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How to spot a plagiarised work

By Laura Iseman

Issue 133, Term 2, 2025

y, this ease of publication and the related lack of editorial oversight has also led to an extensive traffic in plagiarised works. The development of Generative AI has allowed unscrupulous persons to generate a large volume of low-quality material. Sometimes these bad actors attach the name of respe

Teacher librarian leadership and generative AI: An opportunity for leading innovation

By Matthew Boggon

Issue 130, Term 3, 2024

plexity, is undeniably a revolutionary development in the information landscape, and therefore, by extension, the education landscape. The expanse of generative AI is enormous. It has the potential to be used in generating programming, lesson resources, tasks, assessment as well as to source further

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

Empowering school library staff to navigate the AI frontier

By Dr Kay Oddone

Issue 126, Term 3 2023

to teach about and with AI technology (Luckin et al., 2022). This article addresses this realisation by firstly presenting a brief discussion about generative AI technology, before considering what it means for educators (and particularly school library staff) to be AI ready. It concludes with an

The Teacher Librarian and ChatGPT

By Stephanie Strachan