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Information Online and Ondisc 93
By Lance Deveson
Issue 5, Term 1 1993
m control before it becomes too big and easy to get "lost" within. However, I did enjoy looking online at the NASA, Geology, database in Houston, and reading the various Library bulletin boards from around USA and Europe. On Line OnDisc Conference 93 was a credit to the organisers and further conf
SCIS is more
By Ben Chadwick
Issue 103, Term 4 2017
aceless corporate entity, but an advocate for the best interests of teachers and learners when it comes to discovering great contemporary content for reading, research, literacy, and learning. I look forward to continuing to contribute to it all.
Website and app reviews
By Nigel Paull
Issue 107, Term 4 2018
aries/videos Emanating from the National Library of New Zealand, this collection of short videos focuses on school libraries, digital literacy, and reading engagement. The videos are of a professional nature and can be filtered by learning type. SCIS no. 1886942 Schools — Sydney Opera House
Website and app reviews
By Nigel Paull
Issue 108, Term 1 2019
ike-minded schools in New Zealand that aims to broaden online learning opportunities in a collaborative setting. SCIS no. 1895052 VRROOM – Virtual Reading Room http://vrroom.naa.gov.au Emanating from the National Archives of Australia, and promoted as archival records for teachers and prima
Cover images and SCIS
By Renate Beilharz
Issue 109, Term 2 2019
Cover images have now become a part of most public interfaces to library catalogues, and school libraries use them to promote resources and reading. ESA has been offering cover images to schools as part of their subscription since 2008. This article explains how school library staff can use these w
Educational Lending Right (ELR) School Library Survey 2019–20
By Daniel Hughes
Issue 113, Term 2 2020
Many thanks to everyone who participated in last year’s ELR School Library Survey. The 2019–20 survey was one of the most efficient, and reached the highest percentage of Australian schools yet. The survey is conducted by Education Services Australia (ESA) on behalf of the Australian Government’s
SCIS is more
By Caroline Hartley
Issue 114, Term 3 2020
Welcome to another edition of Connections and I’d like to take this opportunity to introduce myself. I have recently joined the SCIS team and have an extensive background working in educational and library technologies, e-learning, publishing and educational services across K–12 and higher educatio
Website and app reviews
By Nigel Paull
Issue 118, TERM 3 2021
rning difficulties and specific learning disorders. A directory of selected apps is available in the target areas of phonological awareness, phonics, reading, writing and vocabulary/grammar. SCIS No. 5364143 RESOLVE: MATHS BY INQUIRY https://www.resolve.edu.au Collaboratively managed
ELR: big win for Aussie authors
By Amanda Shay
Issue 126, Term 3 2023
also a way that authors know that the community loves their work, every year when a lending rights payment is made, and author knows that people are reading their books. - Trish Hepworth, ALIA's Director of Policy & Education During term 3, we will be inviting a sample selection of schools
SCIS is more
By Anthony Shaw
Issue 128, Term 1 2024
Welcome to the Term 1 edition of Connections. In a blink of the eye, the summer holidays are little more than a memory and Term 1 is underway. The SCIS team wishes everyone a Happy New Year and a wonderful 2024. Throughout 2023, we really loved getting out and about, hearing from our customers.
School Library Spotlight: New Zealand School Library Collection Recovery Initiative
By Article by the Schools Catalogue Information Service (SCIS). Thanks to Lewis Brown and the National Library Services to Schools team for their participation.
Issue 130, Term 3, 2024
with emotions.’ The support extended beyond just physical resources. The initiative aimed to inspire and inform student learning, foster a love of reading, and help students develop a deeper understanding of their culture and heritage. Looking to the future The recovery process has been lengt
Transmedia storytelling: narratives like real life
By Martin Gray
Issue 95, Term 4 2015
perimented with cross media learning. Almost every year I help students in the library who are creating a newspaper article based on a novel they are reading in class, or proofread letters they have written from a character's point of view. However, this type of work does not provide a complete tran
School library spotlight: Melbourne High School
By Pam Saunders
Issue 99, Term 4 2016
librarians, which provides opportunities for ongoing support. This program has proven to be so popular, there is a waiting list. How do you promote reading and literacy in your school’s library? Are there any challenges in doing so? It is helpful that our library team are readers, and can talk a
Looking back: school library catalogues and the online revolution
By Lance Deveson
Issue 100, Term 1 2017
oks, ordering cards from the School Library Branch, and then filing them when they arrived; teaching some basic information skills; and spending time reading great books to the children such as Adrian Henri’s Eric the Punk Cat and René Goscinny’s Nicholas and the Gang . I then moved on to Golde
CC News Continued
By Schools Catalogue Information Service
Issue 25, Term 2 1998
k has been written in three parts. 'Part 1: The place of viewing in English' is an introduction to teaching viewing and I urge you to spend some time reading this section before going to the activity section. You will find information about the importance of visual texts, viewing and the English sta
The value of podcasts for school library staff
By Amy Hermon
Issue 110, Term 3 2019
d off their favourite titles and reads aloud. Unlike many of my classmates in library school, I wasn’t called to this profession because of a love of reading. I do not have a lifetime of reading upon which I can rely when I arrive at my library each day. Rather, I am obsessed with information and
Working together: collaboration between libraries and bookstores
By Kristen Proud
Issue 112, Term 1 2020
r us, we want to ensure that we are getting the right books into the hands of young folk — not just any books — because, even as adults, we know that reading the right book at the right time can be a formative experience. It might be a non-fiction book that grabs them, or it might be a coming of age
Celebrating 80 years of Puffin
By Dot Tonkin
Issue 114, Term 3 2020
ome 80 years later, children are facing upheaval of a different sort — from a virus. In this trying period, one small upside has been a resurgence in reading, and the increased sales of children’s books seems to be telling us that now, as then, children need books more than ever. Lane’s first inst
Playful learning in the library
By Sarah Pavey MSc FCLIP FRSA
Issue 120, Term 1 2022
r gamification approach does involve a degree of boldness and risk. It is much easier to offer didactic teaching of information literacy or a passive reading lesson but is this engaging for us as librarians and for our students? Some may argue that introducing games requires financial outlay and imp
Two sides of children’s literature: gatekeeper and creator
By Karys McEwen
Issue 121, Term 2 2022
er than something that could be restricting or damaging. School librarians are often the ones who introduce young people to literature, especially if reading isn’t necessarily valued at home. Librarians have the power to put the right books into the right hands at the right time. School library s