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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

Issue 124, Term 1 2023

ose in secondary schools. Often, they do not have a full-time member of staff but are run  on a part-time basis by teaching assistants or a classroom teacher with library responsibilities. These challenges are thoroughly explored, showing how you can run an excellent primary library with only a few

Diverse titles are finding their homes in libraries

By Crystal Corocher

Issue 127, Term 4 2023

e language (my Italian is pretty shaky) and I know I could not be creative in a language other than English, other than ‘my own’. I would encourage teachers, when supporting students with creative writing development, to look for opportunities to allow EAL/D students to explore creative expression

The DANZ Childrens Book Award

By Kate Foster

Issue 126, Term 3 2023

ealing stories. The winning creators will, of course, be awarded, but in the process the DANZ will also provide a valuable aid for every librarian, teacher, bookseller and carer, through the production and distribution of a brochure showcasing each long-listed title. In 2024, picture books, chapte

Do we need library lessons?

By Barbara Band

Issue 104, Term 1 2018

ng their way around a huge site and integrating with their peers while remembering what to bring each day, where to go for each lesson and what their teacher’s name is. So it’s no surprise that the Dewey Decimal System is lower on their list of priorities. How to use the library needs to be reinforc

New websites and apps

By Article by the Schools Catalogue Information Service (SCIS)

Issue 134, Term 3, 2025

change; Sustainable development; Conservation (Environment); Teaching methods; Problem sets. Description: SubjectToClimate offers lesson plans, teacher resources and professional development courses to help teachers integrate climate science and climate action across K–12 subjects. It includes

Student perspectives on ebook and audiobook usage

By Tehani Wessely

Issue 98, Term 3 2016

In addition, once an institution discontinues its subscription, it loses all access to material it had leased. During Term 3 in 2015, I invited the teachers and students of all Years 7 to 9 English classes to take part in a research activity with two goals: firstly, to investigate the current awar

Country to Canberra: empowering rural girls

By Hannah Wandel

Issue 97, Term 2 2016

, helping them widen their professional and social networks beyond state lines. How schools can get involved It has been heartening to hear about teachers and librarians lending their support to Country to Canberra by spruiking the essay competition in their classrooms, libraries, and community

Positive promotion of the school library

By Jae Rolt

Issue 93, Term 2 2015

ents. Communicate with staff Communication within the school is just as important. I make sure to share any information that I receive from other teacher librarians with my fellow staff members. For example, if I see great information coming through the NSWTLnet about a topic they are studying,

Leigh Hobbs on the invaluable, irreplaceable school library

By Nicole Richardson

Issue 106, Term 3 2018

the school library and the librarian who directed me toward certain books that, as it turned out, greatly influenced my life and my work. Then, as a teacher, I witnessed the value of school libraries not only as centres of learning and education, but places of pastoral care. And, thirdly, as a crea

Ten ways to transform your library into a flexible learning space

By Liza Moss

Issue 107, Term 4 2018

ior history students to walk around the Terracotta Warriors, all at the same time. It has always been a busy library but, since my appointment as the teacher librarian five years ago, I have worked on creating a more flexible space and a more appealing atmosphere to encourage different uses. 1. An

Stories that matter

By Helen Stower, Krystal Gagen-Spriggs

Issue 107, Term 4 2018

y of three girls from three different social circles at an all-girls boarding school. Ady, Clem, and Kate are thrust together by their wellness class teacher, Dr Malik, and develop an unlikely friendship. The girls end up relying upon each other to sort through some personal issues, as well as worki

Emily Rodda on treasured stories

By Nicole Richardson

Issue 108, Term 1 2019

e of my whole writing life, because it’s a combination of my two great passions: fantasy and   real-life   mystery. ‘It’s about some kids and their teacher left behind when a school bus breaks down and they have to take shelter. In a secret   drawer   they find a handwritten book with wonderful il

Students need great school libraries

By Nicole Richardson

Issue 109, Term 2 2019

ampaigning, Holly, based in Canberra, will seek an election promise from all parties in the next ACT election that a policy be introduced to ensure a teacher librarian and qualified library support staff member in every school. ‘It’s really exciting to think that’s on the table,’ Holly says. ‘It’s

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

By Dr Kay Oddone

Issue 110, Term 3 2019

rs Add one or more trigger images to the newsletter that create overlay videos of a recent library event, new resource or positive message. Guide teachers to embed audio or video explanations onto homework tasks The inclusion of audiovisual explanations means that students can access 24/7 suppo

Supporting Australian book creators

By Anna Fienberg

Issue 116, Term 1 2021

te song. My need to escape into stories – reading and writing them – has sprung from libraries. My mother Barbara, co-writer of Tashi and retired teacher librarian, enthused her class about a new book by learning the first chapter in the bath at night, and then  telling it the next day. You cou

The need for diverse book collections

By Helen Caple, Ping Tian

Issue 122, Term 3 2022

impson This book, about a boy who is determined to be himself, is based on a true transgender identity journey. He battles his parents, friends and teachers to become the person he really is. My shadow is pink, Scott Stuart This book draws on Stuart’s own experiences of fatherhood through