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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,
Connecting through couch co-op: the important role of school libraries for social gaming groups
By Matthew Harrison, Jess Rowlings
Issue 123, Term 4 2022
which they can be themselves. While some students enjoy kicking the football or shooting hoops at lunchtime, many of our participants prefer quietly reading graphic novels or gaming magazines. Libraries celebrate these activities. Unfortunately, there are also depressing statistics around the b
ELR interview with Kim Brunoro
By Education Services Australia
Issue 123, Term 4 2022
urites? I have been a prolific reader since I can remember, often in trouble from my parents for staying up into the early hours of the morning or reading all weekend instead of ‘getting out of the house’. This means that there are almost too many books blurring together for me to choose a favour
Unheard Voices: Transforming library spine labels for Aboriginal and Torres Strait Islander representation
By Written by Education Services Australia
Issue 127, Term 4 2023
n for each book highlighted in yellow. As the number of resources with new spine labels has grown, Robyn has found it considerably easier to curate reading lists in her library catalogue and create book displays for her school community. The labels have also boosted her confidence in recommending
Can a chatbot write like an Aussie?
By Bridget Forster
Issue 129, Term 2 2024
Can a chatbot write like an Aussie? Over the past few months, supported by a Reading Australia Fellowship, I have started researching how generative AI might be used to interrogate the notion of an Australian literary voice. Through my inquiry, I have gained not only a greater appreciation of the c
School library spotlight special: Supporting the Cambodian Children’s Fund
By Article by the Schools Catalogue Information Service (SCIS)
Issue 131, Term 4, 2024
g that the library’s systems have ‘... helped me discover new books and stories by offering features such as personalised recommendations based on my reading history. It’s easy to do research by myself’. The Neeson Cripps library exemplifies how thoughtful, well-resourced educational initiatives c
SCIS: the next 40 years
Issue 132, Term 1, 2025
e. SCIS is working towards linking out to additional data sources and ‘non-traditional’ cataloguing data such as diversity tags, audience notes and reading levels. The team is connecting with bibliographic data suppliers, such as the Australian Publishers Association, to identify key fields and po
40 years of SCIS
By Article by the Schools Catalogue Information Service (SCIS)
Issue 131, Term 4, 2024
ferings each year – services that have grown to encompass more than cataloguing and now include professional learning, our free journal (which you’re reading right now), and our additional library data service, Authority Files. As SCIS reaches its 40th anniversary, the milestone offers us a chance
Yours Troolie, Kate Temple
By Article by the Schools Catalogue Information Service (SCIS)
Issue 137, Term 2, 2026
hildren’s books are preoccupied with inclusivity – and virtue signalling – Temple says this is an incredibly naïve view that suggests ‘people are not reading these books, because you would only have to open these books to see these are interesting stories … that are telling a greater narrative and t
Tui Raven – from guerilla cataloguing to inclusive cataloguing
By Article by the Schools Catalogue Information Service (SCIS)
Issue 137, Term 2, 2026
and thoughtful language in describing their collections and reminds us that reparative cataloguing is an ongoing and collaborative process. Further reading Indigenous Archives Collective, Faulkhead, S., Thorpe, K., Sentence, N., Booker, L., & Barrowcliffe, R. (2023). Indigenous referencing guid
How to build a collection for purpose, with purpose
By Kay Oddone
Issue 137, Term 2, 2026
professionals. Whether it is finding the perfect picture book for a Foundation year student, identifying a reliable website that is also at the right reading level, or selecting teaching resources for a newly developed unit of work, decisions that balance authority, relevance, currency and context a
Using social media to support school library services
By Helen Stower, Margaret Donaghue
Issue 98, Term 3 2016
well as to external collections and web sources relevant to topics they are researching. We also use Pinterest as a virtual display board to promote reading and fiction. Some examples of this include our boards titled ‘Books for mighty girls’, ‘Series to follow’, and ‘Dystopian literature’. Anothe
Positive promotion of the school library
By Jae Rolt
Issue 93, Term 2 2015
decide to purchase it, that child is the first to borrow it as a reward for suggesting something new. Students love talking about the books they are reading. If there is a series they are excited about, I take the time to read it so I can chat with them about it. I find that maintaining a strong L
An inquiry-based approach to exploring Australian history
By Deborah Abela
Issue 99, Term 4 2016
the Maltese built to hide from German bombings, and his journey by ship to Australia, I knew it would make a fascinating story for younger readers. Reading Teresa as a study for historical inquiry I used inquiry-based methods to learn more about my family's past, as well as the lives of Maltese
Collector, curator or collaborator?
By Jennie Bales
Issue 100, Term 1 2017
hese in your own practice and share them with your networks. Good luck on your journey, and enjoy the partnerships that you build. I look forward to reading your journal articles, hearing you at conferences — virtual and face-to-face — and engaging with the online presence of many of you. Refer
CC News
By Schools Catalogue Information Service
Issue 24, Term 1 1998
If you are uncertain then test the barcode scanner in a word processing package. Open a new document and scan some ISBNs. If ten digits appear it is reading the ISBN correctly. However, if thirteen digits appear it is not operating correctly as it is picking up the UPC (Unit Product Code) This will