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Supercharge students' digital literacy skills with content curation
By Kay Oddone
Issue 105, Term 2 2018
y to encourage students to become active and critical users of information. To support this article, I have curated a Padlet that provides further reading and resources to extend the concepts introduced here. References Beestrum, M & Orenic, K 2008, The CRAP test, http://loex2008collaborate
Empowering school library staff to navigate the AI frontier
By Dr Kay Oddone
Issue 126, Term 3 2023
ences of bias within generated content are prevalent (Nayyer & Rodriguez, 2022; Raicu, 2023). Therefore, the information literacy strategy of lateral reading must be understood, so that before using generated content, students know they must compare the veracity of that content with a number of othe
Charting a course for inclusive cataloguing
By Article by the Schools Catalogue Information Service (SCIS)
Issue 134, Term 3, 2025
ck or suggestions for a more inclusive cataloguing approach. References Rothfuss, P. (2007). The name of the wind. New York: DAW Books. Further reading from SCIS How to start decolonising your library collection https://scis.edublogs.org/2022/10/17/how-to-start-decolonising-your-library-c
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
(Re)Designing the library through school community participation
By Dr Hilary Hughes
Issue 111, Term 4 2019
hub, inquiry and innovation space, media studio, games zone, perhaps a coffee shop) spaces for varied activities – social, leisure, educational (eg reading, meeting, making, performing) support for wellbeing – teacher librarians as guides, access to tutoring and counselling, space for relaxation