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Genrefying the fiction collection

By Susan Davenport

Issue 102, Term 3 2017

‘What sort of books do you like reading?’ and ‘What do you do outside school?’ are two questions that I regularly find myself asking students looking for something to read. Usually the answer is a variation on ‘I dunno’, ‘Anything!’ or ‘Stuff’. Early in 2016, several things were on our radar rega

Students need great school libraries

By Nicole Richardson

Issue 109, Term 2 2019

Holly Godfree. ‘School libraries contribute in a really practical and significant way toward those things.’ Countless studies reveal that exposure to reading from a young age can positively and significantly impact the development of students’ literacy skills, and create emotionally intelligent, emp

Even better than the real thing? Virtual and augmented reality in the school library

By Dr Kay Oddone

Issue 110, Term 3 2019

life is like for children trapped in a war zone. Add a further layer to literature Be inspired by the beautiful War of Words , which features a reading of Siegfried Sassoon’s poem 'The kiss'. This app demonstrates how VR might engage students in poetry and literature through immersing them in

Supporting Australian book creators

By Anna Fienberg

Issue 116, Term 1 2021

o distract them from their hard work though, so I resist, after much dithering. The reason I’m writing so frankly to you is that I’ve just finished reading Elena Ferrante’s new novel, The Lying Lives of Adults , and she persuaded me to be absolutely truthful. It was her writing style as much as h

The need for diverse book collections

By Helen Caple, Ping Tian

Issue 122, Term 3 2022

ET 2020, p. 14) . One of the ways in which children can see their cultures, identities, abilities and strengths acknowledged and valued is through reading. That is, in the literature  that they engage with both inside the classroom and at home. For the young reader, this literature usually comes

New and revised SCIS subject headings

Issue 132, Term 1, 2025

designed to teach beginning readers to read text phonetically using specified phonic progressions. For readers that are graded at different levels of reading competency also use Levelled readers. UF            Decodable readers UF            Decodables UF            Phonics readers BT       

Libraries, languages and free resources

By Jill Wilson

Issue 98, Term 3 2016

tudents about idioms used in Japan. Students undertaking this challenge go through some ‘training’ — a set of appropriate online resources — before reading and interacting with the short graphic novel story. They can collect snippets of cultural information, referred to as ‘treasures’, along the w

Information and critical literacy on the web

By Kay Oddone

Issue 96, Term 1 2016

  When researching or browsing the web, it is easy to follow one link after another, ending up somewhere completely different to where you started. Reading the URL is the best way to answer the question ‘where am I?’ It is a good idea to get in the habit of looking at the URL regularly to check th

Taking note of nonfiction

By Peter Macinnis

Issue 90, Term 3 2014

ions and the weirdness of adults. That's a good rule for books for younger people! A really good information book offers information to help further reading. This includes good captions on illustrations, as well as information on where the illustrations come from. For myself, good books sound nice

The future role of the teacher librarian

By Dr James E Herring

Issue 100, Term 1 2017

There may still be printed books in future school libraries, and, at least in the foreseeable future, there will be — perhaps mainly for recreational reading. Educational resources may increasingly be virtual and cloud-based, and they will no longer be bought and owned by the school, but will be acc

Navigating the information landscape through collaboration

By Elizabeth Hutchinson

Issue 101, Term 2 2017

s used to describe schools whose library is at the centre of learning. But just having a school library does not make students suddenly want to start reading or researching. School libraries need to be looked after and maintained to ensure that good quality resources are available, and the school li

Reviews

By Schools Catalogue Information Service (SCIS)

Issue 29, Term 2 1999

ses an organisation can have for an intranet and some of the pitfalls to avoid in setting one up. Reviewed by Nigel Paull, Editor Connections 'Reading sport' in Viewpoint6(4), Summer 1998, 6-11 Here is a collection of reviews for the ardent. and the not so ardent, sports fan. The contents

CC News

By Schools Catalogue Information Service (SCIS)

Issue 28, Term 1 1999

s especially useful for schools who wish to add resources to the I ibrary software system that are not housed in the main library collection, such as reading materials, teacher reference and subject collections. There is no need to move materials to the library to be added to the system. This portab

CC News

By Graham Williams

Issue 26, Term 3 1998

or quite a while. Staff in the SCIS Unit have been very pleased to have positive feedback about the new products. We thought you may be interested in reading what others have had to say so we will make some of these comments available on our website in Customer Views.

Using a Remote Data Base in the classroom

By Roland Gesthuizen

Issue 4, Term 4 1992

nterested in the NBA basketball and another in the Yugoslavia civil war. We conducted some simple searches that resulted in over 1 OOO items. After reading some articles and further refining our search we narrowed down our number of articles to about 1 2 that were keenly read. It was quite interes

Consistency matters

By Mavis Heffernan

Issue 108, Term 1 2019

ions’, whereas Book 4, Camp Castaway, has the headings ‘Outdoor education’ and ‘School campsites’. Differing sequences for subseries, especially in reading sets; for example, a variety of sequences for levels, colours, and numbering: These differing sequences make it difficult for users searching

LIFT: From little things ...

By Madeleine Galbraith and the LIFT team

Issue 108, Term 1 2019

r Lynne Mannolini took responsibility for this document, dedicating countless hours to editing, reviewing and formatting it.  Meanwhile, word was spreading about our growing community, and requests to join our Facebook group multiplied. Dialogue within the group was productive and supportive, with

Alternate worlds – Paul Collins reflects on his writing and publishing career

By Paul Collins

Issue 118, TERM 3 2021

– at some stage in their lives – teachers and, understandably, strong readers from an early age. I part ways with these observations. I do remember reading some educational readers when I was about nine. From memory, the characters were pirates. I remember their ‘names’ were blue, yellow, red, etc

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

By Andrew Smith

Issue 119, Term 4 2021

ssionals are already deeply aware of this, as they advise staff and students about quality curriculum resources, many of which are online. If you are reading this, you already know the services that SCIS Data provides in this area, and about the regular Website and App reviews in each Connections is

The future is bright

By Authored by Future You and SCIS

Issue 121, Term 2 2022

ook Week dress-ups, showcasing female role models and encouraging girls to participate in active challenges (making and doing), not just intellectual reading or writing roles, is a great step.  I once saw a fantastic display of STEM books in a school library with books like Rosie Revere, engineer,