Mirrors, windows, and voices: Building inclusive libraries through inquiry

A themed display. Photos provided by April Hilland.

By April Hilland, Sara Stone, Laura Jacobs, Kimberly Birkland, Stephen Walsh, teacher-librarians, and Jennifer Pattern, learning co-ordinator; members of the Nanaimo District Teachers’ Association and grateful to work and learn on the unceded territory of the Stz’uminus, Snuneymuxw, and Snaw Naw As peoples

Last school year, six teacher-librarians from School District 68 Nanaimo Ladysmith came together to form a Teacher Inquiry Program project focused on making our libraries more welcoming, inclusive spaces for all students. At the heart of our exploration was a simple but powerful question: How can we create library spaces that foster a greater sense of belonging for every student? That question guided our conversations, shaped our learning, and ultimately brought new energy and purpose to the work we do in our libraries every day.

Grounded in inquiry theory, we used the BCTF Points of Inquiry to guide our collaboration and learning. We developed and conducted surveys to ask students what they enjoy about the library and what they feel could be different. We asked students about their preferences, comfort levels in the learning space, and quality of relationships with their teacher-librarian.

Graphic developed by participants in the BCTF Teacher Inquiry Program.

“[The librarian] will listen.” – Student, Grade 5

Student voice

Libraries are for students. They should have a say, shouldn’t they? We know that students feel a sense of ownership and agency when they are invited to share their opinions, interests, and ideas—whether through book recommendations, advisory roles, displays, or programming suggestions. What we weren’t expecting was the sheer variety of suggestions. Responses ranged from the predictable (more books, more games, more clubs), to the practical (more technology, more comfortable seating, quieter space), to the pleasantly preposterous (a bigger space, a sensory room, cool steampunk mechanical doors).

Sometimes students have ideas for their library that are incompatible or contradictory. In high school, for example, many wanted a quiet place to study while others wanted a place where they could relax with friends in a not-so-quiet way. Knowing this, however, was the impetus for creating a “Study Hall” period so that there was a dedicated quiet time for those that required it.

Student input allows the library to better reflect the diverse needs and identities of its users, from the types of books on the shelves to the kinds of events and activities offered. Student-led initiatives, such as book clubs, author visits, or themed displays, not only make the space more vibrant and relevant but also build readership and strengthen community ties. By centring student voices, the library transforms into a dynamic and collaborative environment where young people perceive themselves not only as readers or visitors but also as active contributors and co-creators of the learning space.

“[Everyone is welcome] because it should be that way.” – Student, Grade 4

Connection

Connection between students in a school library often forms through a combination of safe environments, meaningful relationships, and the power of storytelling. The library is in the unique position as a shared space within the school environment that welcomes all members of the school community.

Teacher-librarians act as informal mentors, fostering confidence, curiosity, and empathy through storytelling and shared experiences. By offering personalized book recommendations, leading discussions, and encouraging students to share their own stories, they create a sense of belonging. The library becomes more than a place to read—it becomes a nurturing space where connection, identity, and learning flourish.

A student works on a creative project in the library.

“It’s a place where no one is judged.” – Student, Grade 7

Diversity

Reading the responses to the surveys helped us to understand what connected students to the library. It became clear that true belonging cannot exist without diversity—both in the stories we share and in the voices we uplift. As a result, we talked a lot about having books that every student could see themselves in, whether that is their culture, language, unique ability, or family structure.

We can think of it as mirrors and windows. A diligent librarian will curate materials that both reflect students’ own lives (mirrors) and introduce them to experiences different from their own (windows). This helps students feel seen and validated while also building empathy, awareness, and curiosity about others.

“I like how it is different than classes and the fact it has a large range of freedom.” – Student, Grade 5

Student choice

Student choice plays a vital role in shaping a learning commons and school library program by fostering engagement, autonomy, and deeper learning. When students are given the freedom to choose what they read, how they learn, or how they participate in library activities, they are more motivated and invested in their experience. This autonomy encourages creativity, critical thinking, and a stronger sense of responsibility for their own education. In the library context, choice in reading materials or participation in clubs and events ensures the program stays relevant to students’ evolving interests and identities.

“I can play in peace, read in peace, and talk in peace.” – Student, Grade 7

Conclusion

The Teacher Inquiry Program (TIP) provided us with the time, BCTF TIP facilitators, resources, and collaborative space to engage in deep, student-centred inquiry. As a professional learning community, we challenged each other’s thinking, strengthened our practice, and implemented meaningful changes in library spaces across the district—from flexible seating and desirable books to displays that reflect student diversity and identity.

While there were moments of uncertainty, our facilitators helped us navigate these challenges and embrace the evolving nature of inquiry. What began as a question about fostering belonging in library spaces grew into a powerful exploration of what happens when students are invited to share their voices. We saw first-hand how inquiry can transform not just spaces but relationships and pedagogy. For any group of educators with a student-focused question, we highly recommend the TIP model as a supportive, impactful path for professional growth and meaningful change.

BC Teachers’ Federation Teacher Inquiry Program

The BCTF Teacher Inquiry Program supports teacher-led professional development through collaborative, classroom-based inquiry. Participants engage in cycles of questioning, reflection, and action research guided by BC Teachers’ Federation facilitators over six sessions, fostering growth, critical discourse, and meaningful change in practice.