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Decodables - they're a thing, right?

By Sarah Handscomb

Issue 120, Term 1 2022

Much of my time working in reading intervention has been supporting students, frequently teaching mainstream education to boys in middle and upper primary years, and teaching disengaged students in special educational settings. Virtually every student had internalised feelings of worthlessness, and

EAL/D in school libraries

By Nicki Moore, Martin Gray

Issue 121, Term 2 2022

At Singleton High School in New South Wales, Nikki Moore is an EAL/D teacher who is based in the school library. Situating Nikki in the school library has led to collaboration between the library staff and the EAL/D teacher, as well as the non-native English-speaking students who often use the libr

Language, literature and literacy during COVID-19 and beyond

By Annette Wagner

Issue 114, Term 3 2020

Over the last few months, learning has moved to the digital space, changing the perception of online learning tools. Annette Wagner, Creative Director of Story Box Library, discusses how teachers have embraced digital learning practices and online tools, including storytelling tools. During iso

Fathers reading week: a case study for the Great School Libraries campaign

By Lucy Chambers, BAHons; DipLib; MSc; MCLIP

Issue 115, Term 4 2020

Summary The UK Great School Libraries Campaign1 invites school librarians to submit case studies, to demonstrate how their library contributes to teaching and learning in the school. I take you through the process of writing a new case study based on Fathers Reading Week. Note: the word ‘Fathers’

TikTok and libraries: a powerful partnership

By Kelsey Bogan

Issue 115, Term 4 2020

‘Miss Bogan, you’re TikTok famous!’ These words greeted me early one morning shortly after I had finally caved in and created a TikTok account for our high school library. I had posted a TikTok video the previous night, you see, and in less than a day, it had more than 300,000 views! Within a wee

The magic of school libraries

By Belinda Cameron

Issue 115, Term 4 2020

As we seek to establish and maintain vital connections with our students, staff, teachers and families, special events within our library spaces are central to the work of connected communities. Stories are central to the work of teacher librarians. The story of Harry Potter is so engaging that a

Reading Australia: bringing Australian stories into the classroom

By Adam Suckling

Issue 116, Term 1 2021

Reading Australia was created by the Copyright Agency in 2013 to assist Australian teachers to teach books by Australian writers in the classroom. The Copyright Agency is a not-for-profit organisation with more than 37,000 members, who are mainly Australian writers, artists and publishers. We neg

The time to read

By Gabrielle Mace, Merrilyn Lean

Issue 117, Term 2 2021

As educators we often lament that our students are no longer reading books for enjoyment. Sadly, our students are not alone. With an ever growing curriculum and the frenetic pace of the academic school year many teachers are reading for enjoyment far less than ever before – or worse, not at all.

Genrefication 3.5 years later: Reflections

By Susan Davenport

Issue 117, Term 2 2021

Radford College Secondary Library (SL) for years 5–12 students began our genrefication journey in 2017. This article reflects upon those first steps and what changes have been implemented since. What have we learnt? Genrefication works! Yes, it really does. Our years 5–12 students find the

Interview with Gabrielle Wang, Australian Children's Laureate

By Gabrielle Wang

Issue 122, Term 3 2022

Were school libraries an important part of your childhood? Do you have any favourite memories? School libraries were important because I felt they were a  good shelter. I liked playing sport and I liked being outside at lunchtime, but sometimes if you just want quiet time, it’s a really good plac

Dystopian literature: more than just the end of the world to teens

By Jessica Finden

Issue 123, Term 4 2022

It’s not the end of the world… Can you remember what it was like to be a teenager? The constant worry – about your identity,  whether or not you fit in with your friends, your family, and your overall place in the world. The catch phrase, ‘it’s not the end of the world’ is regularly bandied ab

The Information Fluency Framework

By Carmel Grimmett

Issue 123, Term 4 2022

The Information Fluency Framework (IFF) is a new tool for teacher librarians in primary and secondary settings. The IFF is the primary source of information outcomes and processes for teacher librarians in the NSW Department of Education to use together with Information skills in the school as a

21st-century literacy with graphic novels

By Iurgi Urrutia

Issue 115, Term 4 2020

Reading is reading We read books, newspapers, magazines, billboards, signs, notices, bills, websites, blogs, social media posts et cetera. When we read all those things, consciously or unconsciously we’re developing and using multiple literacy skills. Thanks to the internet and social media, we’r

How an old book created a commitment to better represent First Nations Australians

By Kerry Klimm, Dale Robertson

Issue 117, Term 2 2021

A mother’s anger: Kerry Klimm When my 8-year-old showed me his library book, I knew immediately from the cover it wasn’t going to be positive. I flicked through the pages and was disturbed at what I saw. It took me back to my childhood – growing up in the ‘80s learning about ‘The Aborigines’, def

School library spotlight: Good Shepherd Catholic School

By Helen Tomazin

Issue 104, Term 1 2018

How do you promote reading in your school? We are very fortunate to have an excellent school leadership team that supports and promotes a love of reading and literacy. We have a variety of reading programs and initiatives including Literacy Pro, Reading Mastery and Reading Recovery. We have dedi

School library spotlight: Campbelltown Performing Arts High School

By Cathy Costello

Issue 101, Term 2 2017

ements where they can sit and use their devices. This is perfectly OK. The success is actually getting students into the library. How do you promote reading and literacy in your school? Are there any challenges in doing so? Our most successful strategies, thus far, for promoting literacy in our s

SCIS is more

By Ben Chadwick

Issue 103, Term 4 2017

This is my last ‘SCIS is more’ as SCIS Manager. By the time you read this, I will be in a new and exciting role at ESA as Manager of Research and Information Services. We welcome Caroline Ramsden to the role of SCIS Manager. Caroline arrives at SCIS with extensive experience in library informatio

School library spotlight: Chisholm Catholic College

By Monique McQueen

Issue 100, Term 1 2017

ransition into our new library. We hope the new space is inviting and modern, and caters to all members of the school community. How do you promote reading and literacy? Are there any challenges? We explicitly promote reading and literacy to the whole school community. We run three book clubs du

School library spotlight: Glen Eira College

By Karys McEwen

Issue 102, Term 3 2017

ns they chose to send their child to Glen Eira College (this happened last week!), those are the moments that keep me motivated. How do you promote reading and literacy in your school? We have numerous programs, events and displays to support reading and literacy in the library, but we are also

School library spotlight: Galston High School

By Jade Arnold

Issue 107, Term 4 2018

ts from students and staff, which has helped create a new, vibrant and extremely relevant collection that is constantly growing. How do you promote reading and literacy in your school? I believe the most effective way to promote reading and literacy within the school context is to provide studen