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ASLA Australian Teacher Librarian Award 2021

By Kerry Pope

Issue 118, TERM 3 2021

t, relevant and outstanding documents for Australian teacher librarians. Anne is to be highly commended for her extraordinary and exemplary work in advocacy. She has been a Fellow of ALIA since 2020 and is a long-term convenor of ALIA Schools, working hard for the promotion and development of scho

Putting the ALIA Code of Ethics into practice in school libraries

By Jacqui Lucas

Issue 134, Term 3, 2025

ake decisions about how they interact with the overloaded and increasingly complex information world. Having a school-branded Code of Ethics is a key advocacy tool to highlight the educational role of the school library. Over to you Now it’s over to you as school library staff to engage with the

LIFT: From little things ...

By Madeleine Galbraith and the LIFT team

Issue 108, Term 1 2019

e on their educational outcomes. However, positive change sometimes requires resources, which may demand a strong voice. We needed to find experts on advocacy who could teach us these skills. So our next events, hosted by the CPSU/CSA, were called LOVE — Library Officer Voice Event and All About You

Supporting multiple literacies through robotics clubs

By Chelsea Quake

Issue 110, Term 3 2019

ith English and humanities departments. This is understandable, given school library professionals’ long-standing involvement in literacy support and advocacy, and the traditional assumption that literacy belongs to these subjects. However, the recent broadening of the scholarly definition of litera

The new librarian: leaders in the digital age

By Digital Promise staff

Issue 96, Term 1 2016

outlook for libraries Ray said it has taken nearly a decade for teacher librarians to get to where they are now in Vancouver. ‘My strategy has been advocacy based on results rather than on some platonic form of what the library should be’, he said. ‘It’s not waving a flag for school libraries. It’

Collector, curator or collaborator?

By Jennie Bales

Issue 100, Term 1 2017

ghts the following collaborative reasons: to give back to the profession; to provide a local and a national voice; and to engage in the promotion and advocacy of school libraries and teacher librarians (2012a, p. 16). Continuous learning through PLNs and professional networks builds knowledge and e

School library spotlight: Campbelltown Performing Arts High School

By Cathy Costello

Issue 101, Term 2 2017

Facts and Fake News — Verifiability in the Information Society, International Federation of Library Associations and Institutions, Library Policy and Advocacy Blog, http://blogs.ifla.org/lpa/2017/01/27/alternative-facts-and-fake-news-verifiability-in-the-information-society Image credits P

Adding to the local evidence base: developing and implementing a study on classroom teacher and teacher librarian collaboration

By Vicki Bennett

Issue 133, Term 2, 2025

the future. Library media connection , 12–18. Todd, R. J. (2015, January/February). Evidence based practice and school libraries, evidence, advocacy and actions. Knowledge quest, 43 (3), 8–15.

Why do I use Instagram to promote my school library?

By Helen Farch

Issue 120, Term 1 2022

ncis. (n.d). How libraries are applying social media. Librarian resources. Retrieved from librarianresources.taylorandfrancis.com/insights/library-advocacy/how-libraries-are-applying-social-media Brami, D. (2020, July 31). Differences between Instagram Stories and Reels and how to use them. P