ISSUE NO. 67 TERM 4 2008 ISSN 1440-2076

Available on the SCIS website at www.curriculum.edu.au/scis/connections/latest/htm

Print Post Approved PP 381667/00227 Using graphic organisers to teach information literacy

This article is based on the research that I undertook However, literacy now has a much broader meaning, for my Master of Arts degree at UniSA from 2005– such as that defined in statements like the SACE 2007. The aim of this research was to ascertain to what Literacy Policy (2006). This must change what extent teacher librarians are using graphic organisers teacher librarians do and how they do it in regard as an educational tool to develop the information to information literacy – not just for senior school literacy skills of their students. I was looking for school students but at all levels of school education. In a library programs in which the learning resulting from broader educational setting, we not only talk about the use of graphic organisers (including computer information literacy but also about visual, ICT, media, programs like Inspiration®) could be described. thinking and multicultural literacy (among other forms) and about the interplay between the various Introduction literacies. During the 1990s, Gardner’s multiple intelligences (Gardner, 1993) began to have greater prominence The literature in the development of methodologies in school Despite a great deal of research and writing on curriculums. The concept of students who preferred information literacy and graphic organisers as a visual or spatial style of learning entered the radar separate topics, there is limited research linking the of teachers. At this time, I began to think about how ideas together in a school education setting. teacher librarians could use graphic organisers to cater Information literacy studies for a wide range of preferred learning styles. Zurkowski (1974) coined the term ‘information Teacher librarians have been primarily focused literacy’. He suggested that the top priority of the on written language as a preferred learning and National Commission on Libraries and Information communication style. They have worked with Science in the USA should be establishing a major language and developed programs in the areas of national program to achieve universal information traditional literacy. An example is children’s and literacy by 1984. This was a very ambitious goal. adolescent literature promotion and research skills There are seemingly infinite attempts to construct a (now more commonly known as information literacy definition of information literacy – from single-sentence skills). They have not necessarily focused on using definitions to lengthy articles. Capra and Ryan (2002) spatial or visual learning techniques like graphic came up with a simple but comprehensive definition SCIS organisers to embrace a full range of learning styles Curriculum Corporation of the concept with ‘information problem-solving skills and develop a broad range of literacy skills. abn 18 007 342 421 that enable independent and effective learning’. PO Box 177 Carlton South Victoria 3053 Australia Level 5 440 Collins Street Melbourne Victoria 3000 in this issue Australia tel +61 3 9207 9600 3 An impossible passion: Young people, 10 Information literacy, Web 2.0 and free call 1800 337 405 graphic novels (OUTSIDE metro melb) contemporary popular culture and reading fax +61 3 9910 9800 Face-out books made easy [email protected] 5 Challenges for teacher librarianship in the 12 21st century: Part 2 – Time and workload Educational Lending Right www.curriculum.edu.au/scis 13 7 Internetting corner 14 The Le@rning Federation 8 SCIS handy hint 15 Resources 8 SCIS news 9 New and revised subject headings 2

ISSUE NO. 67 TERM 4 2008

Using graphic organisers to teach information literacy (cont.)

More recently, Combes (2005) asked the Nettelbeck provides several examples fewer and shorter sessions, used fewer question: What is information literacy? Her from Australian classrooms of creative search words, preferred subject heading investigation of the literature revealed that Inspiration® applications complete with rather than keyword searching and information literacy ‘has different meanings concept maps. performed more depth rather than for different people’. So she tried to answer • Year 7 English class – created an breadth searches. her question in the context of a further Inspiration® map to show understanding Gordon concluded that mappers were more question: What constitutes an information of the relationships between the main sensitive to the electronic environment, literate person? characters in JK Rowling’s Harry Potter and more efficient in the way that they used the Philosopher’s Stone as an alternative to For Combes, an information literate person: their time, more concise in their repertoire a traditional essay response. • is able to use technology of search terms and more thorough in • Year 8 Science class – summarised their • is also ICT literate engaging in more depth searching (p 16). understanding of the carbon cycle. • is able to use a range of information • Year 9 History class – worked in groups to Process resources sort out understanding of the Australian Participants for my research study were • has a range of well-developed literacy skills federal system of government. recruited from teacher librarians in South • is able to use information • Year 10 Religious Education class – Australia through the listserv SLASANET and • is able to manage the increasingly complex used concept maps to summarise their interstate through the listserv OZTL_NET. information environment. understanding of theological concepts The respondents came from all states of Defining the qualities required to become such as one God, faithfulness, revelation, Australia, all levels of schooling and all major information literate is a useful strategy covenant and promise. school education systems. because it allows us to focus on the skills For an overview of graphic organiser Both quantitative and qualitative data that our students will need to attain websites useful to schools, try Shambles. collection techniques were adopted. A this status. This is a website designed to support questionnaire in email format and an Graphic organiser studies international school communities in 17 interview of selected respondents were Graphic organisers were first described as a countries in South East Asia. It is available used to collect data on the behaviours, type of advance organiser presented prior to at http://www.shambles.net/pages/school/ understandings, attitudes and practices learning so that the learner could organise mindmaps/ of teacher librarians. Responses from the questionnaires were used to construct the and interpret new, incoming information. Information literacy and graphic themes and questions for the interview organiser studies Novak and Gowin (1984) wrote in detail stage. For purely practical reasons, the Studies that examine the effects of about using concept maps for meaningful interviews were limited to South Australian graphic organisers on information literacy learning. They believed that concept maps teacher librarians. can clarify the key ideas in a specific task. development are fewer in number and have The flexibility of concept maps means that been of relatively recent interest. In her Results they can be: doctoral dissertation, American researcher The questionnaire respondents and • a planning tool Carol Gordon (1995) combined her interests interviewees showed great diversity of • a visual road map, providing pathways to in information literacy, education and graphic interest and expertise in using graphic connect meanings organisers to comprehensively investigate organisers to teach a variety of literacies. Some of the more universal findings • a schematic summary of what has been the effect of graphic organiser training on the included the following. learned searching practices of students. • The most common KLAs were SOSE • an improved evaluation technique. Gordon created a Grade 10 Genetics (including History and Geography) and research assignment that integrated Nettelbeck (2005) believes that there is Science. information literacy instruction with nothing difficult about using graphic • The most common topics were the Human Biology curriculum, using a process organisers in teaching programs, Body (including human reproduction and approach based on the widely accepted though it requires a supportive, disease), the Environment, Animals and Kuhlthau model. She found that cooperative, risk-taking culture within Australia. mappers: showed a preference for print schools. It doesn’t mean that essay writing • Both girls and boys responded positively rather than electronic search tools, spent is abandoned forever. Rather, it gives to curriculum incorporating graphic more time in print indexes, did more teachers the option to diversify learning organisers. in their searching – they were more tasks and make learning more creative, • Teacher librarians worked most frequently thorough and/or efficient searchers, open-ended and exciting. He believes with students from Reception to Grade 10. were more inclined to concept-driven that concept mapping is one way to create • Students with a wide range of ability searching and were more likely to make a high-capacity educational system in levels responded positively to curriculum metacognitive judgments. which ‘highly skilled teachers are able to incorporating graphic organisers. generate creativity and ingenuity among In electronic searching, mappers: • Computer-based graphic organiser their pupils’. spent less time searching, worked in programs were widely used, but 3

ISSUE NO. 67 TERM 4 2008

Inspiration® was the most popular. Other • Jamie McKenzie’s visits to Australia had freedom to work with information literacy computer programs used and described clearly influenced teacher librarians and graphic organisers, which are more as graphic organisers were: Kidspiration, who had attended his seminars (in about methodology and process, and operate Genius, ReasonAble, Freemind, Word, which graphic organisers were part of outside the usual KLA content constraints. PowerPoint, SMART, MindManager, the message). Other sages mentioned in Margaret Strickland Publisher, Wordshark, Jiig Cal, Photo Story, this area were Tony Buzan (UK) and John BA, Dip Ed, MA, GradDipTch/Lib, ConceptDraw, MINDMAP and KartOO. Joseph (Australia). Grad Dip LegSt (KartOO is a search engine that returns Margaret is presently teacher librarian at Teacher librarians identified ‘planning their search results as a concept map – it’s worth Endeavour College, Mawson Lakes, SA. research’ and ‘ordering and organising a look at http://www.kartoo.com) information under main headings’ as the • Information literacy was the literacy type principal educational benefits of using most often addressed by teacher librarians. The full article with definitions and graphic organisers. ‘To be assisted in However, graphic organisers were of bibliography appears in the online scaffolding’ emerged as the main benefit benefit to students working in all literacy version of Connections 67 at http:// for younger students. www.curriculum.edu.au/scis/ types. Graphic organisers have been used connections/latest.htm to develop many different literacies: Conclusion information literacy, traditional literacy This research study revealed an impressive (including creative writing), ICT literacy, commitment from teacher librarians to their visual literacy and thinking literacy profession. Teacher librarians in this study (including higher order thinking and took responsibility for their own professional metacognition). development, thought deeply about • Teacher librarians mostly worked to pedagogical issues and showed initiative in the cooperative planning and teaching developing curriculums appropriate to their model. Planning with teachers was student populations. The teacher librarians the most common way of engaging were involved in a wide range of curriculum with colleagues. initiatives. Their curriculum role gave them

An impossible passion: Young people, contemporary popular culture and reading

This article is an edited version of Karen the ‘impossible passion’: one that many To assist students in this way, educators Brookes’ SCIS Oration, presented at the educators feel has no legitimate space in themselves need to comprehend the roles 2007 biennial conference of the Australian pedagogy. of advertising, brands, logos and visual School Library Association (ASLA). A longer media in young people’s lives, linking If we want students to develop ‘multimodal version of the paper is to be published contemporary forms to familiar historical later this year in Access, the ASLA national literacy skills crucial to life in the twenty- ones to reveal an ongoing relationship and journal. first century’ (Gardner, 2007, p93), then we dialogue. It is also essential for educators to have to familiarise ourselves not only with be conversant with various forms of digital As educators, we long to introduce students the ‘social landscape of teenagers’ (Gardner, technology such as multimedia, the Internet to the timeless messages contained in 2007, p 420), but with popular culture as and electronic games, and to teach students conventional, book-told stories and some well. Educators need to equip our students to comprehend and critique them. of their artistic and narratively dense film to become literate readers of corporate and counterparts. For young people, though, The role of school libraries popular culture and consumers who can reading of conventional narratives seems School libraries play an important role in to have become an ‘impossible passion’: make informed choices. While kids may this context. As Wendy Steadman Stephens one that takes a back seat to the exciting appear ‘savvy’ and able to deal with the writes, ‘podcasting, blogging and wikis world of blockbuster movies, celebrities, images and ideas that assail them, they are easy to use and don’t require local brands, iPods, YouTube, computer graphic do not necessarily possess the cognitive software installations ... School librarians imaging and continuous stimulation. skills or wisdom to contextualise and need to leverage their school’s investment Within the education system, on the other manage these materials, many of which in digital infrastructure and equipment hand, popular culture can itself be seen as are very adult. to teach students everything from 4

ISSUE NO. 67 TERM 4 2008

An impossible passion: Young people, contemporary popular culture and reading (cont.)

copyright restrictions to a more nuanced Young people will indulge in reading- Another option is to use young adult novels understanding of critical literacy in online lite – for example, Dolly, Cosmopolitan, that acknowledge the importance of popular environments’ (Stephens, 2007). the ubiquitous Disney versions of tales, a culture and ICT in young people’s lives. Traci Pirates of the Caribbean novel with Johnny Gardner (2007, p 93) addresses an ongoing Scott and Plourde argue that if students are Depp’s picture on the front. However, problem for under-resourced libraries. She to succeed in the Information Age, ‘teacher they will also be drawn – with gentle and argues that ‘Internet literature’ – novels that librarians must work in collaboration with enthusiastic guidance, through these same reflect the social and digital worlds of the teachers and administrators. They must help audiovisual tie-ins – to Jane Austen’s Pride students – ‘creates unique opportunities to students move from information retrieving and Prejudice, the stories of King Arthur, explore the social landscape of the teenager’s to deep understanding and knowledge- Tolkien’s Lord of the Rings and many other world while developing the multimodal based outcomes defined by curriculum classic stories. Students need to experience literacy skills crucial to life in the twenty- standards’ (Scott & Plourde, 2007, p 420). the junk-food equivalent of books and first century’ (Gardner, 2007). Books that This process can only occur when traditional reading in order to appreciate haute cuisine. blend a variety of styles by incorporating teaching practices join new ones (see Their diet must be varied. blogs, emails, journal entries and text Sternberg, Kaplan & Borck, 2007): that is, when messages, and doing so in the truncated By using popular culture and digital popular culture, books and reading collide. language familiar to their users, can also technology together with our knowledge of appeal to the digi-kids of today. Challenges in adopting ICT and appreciation for the literary canon, we A study of 15 experienced high school can instil in students a passion for books Conclusion teachers in Victoria by Cope and Ward in and reading. Popular culture is a continually shifting 2002 (cited in D’Silva, 2006, p 16) identified territory where identities are fashioned and The filmClueless, starring Alicia Silverstone, a number of reasons why teachers may be refashioned. By keeping abreast of just who is a familiar way of introducing young reluctant to fully embrace technology. These and what is educating young people and, people to Jane Austen’s classic text Emma. It include high costs and inadequate time to more importantly, what they are learning in is the same story, told in the argot, forms and prepare and train teachers in hardware and the process, teachers can not only intervene tropes with which students identify. There software. Staff also have legitimate concerns where necessary, but make worthwhile and is also the film version starring Gwyneth about assessment (see especially D’Silva, very influential contributions. Paltrow. Capture their minds in the present 2006, pp 17–18). and then invite them to explore the past – to Interfacing traditional pedagogical practice Yet the degree of control that educators have source the original story on which the films with contemporary popular culture and over the role of ICT is sometimes forgotten. or TV shows are based. Ask them to compare digital technology is a way of keeping Does the student search the Net looking and contrast and find other films, novels, TV not just the library but the curriculum as for information to enhance knowledge of a shows and even computer games that use a foundation stone in a young person’s specific subject – Googling, using Wikipedia the same or a similar plot. lifelong journey of learning. Combining and particular CD-ROMs or other programs? old and new, traditional and modern, and Creating stories Does ICT become part of the assessment classical and postmodern means we can turn In this age of environmental concerns process in that the student uses a program the impossible passion of popular culture and issues around corporate, political and like PowerPoint, builds a blog, makes a movie, into a passion of limitless possibilities that cultural responsibility, it is easy to enthuse designs an animation, creates an avatar in incorporate a range the students – not simply about reading, an online environment or communicates of successful and insightful reading but also about creating their own stories with other students outside the classroom strategies able to be deployed both inside that explore possible global futures. Use and across the globe to build understanding? and outside the classroom – yesterday, movies like An Inconvenient Truth and The As educators we decide if, when and how today and tomorrow. Day after Tomorrow, and the multimedia much ICT is incorporated in the learning program Afterworld (available on TV, online Karen Brooks environment to facilitate learning. and on mobile phones). Encourage students Senior Lecturer, Communication and Cultural Studies, Reading to read articles from New Scientist, National University of the Sunshine Coast Many educators are still wary about what Geographic and Australian Geographic and young people are reading these days, then novels such as Cormac McCarthy’s The particularly in graphic novels, magazines Road. Entire school terms can be dedicated The full article with bibliography and comics. But perhaps our concerns are to reading, viewing, sourcing and creating appears in the online version of misplaced. Books and popular cultural texts narratives about the world and the future in Connections 67 at http://www. such as films, TV shows, Internet sites, a range of genres, from essays, magazine and curriculum.edu.au/scis/connections/ magazines and comic books do not need to be newspaper articles to graphic novels, creative latest.htm in an either/or relationship with conventional answers, photo essays and virtual responses. literacy practices. All forms of reading can be incorporated into the curriculum. 5

ISSUE NO. 67 TERM 4 2008 Challenges for teacher librarianship in the 21st century: Part 2 – Time and workload

In Part 1, published in Connections 66, consuming and usually involves a workload our housekeeping is not in order and the Barbara Combes discussed the challenges that is neither understood nor recognised library’s systems are not functioning at an that technology presents to teacher by administration or teachers. Finding optimum level. We struggle with day-to-day librarians and suggested strategies to ways to deal with these challenges often management issues. If this is your current effectively respond. In part 2, she examines means changing the focus of the teacher context, then take the time to fix it. This will the joint challenge of time and workload. librarian and the library from a service allow you to get on with the major part of orientation to a dynamic environment your role, which is teaching and learning. What challenges do teacher librarians face that encapsulates the core business of the in a changed information environment? Strategy 2 – be realistic school: the achievement of quality teaching Before seeking solutions and strategies, it You may be a lone practitioner with and student learning outcomes. is important to know exactly what we are assistance in the form of an untrained dealing with. Attached to these challenges Mike Eisenberg calls it our ‘martyr complex’ officer, providing services for up to 50 staff are personal and professional issues that (Eisenberg, 2005), but I prefer Gary Green’s and hundreds of students. Be realistic about may be confronting and uncomfortable, term, ‘humble functionary’ (Green, 2004). We what you can achieve. Trying to do too much and require us to re-evaluate ourselves need to resist the urge to become obsessed is as bad as trying to do too little. Always and our performance. with minutiae and library management or decide in advance the number and type of Our challenges are: housekeeping. Teacher librarians should programs you intend to implement, the 1 technology be focusing on the bigger picture: the collaborative partnerships you intend to 2 time and workload provision of information and curriculum establish and what your contribution will be 3 status and role. specialist support for teachers and students within that partnership. Be kind to yourself. in the areas of literacy and information Strategy 3 – become a strategic planner The challenge of time and workload literacy learning outcomes. Your job is not Policies and operational plans are formal Two major challenges for teacher librarians downloading catalogue records, shelving documents that clearly outline the goals in schools are time and workload. A books or running after a teacher who and direction of the library and how these school presents a very complex working suddenly appears at your door and wants a relate to the core business of the school: environment where staff often spend more video because they don’t have a lesson plan teaching and learning outcomes. These are time dealing with crisis management than organised. Your job is not crawling under essential documents that we rarely complete actual teaching and learning. Dealing with desks checking network cables or plugging or update. They provide your Principal with students who have social, economic and in digital projectors for staff who refuse to a clear articulation of your role, the place physical/health issues means that teachers become technologically literate. Your job is to of the library within the school and your are not only educators but also instructors, support teachers in the: expertise, and form a basis for applications surrogate parents, advocates and social • design of innovative curriculum that for future funding and extra staff. workers. Teacher librarians are often viewed embeds information literacy and literacy by students as non-threatening. The library skills development – this may include the Your strategic or operational plan should has traditionally been the place where integration of learning technologies and always include a time allocation and clearly students go to escape the terrors of the electronic resources indicate who is responsible for completing school yard or an unsympathetic teacher or • provision of a range of resources (formats) which tasks. It should provide an analysis of just to get out of the cold. and delivery modes to support resource- library staff workload and library operations. Coupled with this social role, the library based, independent learning. You should always take the time to evaluate your performance and complete a report at should also be the centre of teaching and Develop strategies to manage your the end of the year. This may be as simple as learning in the school. It is the place where workload students can find information and learn highlighting those things you managed to Strategy 1 – learn to prioritise to manage, evaluate, authenticate and use complete in blue with some brief commentary Decide what you can do as one person and it efficiently and effectively. The library about your successes. Those that remain prioritise according to your context. If the provides physical, human and virtual incomplete should be highlighted in red, with systems in your library are not functioning resources that both teachers and students a brief explanation such as ‘not enough time’, well, there are a thousand items to process can use to achieve teaching–learning ‘limited staff’ or ‘budgetary constraints’. These and get onto the shelves, if the collection outcomes. It lets students develop, maintain policy documents should be updated and requires a major stocktake and weed, if and expand their literacy skills in a non- signed off by the Principal every year. your physical space needs redesigning and threatening environment. refurbishment to make it more attractive, Strategy 4 – learn to delegate and Defining your role or if the automated catalogue needs a collaborate The dual role of the teacher librarian as clean-up and rethink, make this a priority. Work smarter, not harder. Delegate tasks teacher and library manager is time- In many cases we work very hard because and empower your staff members. Hold 6

ISSUE NO. 67 TERM 4 2008

Challenges for teacher librarianship in the 21st century: Part 2 – Time and workload (cont.)

regular meetings where they provide Collaboration with you should always be based curriculum. Good management is the written reports and updates on their areas seen as a positive experience. process where others do the work for you. of responsibility. Include them in the Take the time to help teachers increase their Wherever possible, turn student interactions operational planning process and have skill levels rather than doing it for them. into a tangible teaching–learning clear processes and procedures in place. opportunity. For example, if the assessment Strategy 7 – promotion and advertising Begin by writing down everything you do calls for students to produce a PowerPoint When deciding on your priorities and and then determine those things that can presentation, create a series of reusable strategic or operational goals, remember to be delegated. Remember that no one is, or tutorials where students must gain an take little steps. Inform your community should be, indispensable. introductory, intermediate or advanced about your successes through the school Review good management practice theory certificate/licence in PowerPoint. Tutorials newsletter. Set up displays outside the by: might cover using the software, design library, especially during parent–teacher • listening to your staff and creating a team principles and how to make an oral nights. Share your achievements with environment presentation. Link the integration of this others at school professional development • giving public praise and recognition learning technology to student outcomes days, local conferences and in your • delegating tasks and managing/ and the assessment rubric to be included professional association’s journal or in the monitoring operations, resisting the urge in the program. Include a pre-test to review local newspaper. Always credit collaborative to check up by re-doing the task prior learning and revise old skills. Use partners and recognise the support of your • clearly indicating your role and sticking to checklists, observation charts, portfolios and Principal and other key players in your it when collaborating with teachers; don’t rubrics to make assessment less onerous, school community. Promote yourself, your offer to do everything just to get access to but consistent and rigorous. Assist in the library, your staff and your expertise. the students. development and execution of assessment Barbara Combes rubrics, and teach with your collaborator Strategy 5 – don’t make assumptions Lecturer wherever possible. Active participation in Edith Cowan University Don’t make assumptions about your curriculum design and execution will raise collaborative partner; they may have your credibility with staff. hidden talents. Always begin your See the next issue of Connections for collaborative negotiations from a position Strategy 6 – staff professional development Challenges for teacher librarianship in of strength. Have a draft program already Management of professional development the 21st century: Part 3 – Status and written that includes a rationale, student for your staff should always include a role. learning outcomes from the library formal performance management process. This article is based on the keynote perspective, possible activities and resource Staff become responsible for their own address presented at the Libraries support (including information literacy professional development and the process Linking Learning and Literacies, South documents to scaffold student learning), allows for an open exchange of ideas and Africa, 8–11 August 2006. assessment rubrics and a clear outline information. This will ultimately save you The article with bibliography appears of responsibility. When conducting your time and decrease your workload. You are in the online version of Connections collaborative interview with teaching the ‘ideas person’, the catalyst and specialist 67 at http://www.curriculum.edu.au/ staff, always have a sweetener such as support teacher to help teachers design, scis/connections/latest.htm tea/coffee and chocolate biscuits on hand. teach and assess innovative, resource-

Teaching Comprehension t:(03) 9207 9600 f:(03) 9910 9800 A CD-ROM series and Professional Development Planning Guide for K–9 educators [email protected]

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Teaching Comprehension is available in three levels: K–2, 3–6, 6–9. C Contact (03) 9207 9600 or email [email protected] D-ROM 7

ISSUE NO. 67 TERM 4 2008 Internetting corner

Abbreviations and Acronyms Edugator Science and Technology Dictionary http://www.edugator.net.au/ Information from Scientific http://www.acronymfinder.com/ Teachers looking for fresh ideas on how American Students and teachers wishing to access a to integrate information technology http://www.sciam.com/ quick solution to the myriad acronyms and into the curriculum will find a wealth of The US publication Scientific American abbreviations in use should bookmark this material here. Topics covered include digital has maintained a web presence for over handy reference site. There are over 600,000 photography, blogs, podcasts, interactive a decade. This website contains current definitions listed. whiteboards, robotics and animation. scientific articles, daily news, features, SCIS No: 1370531 SCIS No: 1370598 podcasts, videos and quirky scientific trivia. SCIS No: 1047960 Animal Fact Sheets EngQuest Entry http://www.environment.nsw.gov.au/ http://www.engineersaustralia.org.au/ Science Postcards – Science edresources/AnimalFactSheets.htm careers/engquest-2008/engquest-entry.cfm Exploration Through Stories Focusing on the reptiles, birds and mammals Engineers Australia, with support from the http://www.sciencepostcards.com/ that are found in NSW, this resource contains Australian Government, has created a series Sponsored by the New Zealand Association information, quizzes and photos. Links to of interesting engineering tasks related to of Science Educators, this striking site assists related topics include national parks, nature each state’s curriculum. A range of teacher primary teachers to integrate science and conservation and cultural heritage. and student activities, ideas and background literacy. Key concepts can be explored in SCIS No: 1370539 information is provided. a stimulating manner, with all relevant SCIS No: 1370605 material available to be downloaded. ASLA – School Library Policies and SCIS No: 1370183 Procedures Manual Food Force http://www.asla.org.au/policy/manual.htm http://www.food-force.com/ wickED – Topics: Eat Well and Teacher librarians who are contemplating Focusing on world hunger, this United Exercise writing or updating a library policy and Nations website encourages primary http://www.tki.org.nz/r/wick_ed/topics/ procedures manual definitely need to or secondary students to delve into the eatwell/mini1.php investigate this website. All aspects of complexities of hunger, identify those Another pertinent and opportune resource writing a comprehensive manual are areas of the world suffering from hunger from New Zealand’s Ministry of Education, covered and a useful online scaffold is and explore how to combat the problem. this interactive website encourages students available. The website features a virtual reality game to engage in physical activity and eat a SCIS No: 1370550 coupled with news updates, photo galleries balanced diet. It contains links to other and video clips. curriculum areas. The Chemical Detective SCIS No: 1370661 SCIS No: 1370688 http://agrippina.bcs.deakin.edu.au/bcs_ courses/forensic/Chemical%20Detective/ FourFourTwo Australia – The World Atlas – Americas, Europe, index.htm Ultimate Football Website Asia, Africa, Middle East, Oceania This absorbing website encourages http://au.fourfourtwo.com/ http://www.infoplease.com/atlas/ secondary students to examine the role With its wealth of Australian and worldwide This online atlas features uncluttered of forensic science in criminal and civil football (soccer) content, this website will country and continent maps and a selection proceedings. The fundamental scientific be a hit with football fans. Published by the of related current information. Included principles of a variety of key concepts are magazine of the same title, the site contains are country profiles, current statistics, lists explained. many examples of contemporary website of government officials, flags and distance SCIS No: 1370583 design including news, videos, features, calculators. blogs and forums. SCIS No: 1370698 Earth Calendar SCIS No: 1370675 http://www.earthcalendar.net/index.php Reviewed by Nigel Paull, Teacher librarian, Students can discover the diversity of Global Carbon Exchange South Grafton Primary School. Email: [email protected] holidays and celebrations around the world http://www.climate-wise.com/calc/ on this useful website. They can search by fnpw005/active/packages/index.php date, country, religion and even lunar phases. Students are becoming increasingly aware SCIS No: 1370591 of the terms ‘carbon footprints’ and ‘offsets’. The Internet sites abstracted in Internetting Corner are often of a This website calculates the impact of these professional nature and should be carbon footprints and the necessary offsets initially viewed by teachers and to compensate. A variety of scenarios can be library staff to determine suitability calculated. for students. The links, content and SCIS No: 1370682 address of these sites may not be permanent. 8

ISSUE NO. 67 TERM 4 2008 SCIS handy hint

How does SCIS catalogue taped off air videorecordings? You can search SCIS OPAC to find records for television programs. In Guidelines have been established for the cataloguing of taped off a Guided search, type the title or series name as a Title and include air videorecordings in the SCIS Standards for Cataloguing and Data ‘videorecording’ as a GMD. The search result will retrieve records for Entry. Section 5C of the Standards provides instructions for treating DVDs and cassettes. taped off air videorecordings. More information is available at http:// www.curriculum.edu.au/scis/resources/section5_2008.pdf

SCIS uses the general material designation (GMD) videorecording, which appears after the title in brackets. The GMD is a broad designation. There has been no change to the Anglo-American Cataloguing Rules and SCIS uses terms from these rules for the GMD. Cassette (VHS) and DVD are both treated as a videorecording, just as CDs and sound cassettes are both sound recording.

SCIS OPAC screen dump © Ex Libris Incorporated An example of a SCIS OPAC search for videorecordings

Use SCIS OPAC to locate and order television program records for your library system. The SCIS No. appearing at the top of a record can be used to order the record from Create orders.

SCIS OPAC screen dump © ExLibris Incorporated An example of a SCIS record for a television program recorded on cassette (VHS)

SCIS news

My SCIS profile Holiday access and customer support • ‘Starts with’ search allows you to browse SCIS Customer Centre and SCISWeb pages It is anticipated that access to SCISWeb, SCIS from initial results to subsequent pages. have been updated with a new button Subject Headings Online and SCIS Authority • ‘Subject headings which contain this word – My SCIS Profile. The My SCIS Profile Files Online will be available over the or letters’ (previously known as ‘string’ page incorporates all that was previously summer holiday period. search) now works more effectively. All available from Change Password, Customer matching terms are retrieved, rather than SCIS Customer Support will be available Profile and SCISWeb Profile. being limited to the number of headings until Wednesday 24 December 2008 and will specified. Invoices for 2009 resume on Monday 5 January 2009. • The new platform provides a link to Google Invoices will be dispatched in October 2008 New SCIS Subject Headings Online as well as SCIS OPAC. to schools not involved in a bulk deal. The SCIS Subject Headings Online was migrated cost of a subscription to SCISWeb, SCIS We welcome feedback on SCIS Subject to a new software platform in early July. Subject Headings Online and SCIS Authority Headings Online or any SCIS product or Please note the following enhancements. Files will not increase in 2009. Payment service. Please contact us by emailing would be appreciated by the end of 2008. [email protected] 9

ISSUE NO. 67 TERM 4 2008 New and revised subject headings

Headings marked with an asterisk in the * Dystopian fiction * Portraits following list are existing allowed headings * Dystopian fiction – History and criticism * Romanticism in art which have been updated with changes * English fiction – History and criticism * School stories to references or notes. New headings are * Family – Fiction * School stories – History and criticism marked with an N. Headings which were * Family life – Fiction * Science fiction films USE references in SCIS Subject Headings * Family sagas N Science fiction films – History and Fifth Edition but are now headings in their * Family sagas – History and criticism criticism own right are marked with an A. * Fantasy * Spy films * Fantasy – History and criticism N Spy films – History and criticism For full details of these headings, see the * Films * Supernatural stories SCIS website at http://www.curriculum.edu. * Films, Australian – History and criticism * Supernatural stories – History and criticism au/scis/productinfo/supplists.htm * Food in literature * Sustainable development * Adventure stories * Gothic fiction * Technological innovations * Adventure stories – History and criticism * Gothic fiction – History and criticism * Utopian fiction * Animal films * Historical fiction * Utopian fiction – History and criticism N Animal films – History and criticism * Historical fiction – History and criticism * Vietnam War, 1961-1975 – Fiction * Animals in films * Horror films * War * Art, Modern N Horror films – History and criticism * War – Moral and ethical aspects – Fiction * Assertiveness (Psychology) * Love – Fiction * War films * Auditory perception * Love stories N War films – History and criticism * Australian stories * Love stories – History and criticism * Westerns * Biographical films * Medical technology * Westerns – History and criticism N Biographical films – History and criticism A Mystery and suspense films New reference headings: * Comedy films N Mystery and suspense films – History and Artistic and literary themes N Comedy films – History and criticism criticism Literary and artistic themes N Crime films * Mystery and suspense stories Motifs in art, literature and visual genres N Crime films – History and criticism * Nature photography Themes * Diary stories * New Zealand stories * Diary stories – History and criticism * Organisational change * Documentary films * Photography of animals

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ISSUE NO. 67 TERM 4 2008 Information literacy, Web 2.0 and graphic novels

The following six abstracts were written by learning areas. The curriculum also aims on students’ information literacy needs to the Curriculum Leadership Journal team to embed ICT in each area and reflects present to teachers. and directly relate to issues of importance the influence of MCEETYA’s Statements of Guided inquiry projects have been developed and interest to school libraries. Learning for ICT. Recent library initiatives at in collaboration with some teachers. Unlike Ogilvie include the development of a digital Engaging teachers, engaging traditional, ‘ubiquitous’ library research portfolio for use by teachers in documenting students: Embedding information tasks, these projects offer a choice of topic for and tracking individual student learning literacy into classrooms students and present higher order questions progress. Major hurdles included the lack ASLA Biennial Conference 2007 – Hearts on to them. The projects call for monitoring of of compulsory assessment on information Fire: Sharing the Passion student progress and targeting to individual literacy, and teachers’ resistance to http://www.asla.org.au/pd/conference/ student needs. They are generally better collaboration and planning in this area. Isobel Williams suited to longer term projects and older School librarians are urged to take on ‘the students. The paper includes two case studies. Ogilvie High School in Hobart has embedded territory of information literacy in the ICT information literacy and ICT in classroom curriculum’. Library 2.0 library management software teaching while also adapting to major offers fresh ways to promote services to Raising profiles: An investigation changes in the state curriculum. Ogilvie is teachers and students and represents a move into teacher awareness of the largest public high school in Tasmania towards a ‘virtual library’. This software information literacy and strategies and the only all-girls’ government school, allows remote access to the catalogue and for increasing understanding of the serving over 1,100 Years 7–10 students, the creation of individual user profiles concept and the role of the teacher many disadvantaged. From the late 1990s through Web or windows-based interfaces librarian to 2006, Tasmania’s Essential Learnings that can be customised for different sets ASLA Biennial Conference 2007 – Hearts on Framework was applied at Ogilvie within of users, such as early primary or senior Fire: Sharing the Passion traditional subjects. The Essentials included secondary students. These software systems http://www.asla.org.au/pd/conference/ Communication, containing the Key Element also facilitate the selective dissemination of Alison Pick, Helen Schutz Being information literate, which included information and the integration of searches ICT skills. Several teacher librarians helped to The authors are teacher librarians at two across databases. Teacher librarians should develop the school’s curriculum materials for Sydney independent girls’ schools: Wenona also promote the use of Web 2.0 technologies this area, commonly established information School, North Sydney and Santa Sabina such as blogs, wikis, social bookmarking literacy skills, to be developed cumulatively College, Strathfield. They surveyed teachers sites and RSS feeds. over year levels. at both schools to identify their views Learning 2.0: All about play! on, and teaching approaches towards, The author was appointed to the school Full article published in: Synergy vol 5, no 2, information literacy. Most respondents in late 2005 to implement this work. November 2007, pp 29–31. described information literacy only in terms She sought to establish credibility with Helene Blowers teachers as being competent and helpful of students’ ability to find information. by taking on IT technical help tasks. She Respondents did, however, differentiate An online learning program called Learning attended meetings of the SOSE team information literacy from ICT skills and 2.0 has been created to help library staff gain responsible for the Being information agree that information literacy should confidence in using Web 2.0 technologies. literate area. Successful collaborations be taught explicitly. In terms of their The program is self-paced and guides with teachers included a project involving own teaching practice, a large majority participants through 23 short discovery digital photography of their local area, of respondents said that they modelled exercises over nine weeks. It is available cooperation with students in another brainstorming strategies and note-taking; under Creative Commons for any non-profit school and critical thinking work involving however, fewer than half of the teachers organisation to use and has so far been Science, SOSE and Health content. Other regularly tested the information skills of duplicated by over 100 libraries worldwide, collaborations involved students researching their students at the beginning of each year. including Melbourne’s Yarra Plenty Regional historical archives to discover and write Library network. Participants in the program The teacher librarians developed a creatively about 1850s convict women. learn to create a blog and use it to record number of strategies to advance teachers’ Teacher librarians have prepared lessons on experiences with software such as Bloglines, understanding of information literacy, information literacy topics such as hoaxes PBwiki, Odeo, Flickr and YouTube. improve student learning and raise the and scams. They have provided professional profile of their school libraries. Students are According to its creator, Helene Blowers learning for teachers, including ways to now tested on information literacy skills of the Public Library of Charlotte and move students beyond cutting and pasting on entry to secondary school. Results of Mecklenburg County (PLCMC), North from the Internet as well as the use of TLF the tests so far indicate that new students Carolina, USA, the program is designed Learning Objects. are reasonably proficient at locating and to transform technology novices into The information literacy program has now presenting information but struggle to experienced Web 2.0 tutors. It cultivates a been adapted in line with the revised state define information needs and organise sense of play and discovery and incorporates curriculum, which re-emphasises traditional material. These results provide evidence optional challenges for those with extra time 11

ISSUE NO. 67 TERM 4 2008

or motivation. Weekly topics include Photos and the opportunity to publish their own Graphic novels need to be recognised as and Images; RSS and Newsreaders; Tagging reviews on an open forum. Blogs can easily promoting both critical and visual literacy and Folksonomies; Wikis; and Podcasts, be created using software available at with their multi-layered and often highly Videos and Downloadable Audio. One month Blogger or Edublogs. Examples of school intricate plots. Some care needs to be taken of extra exploration time is offered for ‘late library sites are the 2007 Year 6 library blog in selecting graphic texts, since they may bloomers’ and those under time pressure. hit4six and the ‘What Shall I Read Now?’ contain violent or inappropriate content. page from Delany Library. Teachers who are considering introducing Organisations implementing the program graphic novels into their classrooms should are advised to have staff work together (‘the Factors to consider when setting up a blog first familiarise themselves with the genre. single reason for the high staff completion include its purpose, the intended audience, rate’) and to allow participants to blog the amount of time available to dedicate to Engaging with graphic novels anonymously. Small rewards offered on the blog, and privacy and safety issues. It ASLA Biennial Conference 2007 – Hearts on completion of the course, such as MP3 may also be helpful to have more than one Fire: Sharing the Passion players, provide motivation and are far person in charge of updating the blog, since http://www.asla.org.au/pd/conference/ more cost effective than paying other this ensures continuity when students and Alle Goldsworthy, Peter Moore organisations to train staff in the same staff leave the school. Graphic novels are books that tell a story skills. There is a focus on exposure and Graphic novels: Trash or treasure? through a sequence of panels of artwork, experimentation with the new tools, rather ASLA Biennial Conference 2007 – Hearts on usually with supplementary text. Also than pressure on participants to get things Fire: Sharing the Passion known by the Japanese term ‘manga’, this right. http://www.asla.org.au/pd/conference/ genre is one of the fastest-growing in the Literature blogs Di Laycock publishing world. Graphic novels offer a ASLA Biennial Conference 2007 – Hearts on unique opportunity to engage students Graphic novels have traditionally been Fire: Sharing the Passion in reading and interpreting texts. The seen as inferior to other forms of literature, http://www.asla.org.au/pd/conference/ complexity and relevance of these stories to be used in schools only as a last resort Pat Pledger is being increasingly recognised, with new for struggling, bored or unmotivated works such as Shaun Tan’s The Arrival and A blog is generally defined as any web page readers. This attitude may have been due Gene Luen Yang’s American Born Chinese that has content organised by date. Blogs to a widespread underestimation of the winning unprecedented critical acclaim. tend to be updated regularly and contain complexity of plotlines and content in easily accessible archives of previous entries. these books. The images in graphic novels These books are versatile when used in If used thoughtfully, blogs may be of great use not only provide a scaffold for potentially the classroom. They are especially good in school libraries for a number of purposes. difficult text, but also engage and stimulate at engaging visual learners, reluctant Book review blogs, such as Readplus for more able readers. They often introduce readers and students for whom English is recently published books and Chicklish for advanced vocabulary and demanding a second language. Graphic novels from adolescent girls’ books, are useful resources concepts. Graphic novels cater to students Asian countries are also an engaging way for teacher librarians. There are also many who have strengths in linguistic, spatial and to approach studies of Asia. Students blogs with up-to-date information on recent interpersonal intelligence and are often used often particularly appreciate the chance to trends and important events in children’s and to engage boys in reading. create their own graphics-based work after young adult literature. These include Read critically studying the form, context and The author is a teacher librarian at a boys’ Alert from the State Library of Victoria and character voices in one or more examples. college in New South Wales who has the American site Read Roger, the Horn Book experimented with using a graphic version South Australian public libraries have been editor’s rants and raves. of Shakespeare’s Macbeth in two English quick to realise the value of graphic novels Reading the blogs of authors can give classes. One of the classes consisted of lower- and have increased their collections to match children insight into the process of writing achieving English students and the other of the popular demand. Teachers and teacher and drafting. Examples of author blogs more able students. Both classes read the librarians are also beginning to appreciate are those of Margo Lanagan and Scott traditional version of Macbeth first. When the value of these novels and introduce them Westerfield. The State Library of Victoria’s they subsequently read a graphic version, into school libraries and classrooms. Inside a Dog site is a blog written by their students in both classes were more engaged Writer in Residence. Subscribing to blogs and showed a greater understanding of the on a Rich Site Summary (RSS) feed allows language, relationships between characters To receive the weekly electronic readers to select a number of blogs and and the characters’ emotional states. journal, register at http://www. receive a daily single-page feed of all The teacher of the lower-achieving class curriculum.edu.au/leader/email_ updated entries. This can be done through commented that the graphic text promoted alert_registration,102.html Bloglines. Setting up blogs can also be a high-order thinking skills in the students worthwhile project for school libraries, and ‘showed them something of how motivating students and giving them access Shakespeare can be viewed in the modern to up-to-date information, library resources world’. 12

ISSUE NO. 67 TERM 4 2008 Face-out books made easy

Ever asked yourself: where do I get the including concrete blocks. They also hold a shelf space for face-out books? Jim Trelease lot of books – face-out. illustrates the benefits of using rain gutters After I mentioned the concept at an all- to hold a lot of books – face-out. day teacher workshop, Mike Oliver (then I’m not talking about positioning every book Principal of Alma Elementary in Mesa, face-out. Bookstores don’t place every book Arizona) approached me at the break. ‘We face-out, but the ones they really want to could do this at my school!’, he exclaimed move – the new arrivals, the bestsellers – with great enthusiasm. ‘We could do it in are always displayed this way. Unlike most every classroom. I know we could.’ I could see educators and librarians, publishers know the images dancing in his head as he spoke that the cover sells the book. Not only do to me. I could also see an inner-city Principal they work extra-hard designing the right who understood that reading is more than Plastic brackets to support rain guttering cover, many also pay the book chains as just teaching the basics, more than drill and much as $750 a month per book to have the skill. an attractive opportunity for face-out book cover showing. That’s how important the marketing. Rain gutters alone aren’t going That summer, Oliver spent nearly US$3,000 cover is. to solve a school or community’s reading on rain gutters (I call him the ‘Martha problems. They’re merely a piece of a Nonetheless, classroom teachers have even Stewart’ of rain gutters!). Recruiting marketing strategy. Without marketing, less room than libraries for this approach. volunteers from parents and faculty, he however, few products get off the ground, no A few years ago, a teacher (whose name I installed the shelving throughout the school, matter how good their design. wish I had jotted down) told me how she’d including his own office. Since then, he Jim Trelease solved the space challenge by installing has been asked to open two new schools An award-winning artist and journalist, rain gutters in the dead spaces throughout (Barbara Bush Elementary and James Zaharis Jim turned his career toward education her classroom: the space between the chalk Elementary). Each bears his unique imprint in 1979 when he began writing the first ledge and the floor, the two-foot space for literacy: children will come to love edition of The Read-Aloud Handbook. between the closet and the chalkboard. Then books if surrounded by quality instruction, another teacher sent me photographs of the a rich print environment, a caring, reading rain gutters she’d installed. faculty … and rain gutters. For more on rain This is an excerpt from Chapter gutter shelving, see The Rain Gutter Literacy Seven: The Print Climate in the Home, The rain gutters they were talking about Revolution: Enriching the Reading Climate School, and Library of The Read-Aloud were purchased at the local hardware store Handbook by Jim Trelease (Penguin, by Advertising Children’s Literature by Mike for about US$3 per ten-foot strip and were 2006, 6th edition). Oliver and Julie Christensen at http://www. made of enamelled, reinforced plastic. As trelease-on-reading.com/oliver.html Available at http://www.trelease-on- plastic, they were easily cut to any size and reading.com/rah-ch7.html were supported by plastic brackets that At a cost of just US$3 for ten feet, plastic rain Reprinted with permission. could be screwed into almost any wall, gutter shelving turns dead wall space into

References Tabor, Mary B W 1996, ‘In bookstore chains, display space is for sale’, The New York Times, January 15, pp A1, D8.

Rain gutters installed as shelving in an elementary school in Arizona, US 13

ISSUE NO. 67 TERM 4 2008 Educational Lending Right

School Library Survey out now! authors, illustrators, translators, compilers, • An introduction to Australian spiders by Once again school libraries across Australia editors and publishers. These payments Esther Cullen is the new non-fiction book are being asked to participate in the are made on the basis that income is lost in the top 100. Educational Lending Right (ELR) survey. from the availability of books in educational Fiction newcomers to the list are: Survey information has been sent out to 600 lending libraries. randomly selected schools in a Curriculum The Barrumbi kids by Leonie Norrington In June 2008, payments totalling $10.469 Corporation envelope, with a distinctive million were made to 10,275 Australian The best pet by P E Matthews green ELR label. creators and 383 Australian publishers. Dog star by Janeen Brian If you are one of the selected schools, please This amount is a considerable boost to the take the time to undertake the survey. There writing and publishing industry, ensuring Dragonkeeper by Carole Wilkinson the continuing growth and development are no questions to be answered or statistics Green fingersby Emily Rodda to be manually retrieved. The survey uses of quality Australian resources for our your library management system (LMS) to school libraries. Hot stuff by M D Clark calculate book title numbers. The process ‘I want to do the survey, but never Jade McKade by Jane Carroll varies depending on the LMS you use. seem to be selected’ In some cases, all that is required is for a Lockie Leonard, human torpedo by Tim To ensure statistical integrity, only 600 back-up to be provided. In other cases, a Winton schools are randomly selected across program is provided which is run in the LMS. Australia. Schools with less that 100 Once by Morris Gleitzman Step-by-step instructions are provided and, students are excluded from the survey. Storm boy by Colin Thiele depending on the size of your collection, this Selection is also limited to schools that have should not take long to run. one of the following library management Tashi by Anna Fienberg It is essential that enough survey responses systems: Alice, Amlib, Bibliotech, Bookmark, Selby’s secret by Duncan Ball are received to ensure that there is statistical Circ/Cat, Destiny, LibCode, OASIS and Oliver. So much to tell you by John Marsden validity to the data collected. For this reason, If your LMS is different, we encourage you telephone and email support are provided to speak to the company and urge them to Specky McGee by Felice Arena throughout the survey period. When you participate in the survey. Uncovered! by Paul Jennings have received the survey information, you Top 100 Australian books may receive a follow-up phone call to check The statistics collected by the ELR survey whether more assistance is required. are used to provide the interesting top 100 View the top 100 books list at http:// Financial support for the Australian Australian books list. www.curriculum.edu.au/scis/ writing and publishing industry • Mem Fox’s Possum magic is still number partnerships/top100_2007_2008.pdf By completing the ELR survey, you are one after eight years. Mem has another 3 Schools participatingyear in the survey three titles in the top 100. 3 providing the statistics required by the year last year receivedwarranty a colourful top 100 Australian Government’s Department of • Emily Rodda has 19 titles in the warrantylist. Australian books poster. the Environment, Water, Heritage and the • Paul Jennings is the next most popular Arts to calculate payments for Australian with 13 titles. 3 YEAR 3 WARRANTY Cipherlab 1166 CCD portable3year bluetooth wireless scanner warranty ONLY $779 Includes communications/charger cradle, USB cable, power pack and two rechargeable batteries. 3 YEAR 3 WARRANTY additional battery YEAR included Transmits barcodes within 50 metres WARRANTY then stores in memory if out of range.

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ISSUE NO. 67 TERM 4 2008 The Le@rning Federation

The Le@rning Federation won the Best More on offer for senior contemporary images of natural disasters Digital Learning Content Award and a Mathematics students such as the 2005 tsunami; man-made Learning Impact Leadership Award at a New to the Algebra strand of Mathematics disasters such as the World Trade Centre ceremony organised by IMS Global Learning and numeracy learning objects is the attacks and the Bali Consortium in Texas, USA earlier this year. Differential calculus series for Years 11 and and London bombings; and DNA and New series of learning objects for 12. With Differential calculus, students use nanotechnology images Early Years first principles to investigate differentiation and are introduced to the language, notation for Science. The Letter planet series from the English and methods of differential calculus. strand of learning objects models how Death mask of Trig degrees enables students to use an Tutankhamen (R8323) sounds and letters, or letter combinations, interactive unit circle tool to explore sine, form parts of words and highlights the Reproduced courtesy cosine and tangent values and to observe importance of word order in the construction of Richard Elliott and symmetries and patterns in the values. Getty Images of sentence meaning. Australian Voices Another series of learning objects where The first 54 recorded interviews for the students can rearrange pictures to complete TLF Australian Voices project are also now a story – the Dragon’s jumble series – is available. They include first-hand accounts now available. Students choose sentences from people in the creative arts, medicine, to match the pictures and use temporal sport and politics, accounts of experiences connectives such as ‘first’, ‘then’ and ‘in the of war and natural disasters and accounts of end’ to show the order of events. working and everyday life. For example, Ray Lawler discusses Summer of the Seventeenth Trig degrees: sine tool (L9113) Doll and Zelman Cowan recalls Northern Territory Self-government Day. New gizmos in Science Australian War Memorial and Australian Thirty-one gizmos have been licensed for use Museum have also joined the list of TLF from the US-based ExploreLearning. Gizmos partner institutes. Licensed digital resources are interactive simulation tasks that help include paintings by official war artists students develop skills and understanding and photos from World War 1 as well as in Mathematics and Science. Each gizmo contemporary photos depicting Australian Dragon’s jumble: dream – three parts (L7864) comes with an Exploration Guide containing involvement in Iraq. Images of Indigenous a step-by-step inquiry-based lesson and a English and literacy tools and artefacts from NSW and QLD, and set of assessment questions. Feedback and Students learn the art of writing narratives images of fossils and specimens of extinct detailed explanation about why answers are with Writing narratives: narrative flow and endangered species are also included. correct is also provided. learning objects designed for Years 7–9. They craft a storyline by selecting items New assessment learning objects for based on a problem/solution scenario and Mathematics and Science by using appropriate pacing. At the end The broad purpose of the TLF assessment of the activity, students can print their project is to develop and procure digital completed plot outline. Creativity is further assessment materials and tools that support developed for Years 10–12 students using the teaching and learning of Mathematics Poetry anthology: haiku, sonnet, cyber. The and numeracy and Science in Years 3 to 12. learning objects start with students creating Some assessment items have been licensed an online profile and reading a selection from Educational Measurement Solutions Waiting to welcome their loved ones home, of haiku, sonnets and cyber poems. These (EMS). TLF has worked with EMS to provide 1919 (R8592) are then rated on the basis of their themes, the assessment reports for these items. As Reproduced courtesy of Australian War Memorial moods or imagery. Students can create their students work through each learning object, own haiku and cyber poems, or write the a printable report is compiled detailing Visit http://www.thelearningfederation.edu. concluding couplet to a sonnet. the data gathered and the results and au to sample some of the latest content and conclusions of the student’s work. read about how you can use them in your Additional learning objects have been added classroom. to ESL following the release of the first set of Images from Getty Images licensed learning objects, modified for ESL learners Getty Images have joined the list of For any TLF specific enquiries, email info@ from existing TLF learning objects. Students TLF partners for digital resources. New thelearningfederation.edu.au can explore and classify many small living digital resources include spectacular Rohini Mehta creatures found in Australian gardens using images of world heritage sites and icons Communications Officer the Garden detective (ESL) learning object. such as pyramids and the Great Sphinx; The Le@rning Federation 15

ISSUE NO. 67 TERM 4 2008 Resources

The Writing Circle NEW 128 pp NEW Active Readers: Author: Sylvia Write with Tools and Gunnery Purpose: An strategies for RRP: $49.95 approach to comprehension SCIS No: 1332968 personal writing Author: Cheryl Lacey ISBN: 9781551382173 80 pp LOWER PRIMARY Years 4–12 Authors: Jane Caughey 76 pp Writing circles create RRP: $34.95 RRP: $34.95 a natural, cooperative learning environment SCIS No: 1334080 SCIS No: 1334091 where students build on what they know, ISBN: 9781742003047 ISBN: 9781863666664 and inspire each other to grow as writers. This book features activities that build on MIDDLE PRIMARY This comprehensive resource includes students’ personal experiences, thoughts, 76 pp everything you need to support writing emotions and opinions. RRP: $34.95 circles in your classroom. Sample lessons Each chapter covers a different personal SCIS No: 1334092 include specific learning goals and writing genre: recounts, journals, letters, ISBN: 9781863666671 suggestions for student and teacher roles. poems and arguments. Structured models UPPER PRIMARY Many of these lessons require that the for each genre step teachers and students 76 pp teacher guide the writing circles, step-by-step, through the writing process, using teacher RRP: $34.95 through activities, but gradually students will and student information pages, task cards SCIS No: 1334094 become more independent as they build skills and reproducible worksheets. Activities are ISBN: 9781863666688 and become more confident writers. focused around: • story ideas Active Readers Revision techniques and tips for encouraging • building shape and structure celebrates individuals the use of reference tools are a major focus • consideration of audience and purpose and the unique way of the book and lessons. • language features each student connects • re-reading, editing and publishing. with the text, Talking, Drawing, shares their understandings and explores Writing: Lessons Develop your students’ skills in planning, unfamiliar territory to become competent, for our youngest composing, editing and publishing across confident, critical readers. writers a range of personal writing genres using 276 pp game-based activities that fully engage This series of three books for lower, middle Authors: Martha students in the learning experience! and upper primary provides an overview Horn and Mary Ellen of comprehension, six key comprehension Giacobbe strategies and resources to invite discussion RRP: $49.95 and engage students in active reading SCIS No: 1332782 behaviours. ISBN: 9781571104564 Each book features text explorations Stenhouse Publishers grouped under the six key comprehension In the early years, talking and drawing can strategies: prediction/prior knowledge, provide children with a natural pathway thinking aloud, text structure and features, to writing, yet their potential is often questioning, visualising and summarising. overlooked. In Talking, Drawing, Writing, The explorations are designed to suit Martha Horn and Mary Ellen Giacobbe invite shared, guided and independent reading readers to join them in classrooms where and are each accompanied by a planning they listen, watch and talk with children, guide and a graphic organiser. The then use what they learn to create lessons graphic organisers can be interchanged designed to meet children where they are among the text explorations, creating and lead them into the world of writing. The hundreds of possibilities for investigating authors make a case for a broader definition comprehension. of writing, advocating formal storytelling This versatile comprehension series is a sessions in which children talk about what resource that will be readily absorbed into they know, and focused sketching sessions everyday classroom practice. in which budding writers learn how to observe more carefully. FILM & TV RESOURCES FOR EDUCATORS Free Online Resources You can copy from TV! • Weekly email of educational TV programs All government schools and most other schools in • Over 500 free study guides and feature articles Australia have a Screenrights licence – • Study activities & analysis techniques www.screenrights.org • Online TV guide

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Magazine themes for 2008 are: Ë Let’s teach maths and science Ë Beyond the school gate Ë What’s real in a virtual world? Ë A closer look at assessment

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