This article presents the main findings of the AMAHORO+ project, which was carried out in five intercultural libraries in French-speaking Switzerland. It demonstrates how, 
by strengthening the pedagogical competencies of library staff, these spaces can be reimagined as third educational spaces. This in turn fosters interdisciplinary dialogue with teacher education universities and engaging in a critically reflective examination of multilingualism. The article explores the tensions between valuing heritage languages and the risk of identity labelling, and outlines concrete ways in which the educational role of libraries can be reinforced within the Swiss education system.

The article begins by presenting the focus of the Library Lab, a specialist centre for cultural mediation run by the foundation Bibliomedia Switzerland. Inclusion, barrier-free access to text-based resources and a respectful approach to user diversity are at the heart of the Lab’s work, with the aim of supporting libraries in serving diverse audiences. A brief reflection on reading habits and access to reading follows this contextualisation.
The main part of the article focuses on the particular needs of the visually impaired. It describes a project to promote reading called ‘Stories to touch’, which is aimed at young visually impaired audiences, and summarises experiences from three pilot events held in March 2025. These observations illustrate what is meant by sensory mediation. 
Finally, the article outlines the challenges of projects of this nature, the importance of collaborative initiatives, and the potential the project has in promoting inclusion and raising awareness; the ultimate goal being to foster exchange between very different target groups in direct connection with libraries. 

Truly promoting inclusive education means schools embracing diversity through flexible, accessible, and personalised teaching practices as part of their identity. 
To support this goal by providing resources and assistance on related topics, a neurodiversity service was established at the Library of the Department of Education and Learning of SUPSI, the University of Applied Sciences and Arts of Southern Switzerland. Among other things, the service offers books and materials for Augmentative and Alternative Communication (AAC), easy-to-read books, Silent Books, and games designed to develop executive functions. Looking ahead, professional development initiatives are planned for the three-year period 2025-2028 so as to strengthen overall pedagogical competency.

This article examines the role of libraries in developing competencies and literacy skills in the context of the ongoing digital transformation, which impacts not only libraries but also the broader spheres of culture, education and training. The discussion draws on concrete examples of services and projects implemented in Italy, including cataloguing, schemes for promoting reading, school libraries, digital libraries, and educational and guidance programmes in schools. The goal is to provide an overview of worthwhile experiences in the contemporary Italian context and, based on these examples, to offer insights for designing library services  

Libraries are undergoing a fundamental transformation in the digital age: In the face of the growing flood of information from social media and online sources, their role purely as lending institutions is increasingly taking a back seat; instead, they are evolving into information literacy centres. Librarians are becoming information specialists who help users identify reliable information and critically evaluate , thereby helping them develop media literacy. This realignment is crucial not only for the future viability of libraries but also for democratic society as a whole, in which information literacy is considered a key competence. Using the example of Graz Public Library (Austria), this transformation is shown in practice, for instance through workshops on fake news, digital advisory services, makerspaces and events to foster civic education. One central component of this evolution is the training of librarians in Austria: In the future, they will be expected not only to manage media but also – in their capacity as information specialists – to actively contribute to orientation in the digital world.

This article examines the success factors behind school libraries in South Tirol. It demonstrates that continuous school library work and reliable structural conditions are crucial. Using examples from all of primary, lower and upper-secondary levels, it becomes clear how library curricula and various schemes to promote reading can be successfully implemented. School libraries are described as key learning spaces, supported by dedicated library teams and favourable structural conditions. The quality assurance process, conducted according to a four-year cycle, plays a major role: It strengthens the further development of school libraries, secures financial and personnel resources, and reinforced the position of the library within the larger school community.

Swiss school libraries are evolving from traditional spaces for promoting reading into multidimensional educational environments – a ‹multiverse›, in the sense of Borges’ literary vision. This article highlights the central role of the school library professional as a navigator within this complex system, describing the corresponding transformation from ‹clerical› function to that of education professional. Based on the Bibliosuisse School Library Guidelines, revised in 2025, this article outlines the many requirements for school librarians, from core library competencies and pedagogical skills to digital literacy. Three key challenges can be identified: school transformation, AI integration, and the professionalisation of the role. These challenges give rise to fields of action in networking, quality management, and establishing a professional profile. At the core is the insight that it is not infrastructure but qualified professionals that represent the ultimate success factor in effective school library work.

Libraries play a vital role in Education for Sustainable Development (ESD). This article demonstrates how libraries, ranging from school libraries to public and research libraries – contribute to sustainable development by fostering relevant competencies,. They expand traditional literacy skills and empower individuals to take responsibility in our complex digital world. Through a wide range of educational offerings, libraries support the understanding of global challenges, whilst also promoting sustainable action. This article emphasises that fact that libraries need to enhance their visibility by means of targeted public relations efforts, so as to be recognised as central agents in ESD. Practical examples illustrate the contribution libraries make to sustainable education.

As Scandinavian public libraries have developed and adapted to societal and technological changes during the past 15 years, their role has become increasingly complex. On the one hand, libraries are becoming important community hubs with extensive outreach and programming. The COVID-19 lockdown showed clearly how important the physical library space is for many patrons, especially like children, youth and senior citizens. On the other hand, an increasing level of conflict and tension has built, as political divides have found their way into libraries. Scandinavian public library research reflects these issues, and providing increased understanding of the library’s complex role in changing times seems more important than ever. Also, as Scandinavian public library research is closely connected to librarianship, the field of practice, it aims to provide practitioners with both knowledge and tools to develop their practice further.