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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

Behind the spotlight: designing new library spaces

By Christopher Peck

Issue 136, Term 1, 2026

ces for groups to read together, or for guest speaking events; and withdrawal spaces such as small cubbies for individual or paired student breakaway reading. Indoor outdoor flow ensuring connectivity between indoor and outdoor spaces; and even the possibility of including an outdoor space as

SCIS is more

By Dr Ben Chadwick

Issue 91, Term 4 2014

take advantage of the rich reference structures in the ScOT thesaurus. Again, this will help direct your students and teachers to their learning and reading needs by exploiting ScOT's educational and curriculum-focused terms. We don't recommend rushing in and installing these authorities just yet:

Website and app reviews

By Nigel Paull

Issue 91, Term 4 2014

g and eclectic selection of links, or pins, using Pinterest. Teacher librarians will find an array of interests including: 'Librarian infographics', 'Reading suggestions engines', 'Favourite libraries', 'Apps for learning', right through to 'Curly hair'. SCIS no. 1678525 Milk Monitor - the officia

Website and app reviews

By Nigel Paull

Issue 93, Term 2 2015

periment with the variety of engaging online activities presented. Guides for students, families, and teachers are also available. SCIS no. 1704219 Reading Australia www.readingaustralia.com.au This website aims 'to make significant Australian literary works more readily available for teachi

Supporting Australian book creators

By Laura Armstrong, Gus Gordon

Issue 92, Term 1 2015

isit. I learnt librarians know things about their book readers that they themselves don't know yet. This is a super power. I enjoyed being led in new reading directions. It was entirely possible to go from a book about missing jewels to an undersea adventure to cold war spies to spontaneous human co

Barramundi and Chips at Christo's

By Kylie Hanson, Ashley Freeman, Ken Dillon

Issue 23, Term 4 1997

e more popular culture into the curriculum. Post modernism has provided the impetus and the recognition that children's literature carries the act of reading much further than the closing of the last page. Hand in hand with the debate about popular culture was the acknowledgement that if education