SearchConnections

Stopping the slide: improving reading rates in the middle school

By Narelle Keen

Issue 99, Term 4 2016

progressed into higher grades, but this was the first time we had hard data to support this. After consulting with these stakeholders and the Year 6 teachers, I decided to investigate the causes and provide recommendations as part of my professional learning. With the approval of our principal, I p

School libraries supporting literacy

By Stephanie Ellis

Issue 99, Term 4 2016

most part they do not require a significant investment of budget or time, and many allow for one of the key factors in effective library programming: teacher collaboration. Below is a summary of the activities and strategies that were shared. How school libraries can support literacy Book of th

School libraries support digital technologies

By Martin Richards

Issue 102, Term 3 2017

e, you can move on to a programming language such as Python, but if you don’t feel comfortable moving to this level, leave it to the computer science teacher. Ideally, teachers in your school are incorporating coding in their classes. The webpage ‘ Choosing the right apps for your class ’ provides

School library spotlight: Glen Eira College

By Karys McEwen

Issue 102, Term 3 2017

e main tasks I focus on are collection development, encouraging a love of reading through library programs and astute readers’ advisory, working with teachers to provide information literacy sessions and curriculum support, and creating a warm, vibrant library space for the whole school community. I

CC News

By Graham Williams

Issue 26, Term 3 1998

le for viewing on SCISWeb. Please ensure you read the licence agreement carefully and that you understand its terms and conditions. Feedback Many Teacher Librarians across Australia have now been using SCISWeb and SCISCO for quite a while. Staff in the SCIS Unit have been very pleased to have po

How does the information get onto the SCIS database?

By Schools Catalogue Information Service (SCIS)

Issue 2, Term 2 1992

rtment of School Education will ensure that the team of five cataloguers will achieve an annual target of 6,000 new bibliographic records. A panel of teachers and teacher-librarians from schools throughout the state is being coordinated by the SCIS Review Coordinator to ensure that a target of 750 r

The challenge of implementing change

By Angela Platt

Issue 103, Term 4 2017

During my spare time in my school library, I was recently perusing various blogs, Pinterest, Twitter, etc – looking for any new library-related ideas, examples of best practice and developments which I should know about. One such blog that piqued my interest on this occasion was ‘ Day in the life ’

School libraries and e-learning: where synergy equals opportunity

By Anita McMillan

Issue 104, Term 1 2018

gies and a clear vision for their LMS infrastructure to support access dedicated deployment resources including e-learning leaders, trainers and lead teachers bottom-up and top-down approaches, including dedicated professional development time, new staff appointments to lead implementation and train

Making the library the true heart of the school

By Caroline Roche

Issue 105, Term 2 2018

e tough financial times, everyone is now required to prove that they are worth keeping, and this can be a particular problem for school librarians. Teachers can justify their existence by improving grades and outcomes, but how can librarians prove that they add value and cultural capital? Now, sch

School library spotlight: Rolleston School

By Kay Morfett

Issue 105, Term 2 2018

tail? How many people work in your library? I work at Rolleston School as the librarian. My role is 25 hours a week, split over five days. I have a teacher in charge who is really wonderful and supportive and, aside from a brilliant group of student librarians to provide help at lunchtimes, I work

Dyslexia: can we read with our ears?

By Sarah Asome

Issue 106, Term 3 2018

te explains why the following five keys to reading are needed every day for all children from the age of five, and offers activities for parents and teachers, and resources for principals and policymakers. These five keys to reading, all of which are supported by oral language, are: phonemic

School library spotlight: Mt St Michael's College

By Sandra Mannion

Issue 106, Term 3 2018

What is your job title and what does your role entail? I am a qualified teacher librarian, employed at Mt St Michael’s College in the role of Curriculum Leader, Library and Information Services. It is a Catholic secondary college for young women in the tradition of the Sisters of Charity, adminis

Supporting Australian book creators

By Daniel Hughes

Issue 114, Term 3 2020

eate, you are quoted as saying, ‘My intention wherever I go as Laureate over the next two years is to make an inspiring call to children, parents and teachers to encourage children to join their local library and get their own library card’. Were school libraries an important part of your childhood?

School library spotlight: St Joseph’s College, Geelong

By Joy Whiteside

Issue 114, Term 3 2020

your role entail? I am the Library Manager at St Joseph’s College (SJC), Geelong, a Catholic secondary school for 1,870 boys in years 7–12. I am a teacher librarian as well as the Library Manager, and I lead a team of three library technicians and a library assistant. I contribute to the wider pr

21st-century literacy with graphic novels

By Iurgi Urrutia

Issue 115, Term 4 2020

lso increasingly relying on visual literacy and multimodal texts. Comics have long suffered a stigma that is unfortunately frequently reiterated by teachers, parents and librarians. A child is reading a comic or wants to borrow one and a well-meaning grown up says, ‘Pick a real book. Do some readi

Genrefication 3.5 years later: Reflections

By Susan Davenport

Issue 117, Term 2 2021

tion are: • an A–Z Picture Books collection • First Chapters collection which is predominately in boxes by series or theme • genrefied novels. With teacher-librarian-led introduction and guidance, our students find the arrangement of the collection easy to use, and respond well to the genres. Much

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

By Paul Collins

Issue 118, TERM 3 2021

It’s apparent that quite a few of them have two things in common (apart from the obvious) and that is that they were – 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

Metadata to enhance diversity, connection and belonging

By Catherine Barnes

Issue 123, Term 4 2022

Developing this sense of belonging begins with providing a collection that meets the needs of your community. Kay Oddone (2019) stated: ‘Qualified teacher librarians are best placed to, and indeed, should be, making changes as they are guided by their professional expertise and experience; their

ELR Interview with Alice Pung

By Article by Education Services Australia

Issue 124, Term 1 2023

wing that your books will be read by people of all ages and backgrounds? For example, were you thinking specifically of secondary school students and teachers when writing Laurinda ? Often, I do. So when I did One Hundred Days my ideal reader would have been a 16-year-old girl who might have been

Making an impact: A guide for new school librarians

By Caroline Roche, MA, FCLIP