Issue 131

It’s with a bittersweet sense of admiration and sadness that we report the closure of Scan. For more than 40 years, Scan has served as an authoritative journal for NSW teachers and library staff, offering thought leadership, evidence-based practical advice and curriculum guidance. Volume 43, Issue 2, published in July 2024, marked its final contribution to a distinguished legacy that has shaped educational discourse in NSW (and beyond) for decades.

Throughout its history, Scan provided a space where topical issues and education practices could be explored and did not avoid addressing difficult topics. It represented the courage of the NSW Department of Education to push teaching and learning forward by bringing together articles by a diverse range of qualified experts, from academics, to educators, to policymakers and administrators.

The journal began its life in 1982 as a collection of curriculum resources published by the Library Services Division of the NSW Department of Education. Like a well-curated library, its value grew with time and resourcing, and its role expanded to become a vital repository of knowledge for NSW educational communities.

By 1992, the influence of Scan had grown so much that an editorial committee was formed, and its content was broadened to include articles on educational theory and practice. This change in content agenda demanded stronger links with academia and, in 1996, a research strand of Scan was formally created. This solidified the journal’s position at the nexus of educational theory and practice in New South Wales.

Creating strong links between often disparate strands of educational thought and everyday practice allowed Scan to drive important programs focused on elevating NSW education standards. One exemplary program is the Lighthouse Schools project, an initiative that identified and supported schools demonstrating outstanding educational practices, enabling them to serve as models of innovation and excellence for other schools to follow.

More recently, Scan has been pivotal in driving the introduction of the Information Fluency Framework (IFF) in NSW. This framework is the first of its kind in Australia and provides a structured approach for teacher librarians to guide students in developing critical skills to locate, evaluate and use information effectively. Moreover, it puts library staff at the centre of digital literacy and ethical information practices within the school environment. (Exactly where they should be!)

At SCIS, we reflect on the closure of Scan as the end of an era of thought leadership that emanated first and foremost from library services. Scan’s archive of 42 years of articles serves as a testament to the power of such services to act as a conduit for bringing together wider initiatives that drive innovation and influence teaching, learning and policy. When given opportunity, resources and time, Scan demonstrated that library services can be the lifeblood of quality curriculum teaching and thought leadership.

The value of journals can never be understated. They serve as a means to connect educators, help them develop best practice together, debate topical issues together, and foster a sense of community through sharing professional passions. Scan’s impact in NSW has been far-reaching and felt by many. We thank all who have contributed to its success over the years and hope that its legacy lives on through continued use of the wonderful archive of educational articles it leaves behind.

References

Sly, C., Laycock, D. & Kenny, T. (2022). In the rear-view mirror: 40 years of Scan. Scan, 41(7), 4–9.