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The ALA Center for the Future of Libraries Trends highlights emerging societal and technological changes shaping libraries. Trends like artificial intelligence, digital literacy, and personalized learning reflect the growing influence of the digital dreamscape on education.

For school libraries, this signals a shift from traditional book-focused spaces to tech-integrated learning hubs. Librarians now play a key role in supporting digital learning, guiding ethical information use, and preparing students for a connected, future-ready world.

Reference: American Library Association. (2025). Trends. Center for the Future of Libraries. https://www.ala.org/future/trends

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Trend resources from the ALA Center for the Future of Libraries

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The ISTE blog post "Librarians Are Key to Education's Digital Transformation" emphasizes the evolving role of school librarians in the digital age. It highlights how librarians are transitioning from traditional roles to becoming leaders in integrating technology, teaching digital citizenship, and fostering media literacy. The article showcases examples of libraries transforming into makerspaces and innovation hubs, reflecting the shift towards more interactive and technology-driven learning environments. This resource underscores the importance of librarians in guiding students and educators through the complexities of the digital landscape, ensuring that school libraries remain pivotal in supporting 21st-century learning.

References: Snelling, J. (2021, April 5). Librarians are key to education's digital transformation. International Society for Technology in Education. https://www.iste.org/blog/librarians-are-key-to-educations-digital-transformation​

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Librarians Are Key to Education’s Digital Transformation | ISTE

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Today’s librarians have an expanded and important role. In addition to ordering books and teaching library skills, many librarians also has teach about…

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The 2024 EDUCAUSE Horizon Report: Teaching and Learning Edition examines emerging trends and technologies shaping the future of education. It highlights key areas such as artificial intelligence, digital literacy, and learning analytics, emphasizing their impact on teaching and learning practices. For school libraries, this report underscores the shift towards integrating advanced technologies to support personalized learning, foster digital citizenship, and enhance student engagement. By aligning with these trends, school libraries can evolve into dynamic, tech-enabled learning environments that meet the needs of 21st-century learners.

Reference: Pelletier, K., McCormack, M., Muscanell, N., Reeves, J., Robert, J., & Arbino, N. (2024). 2024 EDUCAUSE Horizon Report: Teaching and Learning Edition. EDUCAUSE. https://library.educause.edu/resources/2024/5/2024-educause-horizon-report-teaching-and-learning-edition

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This report profiles the trends and key technologies and practices shaping the future of teaching and learning, and envisions a number of scenarios for that future. It is based on the perspectives and expertise of a global panel of leaders from across the higher education landscape.

Read full report: PDF | Other materials

Want to share this report? Use our toolkit.

The Future of Teaching and Learning

In the denouement of the COVID-19 pandemic, talk of a return to "normalcy" in higher education belies the great challenges and ongoing disruptions that yet lie ahead for many institutions. Public perceptions of the value of postsecondary education continue their downward slide, placing institutions in the position of having to demonstrate their worth and find solutions to declining enrollments. Data and analytics capabilities continue to evolve, introducing new opportunities and new risks to the institution. Chief among these capabilities, generative AI promises to change teaching and learning in ways many of us have yet to fully understand or prepare for.

For this year's teaching and learning Horizon Report, expert panelists' discussions highlighted and wrestled with these present and looming challenges for higher education. This report summarizes the results of those discussions and serves as one vantage point on where our future may be headed.
Read more about the Horizon Report on page 4 >
Videos

Check out our video summaries of each chapter of the Horizon Report.

Trends: Scanning the Horizon

This section of the report describes the trends that are going to shape the future of teaching and learning.

Read more about these trends on page 6 >

Key Technologies & Practices

This section of the report details six key technologies and practices that will have a significant impact on teaching and learning. Included in this section are college and university exemplar projects demonstrating the impact of the technologies and practices.
Learn more about the key technologies and practices on page 21 >
Scenarios

This report envisions a number of scenarios for the future of teaching and learning for which we can start to prepare today.
Read the possible future scenarios on page 34 >
Expert Panel

The 2024 Horizon panel comprised 58 higher education experts from around the globe.
See the Expert Panel on page 42 >
Reports and Supporting Materials

Thank You to Our Teaching and Learning Horizon Report Sponsor

Issues, Technologies, and Trends Resources

Higher education leaders and decision makers use the annual Issues, Technologies, and Trends resources-the EDUCAUSE Top 10, Trend Watch report, and the Horizon Reports-to know what's important and where to focus in their IT planning and management activities. When viewed together these resources provide more complete and nuanced guidance on institutional IT priorities.

EDUCAUSE Horizon Report is a registered trademark of EDUCAUSE.

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environmental sustainability value of higher education

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2024 EDUCAUSE Horizon Report | Teaching and Learning Edition

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The 2024 EDUCAUSE Horizon Report profiles key trends and emerging technologies and practices shaping the future of teaching and learning, and envision

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The Common Sense Education Digital Citizenship site offers a comprehensive curriculum designed to help students navigate the online world safely, ethically, and responsibly. It covers key topics such as media balance, privacy, cyberbullying, and digital footprints.

For school libraries, this resource is essential in supporting their expanding role as centers for digital literacy and responsible technology use. As libraries evolve into digital learning hubs, librarians are increasingly tasked with teaching students how to think critically about media and behave responsibly online; making digital citizenship a core part of modern library services.

References: Common Sense Education. (n.d.). Digital citizenship. Common Sense Media. https://www.commonsense.org/education/digital-citizenship

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Common Sense Education provides educators and students with the resources they need to harness the power of technology for learning and life. Find a free K-12 Digital Citizenship curriculum, reviews of popular EdTech apps, and resources for protecting student privacy.

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The Edutopia article “Setting Up Libraries to Be the Best Space in School” explores how school libraries can be reimagined as vibrant, student-centered environments that promote personalized and hands-on learning. By incorporating features like flexible furniture, creative maker zones, and multimedia resources, libraries are becoming more than just spaces for books—they're turning into hubs where students can collaborate, explore their interests, and engage in meaningful, self-directed learning. This transformation aligns with modern educational goals focused on flexibility, engagement, and individualized learning experiences.

Reference: Tutt, P. (2023, August 8). Setting up libraries to be the best space in school. Edutopia. https://www.edutopia.org/article/setting-up-libraries-to-be-the-best-space-in-school/

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Setting Up Libraries to Be the Best Space in School

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We took a peek inside school libraries across America to see how librarians are reframing the space to support students’ social, emotional, and creative growth—while still prioritizing excellent reads.

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The Charlottesville Tomorrow article highlights how Monticello High School transformed its library into a tech-enabled Learning Commons. With digital studios, maker spaces, and collaborative areas, students now engage in hands-on, personalized learning. This real-life example shows how integrating digital tools into library spaces boosts student engagement and supports modern educational goals.

References: Ambrose, M. (2014, April 1). Innovations at Monticello High School library recognized. Charlottesville Tomorrow. https://www.cvilletomorrow.org/innovations-at-monticello-high-school-library/

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Innovations at Monticello High School library recognized

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Monticello High School’s library is called the “Learning Commons,” but its name isn’t the only nontraditional aspect of the space. More unique than the inclusive title is that, under the guidance of librarians Joan Ackroyd and Ida Mae Craddock, rethinking the library’s role is changing education at the Albemarle school. “Teachers come down to the […]

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The Education Week Personalized Learning page offers valuable insight into how schools are shifting toward instructional models that adapt to individual student needs. It covers topics like the use of technology to support tailored learning, flexible pacing, and competency-based progression. For school libraries, this focus on personalization highlights their growing role in supporting diverse learning styles through access to varied digital tools, curated content, and flexible spaces that encourage student choice and self-directed exploration.

Reference: Herold, B. (2019, November 5). What is personalized learning? Education Week. https://www.edweek.org/technology/what-is-personalized-learning/2019/11

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Education news, analysis, and opinion about efforts to use technology to customize education to the individual student.

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The Reading by Right case study from Finland highlights how the Seinäjoki Public Library partners with schools to support young and reluctant readers through book talks, author visits, and literacy instruction. While not focused on digital tools, it shows how libraries can adapt and collaborate to enhance student engagement and reading culture.

Reference: Kumpulainen, K., & Sefton-Green, J. (2017). Reading club: A case study from Finland. In J. Sefton-Green, P. Thomson, K. Jones, & L. Bresler (Eds.), Reading by right: Successful strategies to ensure every child can read to succeed (pp. 45–52). Routledge. https://www.cambridge.org/core/books/abs/reading-by-right/reading-club-a-case-study-from-finland/7CC8DBC9510C7DF838679BCB8CE65E9B​

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Reading Club: a case study from Finland (Chapter 4) - Reading by Right

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The ASCD article The Power of Digital Storytelling explores how digital storytelling encourages students to become active participants in their learning. By blending narrative with tools like video, images, and sound, students build communication, critical thinking, and digital literacy skills. This creative process helps them express their ideas in meaningful ways, making learning more engaging and relevant in a technology-driven world.

Reference: Hernandez, M. (2023, December 1). The power of digital storytelling. ASCD. https://www.ascd.org/el/articles/the-power-of-digital-storytelling

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Digital storytelling projects provide authentic learning experiences and “uncheatable” assessments.

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EdTech Magazine: Focus on K–12 provides news and insights on how digital tools are reshaping the educational landscape. Covering topics like classroom innovation, cybersecurity, and cloud technology, it offers practical guidance for educators and school leaders. For school libraries, the site is a valuable resource for staying current with trends that support flexible, tech-enhanced spaces and personalized learning experiences.

Reference: EdTech Magazine. (2025). K–12 technology education news & trends. https://edtechmagazine.com/k12/​

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EdTech Magazine explores K-12 technology and education issues that IT leaders and educators face when they're evaluating and implementing a solution.

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OverDrive Education provides a digital reading platform designed for K–12 schools, giving students and educators access to a wide range of ebooks, audiobooks, and multimedia resources. Its companion app, Sora, allows students to read on multiple devices with customizable settings and progress tracking. By connecting school libraries with digital tools and even public library collections, OverDrive helps promote literacy, support curriculum goals, and modernize library services for today’s learners.

Reference: OverDrive Education. (2025). Ebooks, audiobooks & more for schools. OverDrive, Inc. https://company.overdrive.com/k-12-schools/​OverDrive+3

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Discover Sora

Give your students ebooks and audiobooks at no cost today!

The leading school digital reading platform for the classroom, library & home

No matter where you are on your journey to bring ebooks and audiobooks to the classroom, library and home, OverDrive is here to help. We understand what it takes for a successful transition. Digital is all we do, and we've helped more than 30,000 districts and schools implement content plans customized to meet their students' and educators' needs. You can even share ebooks and audiobooks across schools and districts in a state or region to expand access.

Want to learn more about K-12 digital reading & learning? Check out our webinars!

We take a holistic approach that employs 6 key areas to work within your school and make an impact on student achievement:

Pleasure reading

Instructional

Professional development

OER - Open educational resources

Community engagement - Tools to connect with internal & external stakeholders

Local content - Self-published by teachers & students

Learn more about our catalog

Your central digital content solution

Have any questions or need to speak with a representative?

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Give your students ebooks and audiobooks at no cost today! No matter where you are on your journey to bring ebooks and audiobooks to the classroom, library and home, OverDrive is here to help. We understand what it takes for a successful transition.

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The EdTech Magazine article “How to Implement Library Makerspaces in STEM Programs” offers practical tips for creating inclusive, student-driven makerspaces in school libraries. It highlights how hands-on, tech-focused spaces can support STEM learning by encouraging creativity, exploration, and real-world problem-solving.

Reference: Zurier, S. (2018, May 9). How to implement library makerspaces in STEM programs. EdTech Magazine. https://edtechmagazine.com/k12/article/2018/05/how-implement-library-makerspaces-stem-programs-perfcon

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Technology Solutions That Drive Education

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What's the best way to define a makerspace? For Laura Fleming, library media specialist at New Milford High School in New Jersey, a library makerspace is a unique learning environment that encourages tinkering, play and open-ended exploration for all.

Fleming, who also runs and manages her own business, Worlds of Making, says too often schools build library makerspaces just for the top engineering students or the gifted and talented students.

"When makerspaces really work, they are open to the entire student body," she says. "It's really a mindset and a philosophy of education."

Fleming says whether the district sets up a makerspace in an elementary school library, in a middle school classroom or in a high school cafeteria, each makerspace has a unique quality.

"Here in New Milford, we set aside a part of the library for our makerspace," Fleming explains. "But much of this depends on a district's budget and the resources they can bring to the project. A makerspace should be offered as a voluntary educational activity that the students want to participate in. We've found that when it's required, the students will just do 'what the teacher is looking for' and much of the innovation and creativity gets lost."

Here are five ideas to follow from Fleming on how to set up a library makerspace that will foster creativity and expand on your STEM (science, technology, engineering and math) curriculum:
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1. Understand the Needs of Students in a Library Makerspace Project

So much of the success of a library makerspace depends on identifying the needs of students. Start by seeking student input. Some schools send out formal paper surveys, while others hold informal discussions in the classroom. Find out what activities they have done before, what they would like to learn or if they have attended any special science and math camps.

2. Assess the School's Existing STEM Programs

When Fleming did an assessment at New Milford High School she found that robotics was only offered to the top 25 or 30 engineering students, the majority of whom were boys. Why not offer robotics in the makerspace to the entire student population? A school she worked with a handful of years ago didn't offer any computer science programs. The school then started offering computer science and coding skills in the makerspace, and over the last several years integrated computer science into the curriculum. School officials can also take a close look at how the students score on state assessment tests and decide which areas for the makerspace to focus on.

3. Incorporate STEM Trends into Your Library Makerspace

There's so much innovation in education today that teachers and administrators have to look beyond the walls of the school. One good example: The more Fleming read about technology, the more stories she saw about drones. In the past year or two, educators have had students do research and build small drones in the makerspace.

4. Constantly Learn from and Evolve Your Library Makerspace

Based on Fleming's research, certain patterns and themes began to emerge. At New Milford High School, she opted to develop makerspace themes on engineering and design, computer coding, robotics and molecular gastronomy, a science-based approach to diet. One elementary school she worked with took all the offbeat and childish ideas from its students and designed a "whimsey" theme. It was based on the students saying they wanted to do more projects with slime or they like to make things out of mud. It sounds childish, but it's what the students wanted to do, and Fleming says the school developed learning activities around those themes.

5. Leverage STEM Program Supplies in Your Library Makerspace

Once the team finishes all of its research and planning, it's time to buy the supplies. One of her more successful ventures at New Milford High School was with the littleBits Arduino Coding Kit. Fleming's high school students beta tested the product and wound up writing code for learning environments for elementary school students. The high school students coded games and developed environments that let the elementary school students compose music and create digital art using the littleBits coding techniques.

Above all, Fleming stresses that it requires proper planning for a makerspace to succeed. Do the planning, and school officials will find that when it comes time to make purchases, they will have planned programs and bought equipment that students can put to the best use possible.

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How to Implement Library Makerspaces in STEM Programs

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What's the best way to define a makerspace? For Laura Fleming, library media specialist at New Milford High School in New Jersey, a library makerspace is a unique learning environment that encourages tinkering, play and open-ended exploration for all.

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This article from the National Digital Inclusion Alliance defines key terms related to digital equity and access. It emphasizes the ethical responsibility of digital platforms to ensure all individuals, regardless of income, location, or ability, can access and use digital technologies. It highlights the importance of inclusive design, affordability, and digital literacy in creating fair and equitable digital environments.

Reference: National Digital Inclusion Alliance. (2024). Definitions. https://www.digitalinclusion.org/definitions/

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Digital Inclusion

Digital Inclusion refers to the activities necessary to ensure that all individuals and communities, including the most disadvantaged, have access to and use of Information and Communication Technologies (ICTs). This includes 5 elements: 1) affordable, robust broadband internet service; 2) internet-enabled devices that meet the needs of the user; 3) access to digital literacy training; 4) quality technical support; and 5) applications and online content designed to enable and encourage self-sufficiency, participation and collaboration. Digital Inclusion must evolve as technology advances. Digital Inclusion requires intentional strategies and investments to reduce and eliminate historical, institutional and structural barriers to access and use technology.

Digital Equity

Digital Equity is a condition in which all individuals and communities have the information technology capacity needed for full participation in our society, democracy and economy. Digital Equity is necessary for civic and cultural participation, employment, lifelong learning, and access to essential services.

Digital Literacy

NDIA recommends the American Library Association's definition of Digital Literacy via their Digital Literacy Taskforce:
Digital Literacy is the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills. A Digitally Literate Person:

Possesses the variety of skills - technical and cognitive - required to find, understand, evaluate, create, and communicate digital information in a wide variety of formats;

Is able to use diverse technologies appropriately and effectively to retrieve information, interpret results, and judge the quality of that information;

Understands the relationship between technology, life-long learning, personal privacy, and stewardship of information;

Uses these skills and the appropriate technology to communicate and collaborate with peers, colleagues, family, and on occasion, the general public; and

Uses these skills to actively participate in civic society and contribute to a vibrant, informed, and engaged community.

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Digital Inclusion refers to the activities necessary to ensure that all individuals and communities, including the most disadvantaged, have access to and use of Information and Communication Technologies (ICTs).

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The Protecting Student Privacy website, run by the U.S. Department of Education, provides resources to help schools, educators, and families understand student data privacy rights. It explains key laws like FERPA and PPRA and offers tools, training, and guidance on how to handle student information responsibly and legally in educational settings.

Reference: U.S. Department of Education. (n.d.). Protecting student privacy. https://studentprivacy.ed.gov/

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Protecting Student Privacy | U.S. Department of Education

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Student Privacy for... Frequently Asked Questions

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The UNESCO report Designing Inclusive Digital Solutions and Developing Digital Skills outlines strategies for creating accessible digital technologies that serve a wide range of users. It highlights the need to bridge digital divides by promoting inclusive design and supporting skill development, especially for underserved populations. The report encourages the creation of digital environments that are equitable, user-friendly, and supportive of lifelong learning.

Reference: UNESCO. (2018). Designing inclusive digital solutions and developing digital skills: Guidelines for developers and policymakers. https://unesdoc.unesco.org/ark:/48223/pf0000265537

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This resource provides a historical overview of the Library of Congress, focusing on its establishment, growth, and role in American history. While informative, it lacks discussion on modern digital tools, personalized learning, or the transformation of school libraries through technology, making it unsuitable for a forward-focused, innovation-driven chapter.

Reference: Library of Congress. (n.d.). History of the Library of Congress. https://www.loc.gov/about/history-of-the-library/

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Construction of the Library of Congress, Washington, D.C., April 19, 1893

This introductory essay and the timeline that follows are based on entries in America's Greatest Library: An Illustrated History of the Library of Congress by Library of Congress Historian John Y. Cole, with a Foreword by Librarian of Congress Carla D. Hayden. The volume was published in late 2017 by the Library of Congress in association with D Giles Limited, London.

Books and libraries were essential to America's founding generation. Most of the founders received vigorous classical educations. It follows, then, that most of the members of the new U.S. Congress, which met first in New York City and then in Philadelphia, were also avid readers. In both cities, Congress had access to sizable libraries: the New York Society Library and the Free Library of Philadelphia.

In 1800, as part of an act of Congress providing for the removal of the new national government from Philadelphia to Washington, President John Adams approved an act of Congress providing $5,000 for books for the use of Congress-the beginning of the Library of Congress. A Joint Congressional Committee-the first joint committee-would furnish oversight. In 1802, President Thomas Jefferson approved a legislative compromise that made the job of Librarian of Congress a presidential appointment, giving the Library of Congress a unique relationship with the American Presidency. Jefferson named the first two Librarians of Congress, each of whom also served as the clerk of the House of Representatives.

It was also former President Jefferson, retired to Monticello, who came to the new Library's rescue during the War of 1812. In 1814, the British burned Washington, destroying the Capitol and the small congressional library in its north wing. Congress accepted Jefferson's offer to sell his comprehensive personal library of 6,487 books to "recommence" its own library. Jefferson's concept of universality is the rationale for the comprehensive collecting policies of today's Library of Congress.

Furthermore, Jefferson's belief in the power of knowledge and the direct link between knowledge and democracy has shaped the Library's philosophy of sharing its rich, often unique collections and services, as widely as possible.

From today's perspective, it is obvious that the Library plays important legislative, national, and international roles. However, it was not clear during the Library's early decades in the U.S. Capitol that it would evolve into more than a legislative institution, a role favored by the Joint Library Committee. Moreover, it was plagued by fire, space shortages, understaffing and the lack of an annual appropriation. Although it made popular literature available to the general public, the Library's primary purpose was to serve Congress.

The situation changed dramatically after the Civil War as the country settled down, the economy expanded, and both the federal government and the city of Washington grew rapidly.

Ainsworth Rand Spofford (Librarian of Congress 1864-1897) took full advantage of an emerging cultural nationalism to persuade the Congress to view its Library as a national institution and therefore the national library.

In the spirit of Jefferson, Spofford successfully advocated a single, comprehensive collection of American publications for use by both Congress and the American people. The centralization of U.S. copyright registration and deposit at the Library of Congress in 1870 was essential for the annual growth of these collections.

Spofford's greatest challenge was to persuade Congress to construct a much-needed separate Library building. The process began with an architectural competition in 1873 and consumed his interest and activities until the massive building opened to Congressional and public acclaim in 1897. The impressive new structure in Italian Renaissance style, the largest library in the world when it opened in 1897, was a monument to American achievement and ambition. It was named for Thomas Jefferson in 1980.

The 20th century would see that magnificent building welcome increased staff, diverse multimedia collections and a steady stream of new patrons. Most of this progress was shaped by Herbert Putnam, who was appointed Librarian of Congress in 1899, as the country entered the Progressive Era.

An experienced librarian, Putnam came to the post with a comprehensive plan for the Library of Congress as a national library. President Theodore Roosevelt agreed with Putnam's basic premise, which the Librarian summarized in a 1901 speech to the American Library Association: the new "National Library" should "reach out" to support other libraries throughout the nation. In the early 1900s, the president agreed with Putnam's steadily increasing requests for additional funds, and so did Congress. Moreover, in 1903 Roosevelt issued an executive order that transferred the records of the Continental Congress and the personal papers of six of the founding fathers to the Library to be "preserved and made more accessible."

In 1914, Putnam established the Legislative Reference Service (LRS) as a separate Library department. This effort was supported by Wisconsin Sen. Robert M. LaFollette Sr., who felt that Congress thus had "taken an important step in rendering the business of lawmaking more exact, economically sound and scientific."

With President Roosevelt's endorsement, a vote of confidence through an increased annual budget from Congress and the space provided by an attractive new annex building (today known as the John Adams Building), Putnam pursued his plan with what others described as "energetic nationalism." The result, between 1901 and 1928, was a series of new national library services, research publications, and catalogs, cultural functions and new offices.

The Library's symbolic role as a repository and promoter of the democratic tradition was of special appeal to Putnam's successor, Archibald MacLeish, who served as Librarian of Congress during most of World War II. MacLeish relished the Library's role as the custodian of the Declaration of Independence and the U.S. Constitution and helped plan the shipment of the documents, along with other treasures, to Fort Knox, Kentucky, and additional sites for safekeeping during the war.

Having weathered two world wars, expanded its collections and constructed a second building, the Library of Congress approached the 1960s on firm footing. Challenges lay ahead, however, for a new global era of growth was underway. In response, the Library gradually took on a new international role. Hallmarks of the period were a continuation of post-World War II interest in international affairs (especially in relations with Soviet Union, Africa and Asia), accelerated technological change in all walks of life, and increased funding for libraries and research materials in the United States and abroad. A new national concern for civil rights was prompted in part by racial violence and the assassinations of President John F. Kennedy, Sen. Robert F. Kennedy, and Rev. Martin Luther King Jr.

The introduction of automation into the Library's cataloging procedures and the initial development of the Library's overseas acquisitions and cataloging programs contributed strongly to the institution's unprecedented rate of growth between 1954 and 1975. In those 21 years presided over by Librarian of Congress L. Quincy Mumford, the Library's book collection increased from 10 to 17 million volumes, the staff from 1,600 to 4,500 and the annual appropriation from $9.5 million to $116 million. In collaboration with Congress and the Office of the Architect of the Capitol, in 1958 the Library initiated planning for a third major building on Capitol Hill.

Librarian Mumford was well aware of the need to "balance" the legislative and national responsibilities of the Library, both which grew dramatically during his tenure. In 1962, in response to critics who suggested that the needs of the nation's research libraries might be better served if the Library of Congress was moved from the legislative to the executive branch of government, he strongly defended the institution's legislative branch location. He also asserted that "the Library of Congress today performs more national library functions than any other national library in the world."

Historian Daniel J. Boorstin was appointed Librarian of Congress in 1975 by President Gerald R. Ford. Greater public visibility for the institution was one of his primary objectives. Several of the offices he created, including the American Folklife Center, the Center for the Book and the Council of Scholars, were public-private partnerships assisted by advisory boards and private funding. In 1980, he presided over the opening of the James Madison Memorial Building. In 1984 he obtained a major appropriation for the multi-year restoration and modernization of the Jefferson and Adams Buildings.

Key activities expanding the Library's functions at all levels benefited from the leadership of Librarian of Congress James H. Billington in the 1990s and the first decade of the 21st century. These included the development of a National Digital Library, the John W. Kluge Center for Scholars, and the opening of the National Audio-Visual Center on the Library's new Packard Campus in Culpeper, Virginia.

In 2016, President Barack Obama nominated librarian Carla Hayden, chief executive officer of the Enoch Pratt Free Library in Baltimore, Maryland, to be the 14th Librarian of Congress. The first woman and African-American to serve as Librarian, she inherited a unique, global institution, widely known for its free, non-partisan service to Congress, librarians, scholars, and the public-in the United States and around the world.

More Information

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History of the Library of Congress | About the Library | Library of Congress

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This introductory essay and the timeline that follows are based on entries in America's Greatest Library: An Illustrated History of the Library of Congress by Library of Congress Historian John Y. Cole, with a Foreword by Librarian of Congress Carla D. Hayden.

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This article offers practical advice on organizing and decorating classroom libraries to make them more inviting. However, it emphasizes aesthetics and physical arrangement over the integration of digital tools or strategies for fostering interactive and personalized learning experiences, which are central themes of the chapter.

Reference: Scholastic. (2020). 5 simple tips to make your classroom library more effective. https://www.scholastic.com/teachers/teaching-tools/articles/library/5-simple-spring-cleaning-tips-to-make-your-classroom-library-mor.html​

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5 Tips to Make Your Classroom Library More Effective | Scholastic

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Breathe new life into your classroom library with these simple strategies.

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While this article promotes literacy and student engagement, it centers on building a print-based classroom library and does not discuss the role of digital platforms, makerspaces, or media integration. As such, it fails to support the chapter's emphasis on transforming library services through digital innovation.

Reference: Tutt, P. (2021, February 1). How to build a classroom library that keeps students reading. Edutopia. https://www.edutopia.org/article/how-build-classroom-library-keeps-students-reading

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These sources were excluded because they do not align with the central focus of the chapter, which emphasizes the transformation of school libraries through digital innovation, interactive technology, and student-centered learning. While each offers insights into traditional library organization or reading practices, they lack meaningful connection to current educational trends such as digital literacy, personalized learning, and equitable technology integration. For a resource to be appropriate, it must support the vision of school libraries as dynamic, tech-enabled spaces that prepare students for success in a digital world.