Showing 41 - 60 of 224 results for reading

Supporting Australian book creators

By Aaron Blabey

Issue 108, Term 1 2019

When I began writing books professionally in 2006, I had never heard of the Australian Lending Right Schemes. My publisher just handed me a form, which I blithely filled out and promptly forgot all about. Then, after a hair-raising period filled with newborn children, an elephantine mortgage, and mo

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’re a

Do we need library lessons?

By Barbara Band

Issue 104, Term 1 2018

uld be) a whole-school facility, enabling the learning needs of all students, supporting staff to deliver the curriculum, and providing resources for reading and information within a unique space. That’s the theory. The reality, however, is likely to be library staff constantly juggling between the

Ebooks: to subscribe, or not to subscribe?

By Martin Gray

Issue 101, Term 2 2017

e all this, I am not anti-ebook. The lack of storage space for physical books and the ability to have ebooks on a multipurpose device mean I am often reading on my phone happily in a physician’s office. There are several reasons why sooner rather than later I will pay for ebooks. Equity Just as most

Digital fluency vs. digital literacy

By Clint Lalonde

Issue 111, Term 4 2019

Recently I’ve been doing a bit of research on digital literacy/digital fluency, to find out whether our post-secondary institutions are currently offering any programs and initiatives that will help instructors to use digital tools effectively. Many organisations have identified a lack of digital li

School libraries then and now - in the digital environment

By Lance Deveson

Issue 120, Term 1 2022

udents visited it out of class times to read, relax, play quiet games, ‘chill out’ and feel safe. The school library encouraged: belonging books and reading - still a major reason for visiting the library relaxing and recharging  staff – trained teacher librarians – seen as friendly, caring staff,

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 at M

Student perspectives on ebook and audiobook usage

By Tehani Wessely

Issue 98, Term 3 2016

wever, anecdotally we know that many students use ebook apps with their own (or family) accounts on their personal devices. We also see many students reading manga on their devices, a trend that supplements the physical copies of manga series held in the library collection. The costs involved in mai

It’s time: let’s improve schools' perceptions of teacher librarians

By Bev Novak

Issue 99, Term 4 2016

s in the classroom, teachers act as role models on how best to utilise the skills of teacher librarians. The core ‘business’ of teacher librarians is reading and literacy. Locating the right book at the right time for an individual child or teacher is a skill that should be highly valued and utilise

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 libra

Positive promotion of the school library

By Jae Rolt

Issue 93, Term 2 2015

decide to purchase it, that child is the first to borrow it as a reward for suggesting something new. Students love talking about the books they are reading. If there is a series they are excited about, I take the time to read it so I can chat with them about it.I find that maintaining a strong Lib

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 week,

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 isolatio

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 SL collec

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’, define

Embracing change

By Gabrielle Mace, Merrilyn Lean

Issue 120, Term 1 2022

am has had for the school. The unexpected benefits of ‘being on the bus’ In January 2020, Queenwood implemented ‘Just Read’, a daily sustained silent reading program for all K–12 students and staff. The aims of the program were to increase student motivation to read and to improve student literacy o

Issue 55 Summary

By Editor

Issue 55, Term 4 2005

es Sturt University, NSW Internetting cornerNigel Paull, South Grafton Primary School, NSW SCISWeb handy hints MindMattersLeanne Compton, MindMatters Reading for pleasure and literacy achievementMarion Meiers, ACER SCIS news New and revised subject headings Educational Lending Right If reading decli

Genre wars

By Martin Gray

Issue 104, Term 1 2018

tion collection stated that teachers and students reported back positively. The change had increased lending figures, consequently increasing student reading. When books are sorted by genre, students who are taking reading classes tend to find their books and settle into reading more quickly, improv

School library spotlight: Macleans College

By Christine Hurst

Issue 110, Term 3 2019

have a large proportion of students whose parents have sent them here from overseas to get a quality education. There are some parents who don’t see reading books as an academic pastime — all they see is their child reading for pleasure instead of studying hard. So, one of my greatest challenges is

In this Issue

By Heather Kelsall

Issue 12, Term 1 1995

d ASCISRECON are included, a report on the Online On Disk Conference held in January and a review of 'Recipe book service of online searching'. Happy reading from the Sunshine State.