue.

‘The school library cannot meet its full potential alone. It needs the leadership of a school librarian who can drive change and fully embed the library into the life of the school community.’

Professional development for school library staff, teachers and in ITE programmes

Now is the time to emphasise the identity, purpose and essential role of school libraries and school librarians. One way of doing this is by ensuring that school librarians are fully embedded in the school’s pedagogical planning and leadership structure. Professional development is pivotal: for school librarians, ongoing training in pedagogy, digital tools and curriculum design empowers them to collaborate more effectively with teaching staff (Pavey, 2024). This includes Continuing Professional Development (CPD) opportunities in areas like information literacy, AI integration, guided inquiry and inclusive education. Teachers, particularly in initial teacher education (ITE) programmes, need training on leveraging both physical and digital library resources and librarian expertise. Joint professional development sessions, such as those offered by School Library Services, can bridge the gap between librarians and teachers (and ITE), fostering mutual understanding and cocreation of learning experiences. National and regional education bodies should fund CPD programmes and recognise the strategic role of libraries in school improvement plans. At a time when children and young people’s enjoyment of reading is at its lowest in 20 years (National Literacy Trust, 2025), this is something which cannot be ignored.

Developing the research base to strengthen evidence-based practice

There is a pressing need to expand and strengthen the research base that evidences the value and impact of school libraries (Loh et al., 2021). This includes ensuring that such research is visible and influential not only within Library and Information Science (LIS) but also across the broader field of Education. A cohesive research agenda, and research space, bridging these fields is essential and overdue.

Great school libraries, as discussed in this Special Issue, are inclusive spaces for learning and development, curiosity and collaboration. They play an essential role in nurturing not only a love of reading but also lifelong learning and creativity. A school library with a well-supported, professionally empowered school library team can become a cornerstone of educational innovation and equity.

Recommendations

We present the following essential recommendations for action.

School leadership

Head teachers, school leaders and education bodies need to prioritise investment in school library provision. This requires partnering with, and drawing on, the expertise of qualified school librarians and School Library Services, while fully recognising their educational, financial and social value.

Policymakers

School libraries provide excellent, fundamental value to teaching and curriculum delivery and must therefore be safeguarded with sufficient funding, championed, and recognised for their unique expertise and resources.

Conclusion

In conclusion, to echo the opening words of this ��ɫ�� Blog Special Issue, What if the most important room in a school isn’t a classroom, but the one that unlocks every other door to learning?

References

Loh, C. E., Sundaray, S., Merga, M., & Gao, J. (2021). Principals and teachers’ perspectives of their school libraries and implications for school library policy. Journal of Library Administration, 61(5), 550–571.

Merga, M. K. (2021). Libraries as wellbeing supportive spaces in contemporary schools. Journal of Library Administration, 61(6), 659–675.

Montiel-Overall, P. (2007). Further understanding of collaboration: A case study of how it works with teachers and librarians. School Libraries Worldwide, 16(2), 31–54.

National Literacy Trust. (2025). Children and young people’s reading in 2025.

Pavey, S. (2024). Spinning the web: How school librarians can create networks and collaborative communities. Facet Publishing.

Taylor, L., Clarke, P., & Shetty, P. (2024). School library services research report. University of Leeds.

Sharon Wagg

Lecturer at University of Sheffield

Dr Sharon Wagg is a lecturer in Library and Information Management in the School of Information, Journalism and Communication at the University of Sheffield. She teaches on the postgraduate Librarianship Programmes and leads the ‘Libraries, Information and Society’ module. As a qualified library and information professional, she has practical experience, including time spent working as a school librarian and as a researcher looking at digital inclusion in libraries. With a PhD in digital inclusion, Sharon continues research in this field that has involved leading projects funded by the British Academy and Arts Council England, working with policymakers, the Voluntary, Community and Social Enterprise sector and libraries. She is keen to develop her research with school libraries and the broader library and information profession.

Jessica Bates, Dr

Senior Lecturer at Ulster University

Dr Jessica Bates is a senior lecturer in the School of Education at Ulster University where she is the programme director for the postgraduate diploma and MSc in Library and Information Management. Her research interests relate to information, education and social inclusion; stakeholder engagement and leadership; improving library and information services; and oral history. She served as a member of the review group for the QAA Subject Benchmark Statement for librarianship, information, knowledge, records and archives management in 2015 and is again in this role in 2024.

Jayne Finlay, Dr

Lecturer in Librarianship at University of Sheffield

Dr Jayne Finlay is a lecturer in Librarianship in the School of Information, Journalism and Communication at the University of Sheffield, where she is programme lead for their distance learning Library and Information Services Management programme. She leads the ‘Public, School and Prison Libraries’ module, preparing students to deliver inclusive and equitable library services across these sectors. Her research focuses primarily on the provision of library services to people impacted by incarceration and staff experiences of delivering library services in prisons. Holding a PhD in Education, she is keen to bridge the gap between education and library studies, exploring how libraries serve as transformative spaces for informal learning, empowerment and social connections.