Abstract
ABSTRACT To adapt to evolving reading and learning needs of students in a constantly changing world, librarians, school leaders and teachers need to engage in ongoing evaluation and rethinking of their school library functions to determine if and how they meet the needs of their student users. Drawing on a large-scale study of sustained school library transformation in the Singapore secondary school context, this article explains how a design-centric approach focusing on the needs of the student as user provided a way for educators as change-makers to understand student needs within their school profile and context, evaluate success and gather insights for implementing changes at school or system level. The article focuses on three key strategies: (1) reviewing existing literature to develop a conceptual map of library functions, (2) conducting baseline studies to understand trends and student needs, and (3) involving students as users in participatory research. It concludes with a reflection on the process of change and suggestions for moving forward.
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