I have always felt that the school library should be a place where students can explore things that interest them. To do this, students need to feel comfortable in the space. To feel comfortable, they need to sense that the library is there for them as individuals. Yes, it is for the entire school, but students also need to feel that the library is for them personally.
A Personal Reflection on What Connection Can Look Like in a School Library
I have one very vivid memory of my elementary school library. There was one book that I found and really enjoyed reading, and I read it multiple times in 3rd grade. The school librarian knew this and sometimes kept the book back for me so that it would be available.
Then, in high school, I worked in the school library during one of my free periods. I honestly cannot remember if that period was a study hall for me or if I was participating in a work-study project, but either way, I felt like part of the library because I was involved in discussions and projects.
I attended a relatively small school for both elementary and secondary education, so I had a closer connection to the school library than might have been possible in a larger school. However, those experiences have stuck with me over the years to the point that I often reflect on their value in shaping my career choices and overall enjoyment of learning and discovering new knowledge.
This reflection causes me to also ask: How can school librarians intentionally create space for student voice and connection?
4 Practical Ways to Amplify Student Voice and Engagement
You will likely have your own ideas for how to answer this question. Here is what I have thought about:
1. Invite student requests for books and materials.
Allow students to request books or specific materials to be added to the library. A library management system with built-in request workflows makes it simple for students to submit requests and for library staff to fulfill them.
2. Make the collection feel reflective of student interests.
Highlight various genres so students can see their interests reflected in the books.
3. Design the library for different types of learning.
Provide opportunities for students to use the library space for different types of projects. While the library is for learning, ensure that students know learning can look like a lot of different things. This might mean offering different types of resources, such as books, technology, magazines, and cameras.
4. Offer multiple ways to use the space.
Provide space for different types of engagement by varying displays, seating configurations, workspaces, and shelving.
Building Engagement Requires Consistency, Presence, and Intention
Overall, I encourage you to consider the students at your school and make informed decisions about how to incorporate their voices and connect them with the library, tailored to their interests. Students notice when the adults in their school are focused on them, and when they see that, they are more likely to be engaged.
Creating meaningful connections takes time and intentional effort. It requires librarians to be present and observant, to learn students’ names and interests, and to make small gestures that show students they are valued as individuals. These connections might begin with a simple conversation about a book, a recommendation based on what you know about a student’s hobbies, or an invitation to help with a library project. Each interaction builds trust and demonstrates that the library is a welcoming space where students belong.
Student Voice by Grade Level
It’s also important to recognize that student voice looks different across grade levels and contexts.
Elementary students might express their voices through art displays or voting on new book purchases, while middle school students might appreciate opportunities to create book reviews or curate reading lists for their peers.
High school students may benefit from leadership roles such as serving on a library advisory board or mentoring younger students in the space.
The key is to offer varied opportunities that meet students where they are and allow them to contribute in ways that feel authentic to them.
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