Search results
Taking note of nonfiction
By Peter Macinnis
Issue 90, Term 3 2014
ions and the weirdness of adults. That's a good rule for books for younger people! A really good information book offers information to help further reading. This includes good captions on illustrations, as well as information on where the illustrations come from. For myself, good books sound nice
The future role of the teacher librarian
By Dr James E Herring
Issue 100, Term 1 2017
There may still be printed books in future school libraries, and, at least in the foreseeable future, there will be — perhaps mainly for recreational reading. Educational resources may increasingly be virtual and cloud-based, and they will no longer be bought and owned by the school, but will be acc
Navigating the information landscape through collaboration
By Elizabeth Hutchinson
Issue 101, Term 2 2017
s used to describe schools whose library is at the centre of learning. But just having a school library does not make students suddenly want to start reading or researching. School libraries need to be looked after and maintained to ensure that good quality resources are available, and the school li
Reviews
By Schools Catalogue Information Service (SCIS)
Issue 29, Term 2 1999
ses an organisation can have for an intranet and some of the pitfalls to avoid in setting one up. Reviewed by Nigel Paull, Editor Connections 'Reading sport' in Viewpoint6(4), Summer 1998, 6-11 Here is a collection of reviews for the ardent. and the not so ardent, sports fan. The contents
CC News
By Schools Catalogue Information Service (SCIS)
Issue 28, Term 1 1999
s especially useful for schools who wish to add resources to the I ibrary software system that are not housed in the main library collection, such as reading materials, teacher reference and subject collections. There is no need to move materials to the library to be added to the system. This portab
CC News
By Graham Williams
Issue 26, Term 3 1998
or quite a while. Staff in the SCIS Unit have been very pleased to have positive feedback about the new products. We thought you may be interested in reading what others have had to say so we will make some of these comments available on our website in Customer Views.
Using a Remote Data Base in the classroom
By Roland Gesthuizen
Issue 4, Term 4 1992
nterested in the NBA basketball and another in the Yugoslavia civil war. We conducted some simple searches that resulted in over 1 OOO items. After reading some articles and further refining our search we narrowed down our number of articles to about 1 2 that were keenly read. It was quite interes
Consistency matters
By Mavis Heffernan
Issue 108, Term 1 2019
ions’, whereas Book 4, Camp Castaway, has the headings ‘Outdoor education’ and ‘School campsites’. Differing sequences for subseries, especially in reading sets; for example, a variety of sequences for levels, colours, and numbering: These differing sequences make it difficult for users searching
LIFT: From little things ...
By Madeleine Galbraith and the LIFT team
Issue 108, Term 1 2019
r Lynne Mannolini took responsibility for this document, dedicating countless hours to editing, reviewing and formatting it. Meanwhile, word was spreading about our growing community, and requests to join our Facebook group multiplied. Dialogue within the group was productive and supportive, with
Alternate worlds – Paul Collins reflects on his writing and publishing career
By Paul Collins
Issue 118, TERM 3 2021
– at some stage in their lives – teachers and, understandably, strong readers from an early age. I part ways with these observations. I do remember reading some educational readers when I was about nine. From memory, the characters were pirates. I remember their ‘names’ were blue, yellow, red, etc
Andrew Smith, CEO of Education Services Australia, on data security and privacy in schools
By Andrew Smith
Issue 119, Term 4 2021
ssionals are already deeply aware of this, as they advise staff and students about quality curriculum resources, many of which are online. If you are reading this, you already know the services that SCIS Data provides in this area, and about the regular Website and App reviews in each Connections is
The future is bright
By Authored by Future You and SCIS
Issue 121, Term 2 2022
ook Week dress-ups, showcasing female role models and encouraging girls to participate in active challenges (making and doing), not just intellectual reading or writing roles, is a great step. I once saw a fantastic display of STEM books in a school library with books like Rosie Revere, engineer,
Connecting through couch co-op: the important role of school libraries for social gaming groups
By Matthew Harrison, Jess Rowlings
Issue 123, Term 4 2022
which they can be themselves. While some students enjoy kicking the football or shooting hoops at lunchtime, many of our participants prefer quietly reading graphic novels or gaming magazines. Libraries celebrate these activities. Unfortunately, there are also depressing statistics around the b
ELR interview with Kim Brunoro
By Education Services Australia
Issue 123, Term 4 2022
urites? I have been a prolific reader since I can remember, often in trouble from my parents for staying up into the early hours of the morning or reading all weekend instead of ‘getting out of the house’. This means that there are almost too many books blurring together for me to choose a favour
Unheard Voices: Transforming library spine labels for Aboriginal and Torres Strait Islander representation
By Written by Education Services Australia
Issue 127, Term 4 2023
n for each book highlighted in yellow. As the number of resources with new spine labels has grown, Robyn has found it considerably easier to curate reading lists in her library catalogue and create book displays for her school community. The labels have also boosted her confidence in recommending
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
Using social media to support school library services
By Helen Stower, Margaret Donaghue
Issue 98, Term 3 2016
well as to external collections and web sources relevant to topics they are researching. We also use Pinterest as a virtual display board to promote reading and fiction. Some examples of this include our boards titled ‘Books for mighty girls’, ‘Series to follow’, and ‘Dystopian literature’. Anothe
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 L
An inquiry-based approach to exploring Australian history
By Deborah Abela
Issue 99, Term 4 2016
the Maltese built to hide from German bombings, and his journey by ship to Australia, I knew it would make a fascinating story for younger readers. Reading Teresa as a study for historical inquiry I used inquiry-based methods to learn more about my family's past, as well as the lives of Maltese
Collector, curator or collaborator?
By Jennie Bales
Issue 100, Term 1 2017
hese in your own practice and share them with your networks. Good luck on your journey, and enjoy the partnerships that you build. I look forward to reading your journal articles, hearing you at conferences — virtual and face-to-face — and engaging with the online presence of many of you. Refer