Introduction

A library does not stand alone within a school. Its character is determined by the support it receives and how libraries are viewed by the school community. It can be a buzzy exciting place that is at the centre of the school or a rarelyused room stuck in an outbuilding. The library environment includes several features: the physical space; the resources held within it; the visual aspects; the staff; and the character created by all of these. A school library is greater than the sum of its parts and therefore all its features need to be considered.

The physical space

School libraries vary considerably in size. Those in primary schools tend to be smaller and are often found along a corridor, situated in an open space within the building such as the reception area, or even housed in a portacabin or decommissioned bus in the playground. Secondary school libraries, generally, are located within a purpose-built room, large enough to accommodate several students as well as an extensive resource collection. However, this is not always the case: some primary schools have purposebuilt libraries whilst some secondary schools have libraries squeezed into small rooms. Nevertheless, the Great School Libraries survey reported that ‘the nature and use of school library spaces varies significantly, with primary schools less likely than secondary schools to have a dedicated library space (as opposed to an open plan/multi-purpose space)’ (2019).

There are several factors to consider with regards to the physical library:

• ■ As a whole school resource, it should be centrally located, accessible and welcoming to all members of the school community. If it is tucked away in a corner of the school or up a flight of stairs, it is unlikely to get ‘passing traffic’ – an ideal location would be near the reception or dining area, somewhere that students visit regularly or pass by during the course of their day. Accessibility for disabled students and staff also needs to be considered.

• ■ It should have sufficient lighting, preferably natural, and adequate ventilation and heating. Working in a dim, stuffy room is depressing for both students and staff and can make concentration difficult. Low lighting may also cause issues for students with visual disabilities, but if the lights are too bright, they can cause glare and reflections on screens.