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Non-fiction: the elephant in the library

By Rebecca Tobler

Issue 107, Term 4 2018

ts sitting back with a good read. Add to this that research has shown that reading online texts stresses the brain more and may actually require more literacy skills (Liu 2005; Fabr 2013), and the case for a physical fiction section is clear. This can of course, and is in most cases, supplemented by

School library spotlight: Toowoomba State High School

By Lorraine Petersen

Issue 113, Term 2 2020

an sometimes bargain for an extension of superseded digital editions or to purchase the last of the old print stock. How do you promote reading and literacy in your school’s library? Are there any challenges in doing so? In the library area, we work in a support role to supply and maintain the r

Easy access to library services: public and school libraries working together

By Adie Johansen

Issue 116, Term 1 2021

als was our connection with young people in our region. And what better way to do that than with our school connections and a strong focus on digital literacy. This resulted in three focus areas: makerspace programs in schools, our Digital Lending Program, and a school link to our e-resources. M

School Library Spotlight: Forest Hill College

By Helen Farch

Issue 117, Term 2 2021

moting the benefits of reading to the wider school community is integral to creating a schoolwide culture of reading. How do you promote reading and literacy in your school? Are there any challenges in doing so? We are constantly looking at ways to promote reading and literacy within the school c

Andrew Smith, CEO of Education Services Australia, on data security and privacy in schools

By Andrew Smith

Issue 119, Term 4 2021

about their child’s interaction with the digital environment. On one hand, they are told that their child’s future prospects depend on their digital literacy and ability to harness technology, on the other, they read media articles that make the risk of extreme harm loom disproportionately large. T

Playful learning in the library

By Sarah Pavey MSc FCLIP FRSA

Issue 120, Term 1 2022

finds that no lessons have any relevance to her lifestyle. Her motivation needs to come from within. Games linked with information, media or digital literacy concepts – or quiz-style games where the results determine life choices and pathways – might work well with a student like Josie. They would

Students Need School Libraries (and teacher librarians)

By Cherie Bell

Issue 128, Term 1 2024

es are also a place for students to access accurate, relevant information for other areas of their lives, such as puberty and their bodies, financial literacy, career options, social justice issues, family challenges and other important life skills. Young people are used to unrestricted access to in

Reading Australia

By Josephine Johnston

Issue 128, Term 1 2024

h more than 280 resources, Reading Australia will inspire you to bring Australian stories into your classroom. We work closely with the Australian Literacy Educators’ Association (ALEA) and Australian Association for the Teaching of English (AATE) to create and publish curriculum-mapped, freel

Supporting Australian book creators

By Laura Armstrong

Issue 94, Term 3 2015

things that make me miserable. Instead, I am able to hone my creative skills, and devote my talents to making worthwhile contributions to children's literacy. ELR are my saviours and I am forever grateful for their financial and moral support. Long live ELR. Corinne Fenton As a creator of words

CC News

By Schools Catalogue Information Service

Issue 33, Term 2 2000

taloguing of those resources is not; it can be largely outsourced. Time spent on this technical activity is time not spent on curriculum, information literacy or other teaching and learning activities. The paper describes the Schools Catalogue Information Service (SCIS) and explains how it simplif

What's New?

By Schools Catalogue Information Service (SCIS)

Issue 33, Term 2 2000

, Karen Bonanno & Associates John Shield, storyteller. The presenters will cover areas such as Management and Leadership, Advocacy, Information Literacy, Information Technology, Knowledge Management and Children's Literature -there is something to interest everyone. The program includes a dyna

Using SCIS Leaves More Time for Student-centred Services

By Nola Smolders

Issue 30, Term 3 1999

with cataloguing duties and concentrate our efforts in the teaching domain. Some of our initiatives were outlined recently at a forum on information literacy as part of the 'Leading the Way' Conference held at Methodist Ladies' College. Following is a summary of our input. We have been responsi

Bollards to you too: ASLA XVI Conference Report

By Nigel Paull, Wendy Smith, Kevin Gove

Issue 28, Term 1 1999

le traditional skills and knowledge to the new digital networked world? Several speakers stressed the need to focus on key tasks, such as information literacy programs and other curriculum-related work, and to outsource non-key tasks such as cataloguing. There is a neat parallel between the lifelong

Letters to the Editor

By Dianne Lewis

Issue 11, Term 4 1994

ing denied this valuable source of information. We as teacher-librarians are preparing our students for the future by planning & teaching information literacy skills and we know that in the future students will need to be able to access databases such as the Internet for their information needs. W

School libraries: miracles and madness

By Jackie French

Issue 104, Term 1 2018

t chooses to read, they know who that young person has become, often before their parents. They will also know what books that student needs, or what literacy help is essential if an obviously intelligent child chooses books way below their level. They will see a previously gregarious child turn hol

School library spotlight: Macleans College

By Christine Hurst

Issue 110, Term 3 2019

ion and I do this by including on the library web page some results of studies that support the benefits of reading. How do you promote reading and literacy in your school? Are there any challenges in doing so? One thing we do is a reading challenge sponsored by a pizza company. Students have to

Outsourcing: time for a new look?

By Sarah Menzies

Issue 111, Term 4 2019

lined workflows, a reduction in the turnaround time of new stock and a sharper focus on more outward-looking tasks.  These tasks include supporting literacy and developing readers’ advisory programs, and user-outreach activities. Benefits specific to school librarians In the current environmen

School library spotlight: Academy of Mary Immaculate

By Anne Chowne

Issue 111, Term 4 2019

years 7, 9 and VCE students. SLV has so many resources, databases, images and newspapers that the students can access for free. How do you promote literacy and reading in your school? Are there any challenges in doing so? When I took up the position in 2016, a library review had just taken plac

Cataloguing standards: what you see is what you get

By Natasha Campbell

Issue 111, Term 4 2019

pon receipt. Our focus is on cataloguing new-release, curriculum-related and educational resources, as well as resources for recreational reading and literacy programs suitable for use in school libraries. The number and regularity of supply of new titles varies from publisher to publisher. Genera

The writing (and revising) of The innovative school librarian

By Elizabeth Bentley

Issue 111, Term 4 2019

arch and other issues related to school librarianship. Sharon Markless has been one of the most distinguished contributors to thinking on information literacy and school library evaluation since the beginning of the 1990s. While she was no longer teaching in the area, she wanted to remain in contact