Conference Program

In recent years, the school library has increasingly been reinterpreted as a “third learning space” (Elmborg, 2011; Raffaele, 2021), capable of complementing classroom environments and supporting more flexible, meaningful and participatory forms of teaching and learning. Rather than functioning solely as repositories of books, libraries can operate as educational infrastructures where reading promotion, autonomous exploration, collaborative learning and information literacy intersect. In this perspective, the school library may contribute to the development of reading literacy, information and media literacy, critical thinking, and social and civic competences, while fostering active and responsible citizenship and participation in democratic life (IFLA/UNESCO, 2025). As a more open and participatory educational environment, it may also support school well-being (Merga, 2022) and create pedagogical conditions for more active forms of student participation and agency (Williams, 2017). In this way, the school library can enrich learning environments and support forms of educational innovation that extend beyond traditional classroom settings.

This renewed interest in school libraries emerges in a context marked by two closely related trends. On the one hand, research highlights a decline in reading for pleasure among children and young people (Bone et al., 2025; Clark et al., 2024; OECD, 2021). On the other hand, recent international and national large-scale assessments reveal a broader decrease in reading literacy and performance (INVALSI, 2025; Mullis et al., 2023; NCES, 2023; OECD, 2023). Within this scenario, school libraries are increasingly considered strategic environments for sustaining reading practices, fostering engagement with texts and strengthening students’ literacy development.

Studies conducted both in Italy and internationally have highlighted the positive educational impact of school libraries. A growing body of research shows that well-developed school libraries are associated with higher academic achievement and improved reading outcomes (Lance & Kachel, 2018; Marzoli & Papa, 2019). At the same time, the literature suggests that the mere presence of a library is not sufficient: its educational potential depends largely on how it is integrated into teaching practices and into the broader organisational life of the school (IFLA/UNESCO, 2025).

This paper presents the results of a national survey conducted within the research project Avanguardie Biblioeducative, promoted by INDIRE in collaboration with the Italian network of innovative school libraries “Biblòh”. The survey involved more than 6,800 respondents, including school leaders and teachers from schools across the Italian education system, and aimed to explore how school libraries are currently organised, perceived and used within everyday school practices.

The findings indicate a generally positive perception of the school library as a learning environment capable of supporting teaching and learning. However, the data also reveal that its integration into everyday teaching practices remains uneven and often dependent on organisational conditions, institutional support and teacher engagement.

By providing empirical evidence on the current condition of school libraries in Italy, the study contributes to the discussion on how schools can renew their learning environments and strengthen reading practices. Supporting school libraries as structured learning spaces may represent an important step towards richer educational environments and greater student engagement with reading.