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Making the library the true heart of the school

By Caroline Roche

Issue 105, Term 2 2018

e tough financial times, everyone is now required to prove that they are worth keeping, and this can be a particular problem for school librarians. Teachers can justify their existence by improving grades and outcomes, but how can librarians prove that they add value and cultural capital? Now, sch

School library spotlight: Rolleston School

By Kay Morfett

Issue 105, Term 2 2018

tail? How many people work in your library? I work at Rolleston School as the librarian. My role is 25 hours a week, split over five days. I have a teacher in charge who is really wonderful and supportive and, aside from a brilliant group of student librarians to provide help at lunchtimes, I work

Dyslexia: can we read with our ears?

By Sarah Asome

Issue 106, Term 3 2018

te  explains why the following five keys to reading are needed every day for all children from the age of five, and offers activities for parents and teachers, and resources for principals and policymakers. These five keys to reading, all of which are supported by oral language, are: phonemic

School library spotlight: Mt St Michael's College

By Sandra Mannion

Issue 106, Term 3 2018

What is your job title and what does your role entail? I am a qualified teacher librarian, employed at Mt St Michael’s College in the role of Curriculum Leader, Library and Information Services. It is a Catholic secondary college for young women in the tradition of the Sisters of Charity, adminis

Supporting Australian book creators

By Daniel Hughes

Issue 114, Term 3 2020

eate, you are quoted as saying, ‘My intention wherever I go as Laureate over the next two years is to make an inspiring call to children, parents and teachers to encourage children to join their local library and get their own library card’. Were school libraries an important part of your childhood?

School library spotlight: St Joseph’s College, Geelong

By Joy Whiteside

Issue 114, Term 3 2020

your role entail? I am the Library Manager at St Joseph’s College (SJC), Geelong, a Catholic secondary school for 1,870 boys in years 7–12. I am a teacher librarian as well as the Library Manager, and I lead a team of three library technicians and a library assistant. I contribute to the wider pr

21st-century literacy with graphic novels

By Iurgi Urrutia

Issue 115, Term 4 2020

lso increasingly relying on visual literacy and multimodal texts. Comics have long suffered a stigma that is unfortunately frequently reiterated by teachers, parents and librarians. A child is reading a comic or wants to borrow one and a well-meaning grown up says, ‘Pick a real book. Do some readi

Genrefication 3.5 years later: Reflections

By Susan Davenport

Issue 117, Term 2 2021

tion are: • an A–Z Picture Books collection • First Chapters collection which is predominately in boxes by series or theme • genrefied novels. With teacher-librarian-led introduction and guidance, our students find the arrangement of the collection easy to use, and respond well to the genres. Much

Alternate worlds – Paul Collins reflects on his writing and publishing career

By Paul Collins

Issue 118, TERM 3 2021

It’s apparent that quite a few of them have two things in common (apart from the obvious) and that is that they were – 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

Metadata to enhance diversity, connection and belonging

By Catherine Barnes

Issue 123, Term 4 2022

Developing this sense of belonging begins with providing a collection that meets the needs of your community. Kay Oddone (2019) stated: ‘Qualified teacher librarians are best placed to, and indeed, should be, making changes as they are guided by their professional expertise and experience; their

ELR Interview with Alice Pung

By Article by Education Services Australia

Issue 124, Term 1 2023

wing that your books will be read by people of all ages and backgrounds? For example, were you thinking specifically of secondary school students and teachers when writing Laurinda ? Often, I do. So when I did One Hundred Days my ideal reader would have been a 16-year-old girl who might have been

Making an impact: A guide for new school librarians

By Caroline Roche, MA, FCLIP

Issue 124, Term 1 2023

ose in secondary schools. Often, they do not have a full-time member of staff but are run  on a part-time basis by teaching assistants or a classroom teacher with library responsibilities. These challenges are thoroughly explored, showing how you can run an excellent primary library with only a few

Diverse titles are finding their homes in libraries

By Crystal Corocher

Issue 127, Term 4 2023

e language (my Italian is pretty shaky) and I know I could not be creative in a language other than English, other than ‘my own’. I would encourage teachers, when supporting students with creative writing development, to look for opportunities to allow EAL/D students to explore creative expression

The DANZ Childrens Book Award

By Kate Foster

Issue 126, Term 3 2023

ealing stories. The winning creators will, of course, be awarded, but in the process the DANZ will also provide a valuable aid for every librarian, teacher, bookseller and carer, through the production and distribution of a brochure showcasing each long-listed title. In 2024, picture books, chapte

Do we need library lessons?

By Barbara Band

Issue 104, Term 1 2018

ng their way around a huge site and integrating with their peers while remembering what to bring each day, where to go for each lesson and what their teacher’s name is. So it’s no surprise that the Dewey Decimal System is lower on their list of priorities. How to use the library needs to be reinforc

Student perspectives on ebook and audiobook usage

By Tehani Wessely

Issue 98, Term 3 2016

In addition, once an institution discontinues its subscription, it loses all access to material it had leased. During Term 3 in 2015, I invited the teachers and students of all Years 7 to 9 English classes to take part in a research activity with two goals: firstly, to investigate the current awar

Country to Canberra: empowering rural girls

By Hannah Wandel

Issue 97, Term 2 2016

, helping them widen their professional and social networks beyond state lines. How schools can get involved It has been heartening to hear about teachers and librarians lending their support to Country to Canberra by spruiking the essay competition in their classrooms, libraries, and community

Positive promotion of the school library

By Jae Rolt

Issue 93, Term 2 2015

ents. Communicate with staff Communication within the school is just as important. I make sure to share any information that I receive from other teacher librarians with my fellow staff members. For example, if I see great information coming through the NSWTLnet about a topic they are studying,

Leigh Hobbs on the invaluable, irreplaceable school library

By Nicole Richardson

Issue 106, Term 3 2018

the school library and the librarian who directed me toward certain books that, as it turned out, greatly influenced my life and my work. Then, as a teacher, I witnessed the value of school libraries not only as centres of learning and education, but places of pastoral care. And, thirdly, as a crea

Ten ways to transform your library into a flexible learning space

By Liza Moss

Issue 107, Term 4 2018

ior history students to walk around the Terracotta Warriors, all at the same time. It has always been a busy library but, since my appointment as the teacher librarian five years ago, I have worked on creating a more flexible space and a more appealing atmosphere to encourage different uses. 1. An