Issue 132

What is your job title, and what does your role entail?
I’m a Library Resource Manager. Up until two years ago, I was also a library resource manager, but our teacher resources have now gone out into classrooms. That was a big job (with help from my DP), relabelling everything and putting it all into different age groups and curriculums, and divvying it out fairly between all classrooms. It took me about six months to get it all done for them.
Up until 2020, we didn’t have a library for six years. Instead, I worked with just two shipping containers full of books. At the start of each term, I’d carefully fill small plastic containers with books for each classroom, and at the end of the term, I’d rotate them between classes. It took a lot of work. There were moments when I’d think,

‘What am I doing here?’ Occasionally, I’d enlist students to help out – luckily, they were happy to lend a hand as long as it came with the promise of something from my lolly jar afterwards.

So why didn’t you have a library for six years?
We didn’t have enough classrooms, so the ministry decided we couldn’t have a library anymore. My library was converted into three classrooms. For six years, I worked out of a single-cell classroom with the teacher resources and the two containers. But in 2020, we got a new library, which is two classrooms made into one – it's been amazing since then.

What are the most rewarding aspects of working in a school library?
Before I had children, I worked in the food industry. Then I transitioned to working as a teacher aide, and eventually was offered the library position. I absolutely love being here because I get the chance to connect with students, especially those who don’t read. Some of them think reading isn’t cool or just can’t be bothered.
One of my favourite stories involves a student who had been at our school for years and hadn’t borrowed many books at all. She came to me and said, ‘I’ve got to get a book out.’ She’s incredibly quiet and doesn’t talk much, and I wanted to help her find something she’d enjoy.
I showed her an author called Ella West and said, ‘Here are two books I think you'll love.’ She borrowed one, and three weeks later, she came back and said, ‘I’ve finished.’
I couldn’t believe it. I said, ‘Wait, you actually read it?’ And she just nodded.
From that point on, she was hooked. She asked her parents to give her other authors to read. I reached out to library networks in New Zealand for recommendations of similar books and sent those suggestions to her parents. They were so grateful, saying, ‘Thank you, we’ve finally got her reading.’
That’s why I love my job – spending time with students, helping them find books they’ll enjoy. It’s great when they come back, asking, ‘What can I read this week?’ We go through their past reads together, explore the shelves, and pick out something new.
I might be 56, but I feel like I’m five years old when I’m here with the students. I don’t think I act like a typical librarian – I’m more on their level, sharing their excitement about books and stories. And I wouldn’t have it any other way.

What’s the most important role of the library in your school community?
I always try to get books that students actually want to read. Throughout the year I’ll ask them, ‘What do you like to read? What are you reading at home?’ Often, they’ll tell me about books they’re enjoying or ones they’d love to read next. Some parents can’t afford to buy the next book in a series, so I ask them to write down the title for me – especially the younger students in Years 3 and 4, who don’t have much access to Chromebooks or other devices. I’ll then do my best to order those books for the library so they can continue the series.

Parents really appreciate this. I’ll also make sure to get other books the kids are interested in. It’s all about ensuring that children have access to the books they love, especially in our community, where many families struggle to afford them.

Even though our school is classified as a Decile 9 or 10 [measure of a school’s socioeconomic status in New Zealand, replaced in 2023 by the Equity Index] – which is higher income on paper – we still have a lot of families who are on lower incomes. When library books become too worn for circulation, I repurpose them. I pass them on to our new entrant classes, where the younger kids can take them home. These books might not be in perfect condition, but this gives them a second life and benefits the kids and their families. It’s rewarding to know that books, even as they age, can still go to good use.

How do you promote reading and literacy at your school, and are there any challenges in doing so?
With our newest, youngest students, the goal is simply getting them engaged with reading.

Once they’re more established, moving into Years 2 and 3, I introduce little quizzes throughout the year. This year, I’ve been promoting more non-fiction by incorporating quizzes and offering house points as rewards. It’s been good – more students are picking up non-fiction books.

For the senior students, I’ve used similar strategies. Once or twice a term, I also set a challenge based on their names. For example, if a student’s name is Paul, I’ll tell them to choose a book by an author whose last name starts with ‘P’ or ‘L’. At first, they might complain, saying, 'I don’t like anything here.' But I explain to them, 'When you grow up, there will be things you don’t want to read, but sometimes you’ll have to. It’s good to start expanding your horizons now.'

Sometimes, I even ban certain popular authors, like Geronimo Stilton, for a week if a class is overly reliant on them.

How do you encourage students to explore new books?

Sometimes, I even ban certain popular authors, like Geronimo Stilton, for a week if a class is overly reliant on them. This forces students to explore other books. They often grumble but still go along with it. And if they try to sneak back to their usual favourites, I gently send them off again to find something new.

When they return after the two-week rotation, we discuss their books and I ask, “Who loved their book?” Usually, at least half the class enjoyed what they read. We talk about their ratings and why they chose those scores. Sometimes, a student’s description will excite another, and they’ll want to borrow that book next.

I also give house points to students who provide thoughtful reviews or muster the courage to speak during our library sessions. Some are incredibly shy and dislike public speaking, much like myself. But these small rewards make them feel proud and encourage them to open up more. I’ll joke with them, “I’m not a big scary dragon, am I?” And they’ll laugh and say, “No, you’re funny!”

It’s so rewarding to see their confidence grow, not just in reading but in expressing themselves. Watching them expand their horizons, step out of their comfort zones, and discover new genres is one of the most fulfilling parts of my job.

What’s your favourite thing about SCIS?
It’s a lifesaver! I can scan an ISBN and everything I need is there in seconds. Before SCIS, it could take me up to an hour to catalogue a single book. When I showed my principal how it worked, he finally understood why it’s so essential. I also had a great experience recently with SCIS helping me catalogue Chinese books for non-English-speaking students. That made such a difference for those kids.