Unlocking the Power of Connection: The Benefits of a Human Library

Imagine a library where the shelves are filled not with books, but with people—each one ready to share their personal story, knowledge, or passion. This is the heart of a Human Library: a creative and powerful way to build community, embrace diversity, and enrich learning. For our Year 6 students at Chatsworth International School taking part in the PYP Exhibition, the Human Library is more than just a learning tool—it’s a transformative experience.

What Is a Human Library?

The concept of a human library originated as a way to support inquiry and curiosity by offering learners the chance to speak directly with individuals who have real-world insights. Parents, teachers, and other adults volunteer to share their knowledge, life experiences, or skills through one-on-one or small-group conversations. In a school setting, it’s a powerful tool for connecting students with authentic perspectives, enriching their inquiries and making learning more meaningful.

My idea to start a human library for the PYP Exhibition at Chatsworth came after I attended a three-day IB Workshop called, Leaders Engage the Community back in 2022. Since then, the human library has grown and become an integral part of our Exhibition journey. 

This professional development experience highlighted the importance of actively involving the community in school life. After the challenges of the COVID-19 pandemic, re-establishing strong community connections became a priority for us. The human library emerged as a perfect solution to bridge the gap and bring the community back into the heart of the school through the PYP Exhibition.

During a parent information session at the beginning of the Exhibition journey, parents were invited to be a part of the human library. Names, occupations, hobbies and interests were entered onto a Google Form, and later to a Google Sheet, for teachers and monitors to connect students with ‘experts’. The human library became a platform where students could explore their chosen topics through direct interaction with these experts. Instead of reading about marine biology, entrepreneurship, or environmental activism, students could speak to a marine biologist, a local business owner, or a climate advocate. These encounters transformed abstract concepts into tangible insights.

Benefits of a Human Library

1. Personalised Learning

Every student’s curiosity is unique, and the human library allows them to tailor their learning to their interests. By asking questions directly, students can delve deeper into specific aspects of a topic that intrigue them. This personalised approach enhances engagement and ownership of their learning. Students engaging with real-world experts, beyond textbooks, is crucial for personalised learning and fostering student curiosity. By connecting with professionals, students gain practical insights, make learning more relevant, and develop a deeper understanding of subject matter. This approach also encourages critical thinking and fosters a lifelong love of learning (Hopfenbeck, T. N. et al, 2022).

2. Building Community Connections

A human library brings together members of the school community—teachers, parents, friends and local experts—to contribute their time and knowledge. These connections foster a sense of belonging and collaboration, as students see the wealth of expertise within their own community. Educational researchers Chima Eden et al. (2024) believe that community partnerships enrich the educational experience, showing students the value of collaboration and shared knowledge.

3. Developing Inquiry Skills

The PYP Exhibition emphasises inquiry-based learning, and a human library is a perfect match. Inquiry-based learning helps students develop critical thinking skills, encouraging them to explore and question the world around them. By using a human library, students practice formulating thoughtful questions, listening actively and synthesising information. These skills are invaluable, not just for the Exhibition but for lifelong learning. 

4. Fostering Empathy and Understanding

By hearing first hand stories and experiences, students develop a deeper appreciation for diverse perspectives. Whether it’s a refugee sharing their journey, an artist explaining their creative process, or a scientist discussing their groundbreaking research, these encounters build empathy and broaden horizons. Empathy is a cornerstone of meaningful education. Engaging with others’ stories helps students understand and value different perspectives (Jia et al., 2024).

5. Making Learning Memorable

Human connections leave lasting impressions. Students are more likely to remember the insights they gain from a conversation than facts they read in a textbook. These encounters can spark inspiration, ignite passions, and even shape future career aspirations. According to Sanders (2003), ‘Increasing the capacity of community involvement in schools positively affects students, professional educators, families and communities.’ (p. 2) Memorable learning happens when students connect emotionally and intellectually with real-world experiences.

How to Build a Human Library for the PYP Exhibition

1. Invite the Community

Reach out to parents, teachers, and local professionals who might have expertise or experiences to share. Use newsletters, social media, and direct invitations to spread the word. For example:

“Hi everyone, we are building a human library to help students explore their interests for the PYP Exhibition. Do you have knowledge or experiences to share? We’re looking for volunteers to chat with our Year 6 students, either in person, online, or via email. Your expertise could make a difference in their learning journey!”

2. Match Students with Experts

Once you’ve gathered a list of volunteers, match them with students based on their areas of interest. Ensure that students prepare in advance by researching their topic and drafting thoughtful questions.

3. Create a Flexible Format

Offer multiple ways for experts to connect with students—live sessions at school, virtual meetings, or through email communication. Flexibility encourages more participation.

4. Provide Support

Equip both students and experts with guidance. Students should write a list of possible questions and have them checked by a teacher or mentor. They could also possibly use a template for their questions. Experts could receive tips on how to engage with young learners effectively.

5. Celebrate the Experience

After using the human library, thank the experts for their help and support. Have the students acknowledge the expert’s contribution in the research referencing and invite the experts to the final Exhibition showcase.

Why It Matters

The PYP Exhibition is a milestone in a student’s learning journey, where they demonstrate the ATL skills, knowledge and conceptual understandings developed throughout the Primary Years Programme. The human library enriches this process by connecting classroom learning to the real world. It empowers students to see themselves as inquirers, collaborators, and change-makers.

By building a human library, we’re not just helping students complete a project; we’re teaching them the value of human connection and the endless possibilities of learning from each other. This is education at its best—dynamic, meaningful, and deeply personal.

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References

• Eden, C., Onyebuchi, N., & Idowu, A., (2024). Parent and Community Involvement in Education: Strengthening Partnerships for Social Improvement. International Journal of Applied Research in Social Sciences. 6. 372-382. 10.51594/ijarss.v6i3.894. 
• Hopfenbeck, T. N., Denton-Calabrese, T,  Johnston, S. K., Scott-Barrett, J., McGrane, J. A., (2022) Facilitating Curiosity and Creativity in the Classroom: An International Multisite Video Study, Oxford University Centre for Educational Assessment, Department of Education, University of Oxford
• Jia, K., Kang, R., Wang, Y., Ma, L., & Liu, X. (2024). Constructing an empathy education system: Values, principles, and approaches. Journal of Moral Education, 1–29.
• Sanders, M. G. (2003). Community Involvement In Schools: From Concept to Practice. Education and Urban Society, 35(2), 161-180.