The Vital Role of Non‐Fiction in School Libraries

Guest blog: Elizabeth Hutchinson is a Chartered librarian and Fellow of CILIP. With nearly 20 years of experience in school libraries she is now a trainer and adviser and an advocate for FOSIL- Inquiry based Learning. She was awarded the BEM for services to libraries in 2020, is an international speaker, podcaster, blogger and author of a number of published articles.

In today’s rapidly changing world with AI at its centre, non‐fiction is an often overlooked resource for literacy, vocabulary development, and critical thinking. School librarians, whether in cities or remote communities around the globe, are uniquely positioned to champion vibrant non‐fiction collections that not only complement curricular goals but also inspire curiosity and independent inquiry. The school champions for those resources are our school librarians without which these books would sit quietly gathering dust on their shelves. 

Douglas Knight (1968, pp. (vi-ix), then Chair of the US National Advisory Commission on Libraries and President of Duke University, in his reflection on what a library is said this:

"A library … has two major and unique functions. First, it makes possible meetings of mind and idea [through our collections] ... Second [it] allows and encourages the development, the extension of ideas—not their passive absorption, but their active generation …This creative centre which is a library should not be defined by the adequacy of its space, equipment, and collections alone, but by the adequacy of its people—those who first teach the mind to inquire, and those in the libraries who can show it how to inquire."

Building Vocabulary and Literacy

One of the most significant benefits of non‐fiction is its role in vocabulary development. When students engage with texts that use precise, subject-specific language, they naturally acquire the terminology they’ll need for success in exams and future learning. Non‐fiction’s structured presentation of facts and ideas encourages active reading, where learners are not only absorbing information but also expanding their critical reading skills. 

We know that reading physical books aids learning. The feel of the page, the turning of the pages and the look of the book all make a difference. Access to some wonderful non-fiction books allows students to gather around and share their learning and wonder with others. Open shelves of wonder, that can be explored and open the possibility of finding books that they didn’t even know they were looking for. Providing an expansion of the curriculum without our students feeling forced to learn more. A place of exploration and wonder. The school library allows this to happen.

An International Perspective

School libraries are not alone in this endeavour. In the UK, organisations like the School Library Association actively promote non‐fiction through initiatives such as The Information Book Award that celebrate high-quality informational texts. The Canadian Children’s Book Centre created a new award for 2025 The Sharon Fitzhenry Award, following the Norma Fleck Award which had been running for 25 years, for Canadian Children’s Non-Fiction and in Australia The Prime Minster’s Literary Awards also includes non-fiction, acknowledging its power to build critical thinking, cultural awareness, and academic success. These global efforts underscore that non‐fiction is not a niche genre but a fundamental tool in creating well-rounded, literate, and informed citizens.

Practical Tips for School Librarians

• Audit Your Collection: Regularly assess your non‐fiction to identify gaps, outdated titles, and opportunities for fresh, engaging content. Less is more in this context. 
• Create Engaging Displays: Use attractive, forward-facing displays to highlight new or popular non‐fiction titles. Consider thematic displays that connect with current events or students’ interests.
• Blend Fiction and Non‐Fiction: Integrate non‐fiction with fiction by pairing related titles to encourage students to see the connection between imaginative storytelling and real-world information.
• Teacher collaboration: Highlight the non-fiction that links to the curriculum and ask teachers to recommend books they have found.
• Student Input: Encourage students to suggest topics they’re passionate about. A student-driven collection not only boosts engagement but also validates their interests.
• Professional Learning: Find and follow podcasts where people are sharing new and exciting non-fiction they have found.

Conclusion

Non‐fiction is far more than a repository of facts—it’s a dynamic resource that builds critical literacy skills, enriches vocabulary, and prepares students for academic and professional success. The power of non-fiction and the value of the school library and librarian should not be ignored.

References 

Knight, D. M. (1968). Foreword. In *U. S. Libraries, Library Services for the Nation’s Needs; Toward Fulfillment of a National Policy*. United States Office of Education.

Find out more…

The Inaugural FOSIL Symposium took place on the 8th February. The recordings and discussions are now available to access here.