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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
Graphic novels and manga selection: 101
By Michael Earp
Issue 121, Term 2 2022
readers want more. They are responding to having more choice. I’ve always been excited by what the graphic novel format can offer. The pleasure of reading a picture book through the early (or late) years of life cannot be denied. So why would our desire for art with narratives fade just because w
Love and Autism
By Kay Kerr
Issue 125, Term 2 2023
k and the second book you’ve written covering romance and attraction. What drew you back to the subject? I love love. I grew up loving rom-coms, reading stories that had romance in them. I think there’s also an element of being drawn to relationships of all types, communication styles between p
Transforming School Libraries: A Conversation with Lee Crockett
By Lee Crockett
Issue 128, Term 1 2024
a threat on library roles in schools due to budget cuts. School leaders, facing financial pressures, were less concerned about investing in books and reading (and by extension the library) than they were about investing in other parts of the school. He believes that in order to remain relevant, libr
SCIS is more
By Anthony Shaw
Issue 131, Term 4, 2024
Just like that and we’re in Term 4 and thinking about summer reading and the school holidays. Term 3 saw the SCIS bus hit the road again. We attended the SLANSW Professional Learning Summit, ConnecTech: Inspired Futures for Information Technology and Digital Literacy Professionals, held in the wo
Digital subscriptions, your library management system and SCIS
By Ceinwen Jones
Issue 133, Term 2, 2025
and secondary schools. While there is a focus on New Zealand-related topics, many of the websites listed are relevant to schools across the world. Reading Australia Reading Australia provides free, quality resources that make it easier for teachers to promote Australian titles. Curriculummapped