Available on the SCIS website at www.esa.edu.au/scis

ISSUE NO. 91 | TERM 4 2014 ISSN 1440-2089

To inspire or in this issue page

3 SCIS is more to instruct 4 Taking the guesswork out of genre

During May and June this year, I travelled Australia as part 6 Graphic novels: providing a different of the Positive Schools Initiative to speak and network with perspective teachers and educators. Doing so provided an insightful 8 Historical fiction in the classroom: introduction to what teachers are thinking and drew thousands to Fremantle, Brisbane, Melbourne, and Sydney. reflecting on Our Australian Girl and The convention centres were full with educators coming Do You Dare? from miles around–some travelling overnight from smaller 10 A world of online distraction townships–seeking new ideas and positive answers to questions from the classroom. It was humbling for me to 12 Collaborative learning with Scootle witness the universal passion attendees came with. They all Community knew one thing: that change is needed in schools. 12 Supporting Australian book creators Students are looking for leadership. Teachers and educators must take ownership of teaching their students and understand 13 Schools Online Thesaurus (ScOT): that attendance does not constitute a willingness or eagerness Read All Over to learn. 14 Website and App Reviews

Read more on page 2 15 For your classroom To inspire or to instruct (cont.)

Those who work within the education the humble library will come into the fore • utopian/dystopian societies sector, whether as a teacher, a librarian, more now than ever before. Librarians • factions or a social worker, need to understand are trained to assist students in sorting • conformity that students have to be inspired to want through information sources. They help • the role of government to learn. students to learn to use new tools, and • power answer their questions. This means • creative freedom The world is full of fast evolving librarians are a necessity no matter how • restriction and confliction distractions. What I, as a student back one looks at it. • freedom of choice in 1982, faced on the way to school is • what sacrifices are made for love completely different to what students It is up to the library to coordinate and • friendship. face on their way to school today. become an indispensable ‘centre’ where Generation Z (people born between 1995 creativity and technology become Do these sound familiar? If you ask most and 2009) are the first ever generation an innovative and complementary students what is important to them to have never experienced life without extension of learning. As many people today, you’ll find much of that can be the internet. Accordingly, they are have mentioned to me, the library is slotted into the above categories. technology focused and the internet the avenue where students can seek If a school does not have a pioneering is their first port of call for information. refuge. It is also the place where instead teacher with a lesson plan for any of The advancement of science, ideas, and of pushing ‘traditional’ books as some the above books, try starting a book technology has meant that we can live a schools are still doing, they can push club through the library to introduce better, easier way of life. for more relevant and current titles. these books to students. In your regular A student’s life today, whether it be At the annual School Library Association meetings, you can discuss character in New Zealand, Perth, Melbourne, of New Zealand Aotearoa (SLANZA) analysis, similes, themes, history examples, Sydney, or Brisbane, has little relevance conference in 2013, I was asked whether quotes, hypothetical theories, reflect on to the 1930’s Salinas Valley, California I thought school libraries were getting actual world events and conflicts that are of Steinbeck’s Of Mice and Men. I have left behind in the digital age. My answer happening now, and how these things can nothing against George, Lennie, Candy, is still the same a year later. Libraries happen just like in the book. or John Steinbeck for that matter. should be the centre of technological The point is that many students find life Looking back at my own life, my love of innovation in schools. The library is the at school tough and often lonely. Some reading came about through the passion creative heart of a school and I believe students are having their own ‘midlife’ of the elderly patients in the hospital beds crises. The very least we can do is to beside me, rather than my trained teachers provide reading materials that have some at school. It was these patients who inspired bearing on what is happening today. me to read with passion, they did not instruct me to read. That is the difference. If you are finding it hard to influence reading or to increase student literacy, Image credits try something different. Introduce a Andrew Fiu with Peter Thompson at Positive book that is currently trending amongst Schools Conference, Sydney: the younger generation. There is the © Positive Schools, 2014 Divergent series - Veronica Roth, The Purple Heart by Andrew Fiu. © Random Hunger Games series - Suzanne Collins, House, 2006. The Fault in our Stars - John Green, The Help - Kathryn Stockett, just to mention a few. Some in the education sector might Ta’afuli Andrew Fiu is author of the memoir Purple Heart, his account say that these are not books that could be of growing up Samoan in New used to help a student. As my friend Luka Zealand and of the four and a half Lesson, the renowned Spoken Word Poet, years he spent in hospital coping once pointed out: Shakespeare was the with a serious heart condition. It is studied for rebel of his times. I’ve had many ‘spirited’ NCEA exams and has been an English study text discussions about introducing these so in New Zealand since 2007. He is in demand called ‘populist’ Young Adult books to as a motivational speaker for big business, as school libraries. Yet in the Divergent series well as schools, and appeared recently at The a student will read about: Positive Schools Australia Conferences 2014. Purple Heart by Andrew Fiu http://lifeafter6.com/ a quarterly journal by

SCIS Education Services Australia Ltd PO Box 177 Carlton South tel +61 3 9207 9600 ABN 18 007 342 421 Victoria 3053 Australia free call 1800 337 405 Level 5 440 Collins Street (OUTSIDE melb metro) [email protected] Melbourne Victoria 3000 fax (aust only) 1300 780 545 www.esa.edu.au/scis Australia fax +61 3 9910 9800 Dr Ben Chadwick Manager, SCIS Education Services Australia

The Magic Roundabout ‘Making the Most of SCIS’ workshops You might have noticed a few changes in Auckland on 20 October, Hamilton SCIS is on our home page. Our attractive book on 22 October, and Wellington on 24 carousel gives selected titles a free ride October. This three-hour workshop is for a few weeks. So far we’ve featured aimed at beginner to intermediate users, titles from the Children’s Book Council and will give you an overview of all of more of Australia’s Book of the Year Awards, SCIS’s offerings. See our professional the 2014 Australian Book Design Awards, learning page (www2.curriculum.edu.au/ and the NZ Post Book Awards. You can scis/professional_learning.html) for Welcome to Connections 91. Thank you click on a cover to see it in the SCIS more details. SCIS will return to the to Laura Armstrong, our Connections catalogue and we’ll often include a South Island in 2015 for workshops editor, for another sterling effort and hyperlink to a new Special Orders page, and SLANZA15. wonderful end-product. where you can choose to download See Also... You Say Goodbye, I say Hello MARC records for your selection of the SCIS releases updated MARC authorities There have been some significant featured titles. twice each year, in February and August. changes in the SCIS camp since Just beneath the book carousel, we’ve If you need help downloading or Connections 90. Perhaps the most brought a few of our most popular links installing the files, see our Authority Files obvious one is the departure of Pru together into one handy list. We hope help page and, importantly, consult your Mitchell as SCIS Manager. Who could this will make it a little easier to navigate system vendor. possibly replace Pru, a veteran and your way around the site. acknowledged guru in the school If you don’t use Authority Files in your libraries industry? Well, I thought I might There have been other changes to our system, you aren’t doing everything you give it a go. My name is Ben Chadwick. Special Orders (scis.curriculum.edu.au/ can to assist your students and teachers I have been at ESA since January 2012. scisweb/specialorder.php) page, too. in finding what they are looking for. To start with I worked with Les Kneebone This page is intended to provide access Michael Jongen recently put together on the Schools Online Thesaurus (ScOT). to bulk MARC downloads for collections a blog post and a webcast about using For the past two years I have also been of electronic records that are either free Authority Files. To subscribe please get in working with SCIS as systems librarian. or available en masse to subscribers to a touch with us at [email protected]. It is daunting to follow on from Pru. given service. Up until now the page has Later in this issue Les Kneebone Nonetheless, I look forward to helping included collections for NDLRN learning mentions the new MARC download you get the most out of SCIS, for the objects, Clickview videos, Campfire for ScOT authorities. This is an exciting ultimate benefit of your library, teachers, films, and resources reviewed in the development, meaning that at some and students. Scan journal. There is also a tool for stage in the near future your system can searching and selectively downloading take advantage of the rich reference websites we have catalogued. This has structures in the ScOT thesaurus. Again, now been expanded, with additional this will help direct your students and tools for finding and selecting apps and teachers to their learning and reading ebooks. There may be further changes needs by exploiting ScOT’s educational to our offerings on this page, so watch and curriculum-focused terms. We don’t this space. recommend rushing in and installing 2015 SCIS subscriptions these authorities just yet: some systems Schools who pay their SCIS subscriptions may not know how to deal with two sets on an annual basis will receive their of authorities. As always, check with invoice for SCIS early in Term 4. Payment your system vendor. is due by the end of 2014 to ensure I hope you enjoy this issue of continuous access. Government school Connections. Please get in touch with systems, except Victoria and Tasmania, us if you have any queries or comments and a number of Catholic Dioceses about articles or issues raised. I look coordinate access to SCIS on behalf forward to communicating with as many of all their schools. of you as possible over coming months. The Magic Bus Warm regards, October 2014 will see SCIS take off on its New Zealand North Island road Ben Chadwick show. Michael Jongen, our Library Services Coordinator, will be conducting

Connections Issue no.91 | Term 4 2014 3 Brendan Eichholzer Project Administrator Education Services Australia Taking the guesswork out of genre

School libraries are not just designed shelved by genre. Some librarians traditional shelving methods while also for accessing curriculum material; they believe that the tried-and-true system catering to alternative arrangements. are also a playground for young minds. of shelving alphabetically by author Above all else, any system used for Students who discover the joys of reading surname is the best way to shelve fiction; shelving fiction must be based around for pleasure are well positioned for others believe that by genre shelving avoiding chaos. Knowing where each enhanced literacy, language acquisition, they can encourage students to read book lives is a key component of the cultural understanding, and social skills more. A third group prefer a middle job description. Ideally a standardised (Clark and Rumbold, 2006). The school ground, where author arrangement approach would be achieved; however library is a vital part of this discovery and genre stickers combine to promote currently there are multiple systems process. The availability and accessibility exposure to different titles as well as being used in libraries for shelving fiction. of fiction in school libraries encourages independent access. students to read. This increases their Traditionally in school libraries fiction It is our job at SCIS to ensure we meet literary skills while expanding their books are given a call number beginning the needs of school librarians in creating imagination. The question arises, how with ‘F’ and followed by the first three an easily accessible library catalogue, can this best be achieved? letters of the author’s surname. where every physical item has a distinct These books are then shelved While there is no question that creating and logical home. In an attempt to do separately to non-fiction and ordered an independently accessible shelving so, we have been working on a multi- alphabetically by the author’s surname. system—one that exposes students to as fold approach to the issue of fiction This system allows students to quickly broad a range of fiction as possible—is shelving. By giving you the tools required and easily find books by authors they ideal, there is increasing contention to shelve fiction in your school library know, but it can be difficult for students about how best to achieve this. In a in a way that best suits you, we enable to source titles similar to those they bookstore, children’s titles are usually you to decide the ideal course of action already enjoy without prior knowledge found under generic ‘children’ or ‘young for your school. For this purpose we or assistance. It does encourage adult’ sections while adult fiction is have developed a system that facilitates students to expand their horizons by

Genre identifiers in use.

4 Connections Issue no.91 | Term 4 2014 placing different titles in front of them An alternative to these is to break with Changing the way something is done is that they may not otherwise discover library tradition and shelve fiction similar often time consuming and costly, and using another shelving system. to the way adult fiction is shelved in the way that you choose to shelve fiction However, problems may arise, if all a bookstores: by genre. This allows for in your library is no exception to this. All student knows is that they want to read students to quickly and autonomously of the above techniques have pros and a book about knights, for example. find similar titles to ones they know that cons, and it can be difficult to decide They would need to go to the catalogue, they enjoy. Proponents of this system which would be best to encourage carry out a subject search for the term claim that it encourages students to read positive reading habits in your students. ‘Knights - Fiction’, and filter the results. more voraciously, as they know what As all of these options promote reading This level of work required to find a title they like and where to find it. It allows in different ways, the question becomes, may be off putting to students, but it is for a high level of individual accessibility which is the most beneficial for your a great learning opportunity. As this is but comes at the cost of using the library? Currently there is no hard and the same system they would use to find opportunity to teach any relevant library fast answer. What are other schools in non-fiction titles, it is a good way to skills. Even if a student knows how to find your area doing? What system have your teach students about how to look a genre book in the catalogue, that skill students come from and what system up material in a library, a skill that will may not translate onto the non-fiction will be used in libraries they will use In last a lifetime. section. Issues also arise here in defining the future? It is also vital to decide if the genres. How specific should these be, value of any change outweighs the time Another option is to shelve fiction and what happens to titles that cross and cost requirements associated with under the traditional system, while also the boundaries? altering how you currently shelve fiction including genre identifiers. By placing in your library. stickers on the spines of fiction titles Assigning an item to a single genre is next to the call number, it allows one of the many difficulties associated There are advantages for library staff students to easily identify which genres with genre shelving. It is important in using a defined set of genres that they are consuming and enables them that the same genre is used for a title are consistent across the school library to find other books in a similar vein. across libraries. While many titles can community. By using the options This removes some of the requirement be considered to cross genres, genre outlined above, we hope to make it of looking up the catalogue and may shelving only allows for a title to be easier for you to create and promote an make the idea of browsing for reading shelved in one genre area, unless the accessible fiction section in your library. material more enticing. If a student wants library invests in multiple copies. Encouraging students to read voraciously a book about dragons, they can simply and independently gives them skills for SCIS assists those who wish to identify go to the shelves and look for the fantasy life and a passion for the written word. their fiction titles with genres by adding stickers and know that they will be able In the end, it is up to them to become genre headings to catalogue records to find what they are looking for. interested, all you can do is set up your for works of fiction. Selection of the library in a way that appeals. appropriate genre is determined by It is our job at SCIS our cataloguers through a series of to ensure we meet guidelines. The rationale behind these References decisions can be seen in the scope the needs of school notes attached to each heading. A brief Clark, C and Rumbold, K 2006, ‘Reading overview of these genre headings has for pleasure: A research overview’. librarians in creating National Literacy Trust, [online] Available at: been recently updated and can be found http://files.eric.ed.gov/fulltext/ED496343.pdf an easily accessible in the Guidelines to using SCIS Subject Headings (2014, p7). Education Services Australia. Guidelines to library catalogue, using SCIS Subject Headings 2014. [online] where every physical In collaboration with Syba Signs, SCIS has Available at: http://www2.curriculum.edu.au/ been working to ensure that the genre verve/_resources/SCISSLguidelines.pdf item has a distinct headings we produce are relevant to the Image credits and logical home. libraries that use them. Syba Signs have Genre identifiers in use. Photography by developed a series of stickers designed Laura Armstrong. CC-BY-NC-SA. In an attempt to do to be fixed to the spines of books to so, we have been indicate their genre. These stickers are If you have any suggestions on how indicative of the genre covered; for we can help to create a better set of working on a multi- example, an alien for science fiction or a genre headings for your students, please fold approach to tank for war stories. These stickers cover contact us at [email protected] and most of the genre headings found in let us know how we can improve our the issue of fiction school libraries, including Australian and services to you and your students. shelving. New Zealand specific stories.

Connections Issue no.91 | Term 4 2014 Connections Issue no.91 | Term 4 2014 5 Karen Gray Karen Gray works as a teacher librarian at St Mary’s Catholic Primary School, Noraville, Teacher Librarian NSW. After many years as a classroom teacher, she is now able to combine her belief in the St Mary’s Catholic Primary importance of children’s literacy, passion for children’s literature, and an ongoing quest in School, Noraville, NSW using technology to support quality 21st century learning. Graphic novels: providing a different perspective

Graphic stories have been told since based counterparts (Lee, 2007). For high Graphic novels support the varying time immemorial. From the 17,000- school students manga interpretations of learning needs of all students, which year old cave paintings of Lascaux, the Shakespearian works such as Hamlet or is another reason for their inclusion in hieroglyphics of Ancient Egypt, the Romeo and Juliet provide such a bridge. the library. Students who are hearing tapestry panels of the Middle Ages, and impaired or diagnosed with autism use The graphic novel format has also been the invention of the printing press; all pictures as a way to understand and a platform for the popular trend of fusion had a graphic story to tell. derive meaning (Kluth, 2008, p170). texts. These books merge the features of They also support students who Today, manga, comics, comic books, comics, graphic novels and prose (Evans, experience difficulty visualising pictures graphic literature, graphic stories, and 2013). Kinney’s (2008) Diary of a Wimpy in their head and motivate reluctant graphic novels are analogous to the Kid series and Pichon’s (2011) Tom Gates readers. Further comparisons have same form of text. However, an enduring series are examples of this hybrid text. been drawn between graphic novels prejudice towards these texts as sub- What Value Do Graphic and Gardiner’s Multiple Intelligences. standard literature has been a difficult Novels Add to the School Graphic novels provide a creative outlet issue to overcome. Library Collection? for students with linguistic intelligence. William Eisner’s (1978) Contract With Students of the 21st century are inundated Using graphic formats allows students God and Other Tenement Stories was with visual images accessible on a range of to respond and express their knowledge seen as a turning point. An attitude devices and formats. With a prolific online and ideas in a creative way. Because change was further cemented when the world, Kunkle (2004) identifies similarities of their layout there is an obvious 1991 Pulitzer Prize was awarded to Art between reading a graphic novel, the connection for students with spatial Spiegelman for Maus, which tells of his interactivity contained in websites, and the intelligence. The visual elements of family’s experiences in the Holocaust. importance of visual literacy skills in being facial expressions, settings, lines, and Graphic novels now tell richer and more able to navigate both. Graphic novels are shadings appeal to students whose extended stories that deal with serious considered multimodal texts that tap into strength is interpersonal intelligence, topics (Cromer and Clark, 2007). the way students already learn. as they identify and empathise with the They are also a bridge to their text characters (Lyga, 2006). The Australian Curriculum: English has a strong focus on visual literacy. Students The reading of any text involves are required to read and view a wide range interpretation. Sabeti (2012) conducted of texts as a key outcome. Becoming research into critical reading practices visually literate means students read of an extra-curricular Graphic Novel and interpret the purpose and intended Reading Group with Shaun Tan’s meaning, as well as analyse, synthesise (2007) novel, The Arrival. The aim was and evaluate the form, structure and to determine the strategies applied features of visual texts (NSW English K-10 when interpreting texts in English Syllabus 2012 Glossary). This implies the classrooms. Contrary to her assumptions use of higher order thinking skills. For the she found that students used a wider first time recommended texts include range of strategies to interpret the graphic novels. DiCamillo’s (2004) The graphic novel that went beyond their Tale of Desperaux, a suggested text in classroom experience. Sabeti saw that the NSW English K-10 Syllabus, has been traditional teaching methods imposed adapted into a graphic novel and film. limitations on students. Through both This differentiates the curriculum and studies, students developed greater enables exploration of the text through understanding of the political and social various formats. Given this mandate it contexts conveyed through the novels would be an expectation that a school and were able to empathise with the library include graphic novels in its characters’ experiences. Graphic novels Maus II: a survivor’s tale: and here my troubles collection to support visual literacy. enriched student learning. began, by Art Spiegelman

6 Connections Issue no.91 | Term 4 2014 Graphic novels can be used across the and acquire graphic novels. Publisher Boerman-Cornell, B. (2013). ‘More than comic curriculum to address artistic style and guidelines should not be accepted at books’. Educational Leadership, [online] 70(6), technique or complex issues of bullying, face value, as they do not always align pp.73-77. Available at: http://www.ascd.org/ publications/educational-leadership/mar13/ prejudice, coming of age, social justice with the school library’s selection criteria vol70/num06/More-Than-Comic-Books.aspx and injustice, and triumph over adversity (Lee, 2007). Like other resources in (Schwarz, 2006; Patrick, 2010). Social, the collection graphic novels may be Carter, J.B. (2009). ‘Going Graphic’. Educational Leadership, 66 (6), 68-73. economic and cultural contexts of challenged and a rigorous process different historic periods are visually must be in place to review and resolve Cromer, M., & Clark, P. (2007). ‘Getting graphic reinforced through graphic novels that any objection. with the past: Graphic novels and the teaching of history’. Theory & Research in Social can be a tool to aid learning across the Part of the teacher librarian’s role is to Education, 35(4), 574-591. curriculum (Boerman-Cornell, 2013). support teaching and learning. Laycock Evans, J. (2013). ‘From comics, graphic novels What is the Role of the (2007) believes teacher librarians are and picture books to fusion texts: a new kid Teacher Librarian? placed in a strong position to collaborate on the block!’. Education 3-13, [online] 41(2), pp.233-248. Available at: http://dx.doi.org/10.1 The Australian School Library Association and lead planning and implementation 080/03004279.2012.747788 (ASLA, 2004) outlines three areas for of rich literacy programs. This includes standards of professional excellence the use of graphic novels as a means Kluth, P (2008). ‘It was always with the pictures’. In N. Frey and D.Fisher, ed., Teaching for teacher librarians: professional of differentiating the curriculum and Visual Literacy: Using Comic Books, Graphic knowledge; professional practice; and meeting the diverse needs and reading Novels, Anime, Cartoons and More to Develop professional commitment. Including interests of students across the school. Comprehension and Thinking Skills. USA: graphic novels in the library collection There may be initial resistance, but Corwin Press. requires teacher librarians to have collaborating with an interested working Kunkle, J. (2005). ‘Standing in the Shadows a thorough understanding of their party is a step towards overcoming this. of History’. Theory & Research in Social school community, the curriculum, Carter (2009) suggests that teachers may Education, 33(4), 548-552. and the recreational interests of the be more willing to use graphic novels as Laycock, D. (2007). ‘Going Graphic: users. Acceptance of graphic novels as curriculum supplements. It can be more Using graphic novels to engage boy’s in legitimate reading sources within the effective to integrate graphic novels school reading’. Access, 21(1), 13-17. school community may be an issue. The into existing units of work than reading Lee, A. (2007). ‘Graphic Attraction–Graphic teacher librarian must advocate their value them in isolation. Monitoring the impact novels in libraries’. Connections, 62, 1-3. to the curriculum and student learning, of graphic novels on student learning Lyga, A. (2006). ‘Graphic Novels for (Really) as well as making them part of the school and sharing this evidence with staff may Young Readers’. School Library Journal. library collection to foster students’ love gradually change perception. [online] Available at: http://www.slj. of reading (Crawford, 2004). com/2006/03/collection-development/ Graphic novels have a valid place in graphic-novels-for-really-young-readers/#_ It is up to the teacher librarian to have today’s school library collection as a NSW Board of Studies, (2012). NSW English sound professional knowledge of literary form. They engage learning K-10 Syllabus and Glossary.[online] Available literacy and literature for the teachers across the curriculum, support at: http://syllabus.bos.nsw.edu.au/english/ and students in their schools. (ASLA. differentiation within the classroom english-k10/glossary/ 2004, 1.3) This professional knowledge and foster a dynamic reading culture. Patrick, K. (2010). ‘The invisible medium: means applying sound judgment in comic studies in Australia’. Refractory, [online] 17. Available at: http://refractory.unimelb. deciding which graphic novels to add to References the collection, as ‘not all graphic novels edu.au/2010/07/18/the-invisible-medium- comics-studies-in-australia-kevin-patrick/ are equally useful’ (Boerman-Cornell, Asla.org.au, (2014). Standards of professional 2013). A comprehensive collection policy excellence for teacher librarians. [online] Available Sabeti , S. (2012) ‘Reading graphic novels in is essential in sourcing professional at: http://www.asla.org.au/policy/standards.aspx school: texts, contexts and the interpretive work of critical reading’. Pedagogy, Culture reviews and recommendations to select and Society, 20:2, 191-210. Schwarz, G. (2006). ‘Expanding literacies through graphic novels’. English Journal, (95). pp.58-64. Image credits Maus II: a survivor’s tale: and here my troubles began by Art Spiegelman. © 1991 by Pantheon Books, a division of Random House LLC; Used by permission of Pantheon Books, an imprint of the Knopf Doubleday Publishing Group, a division of Random House LLC. All rights reserved. Graphic novels in the collection. Photography by Laura Armstrong. CC-BY-NC-SA.

Graphic novels in the collection

Connections Issue no.91 | Term 4 2014 Connections Issue no.91 | Term 4 2014 7 Jane Godwin Publisher of Our Australian Girl and Do You Dare? Penguin Books Australia Historical fiction in the classroom: reflecting on Our Australian Girl and Do You Dare?

Our Australian Girl is a fiction series for Many readers, parents and teachers Both series also link to the curriculum’s girls featuring characters from different emailed us from all over Australia asking overarching general capabilities as eras in Australian history, between 1808 for a companion series for boys, so they explore values of kindness, and 1983. There are currently ten female we produced just that. Both of these fortitude, compassion, and tolerance. characters, each with four books to their series have linked eras and themes, so They touch on aspects of intercultural name, and each story set during a 12–18 that teachers are able to use the series understanding, ethical behaviours, month period of their life. The series is alongside each other in the classroom. critical and creative thinking, literacy, aimed at 7–12 year olds, with the ‘sweet and personal and social capability. With the advent of the Australian spot’ being years 3–5. Each book is 136 Curriculum, we believed that it was an There are many benefits that historical pages in length, with a reading level opportune time to provide fresh angles in fiction can bring to the classroom. of 30+. interpreting our past for a new generation, If implemented well it: Do You Dare? is a fiction series for boys so we always had the curriculum in mind Makes the past accessible featuring stand-alone novels that are as each series developed. Our Australian Young readers need to be given the set in different eras in Australian history. Girl and Do You Dare? are linked to opportunity to understand aspects of Each book centres on the adventures many aspects of the curriculum and the past through the eyes of characters of a gang of boys (and some girls). can be used widely in literature circles, that they recognise as having similarities The series is aimed at 8–12 year olds, wider reading, history, English, literacy, to themselves. The tagline of the Our with the ‘sweet spot’ being years 4–6. SOSE, geography, and even in subjects Australian Girl series is ‘a girl like me in like philosophy as they can be used as Background a time gone by’, and to achieve this we a springboard for self-reflection and The Our Australian Girl series took us two made sure that there were aspects of enquiry into one’s own personal history. years and one month to build, but the each character that young readers today ideas behind the series had been around could relate to. Grace loves horses, Rose for a lot longer than that. Although feels that sometimes the world is unfair we wanted to bring the hardships and and people are not treated equally, and triumphs of Australian history to life in Ruby has to adjust when her privileged a relevant way for young readers, and life is altered forever. Similarly, in the Do encourage an appreciation of what it You Dare? series, Jem feels let down by really means to be Australian, our vision his father, and Tom overcomes his fear was deeper than that. and stands up to a bully. Young readers today can relate to all of these aspects What we wanted more than anything was in the stories. The characters in both to provide a rich and meaningful reading series are searching for a place where experience for young girls. Books about they fit in; they are exploring notions of sleepovers and fairy princesses have their independence and finding their way in place, but there seemed to be a lack the world, just as children do today. of books built around strength, hope, resilience, and courage. Allows children to explore some big themes at a level that is appropriate Our Australian Girl stemmed from a for them desire to create something that was Compelling historical fiction for children is pretty but not glitzy, enjoyable but not not just a retelling or reimagining of major vapid, educational but still compelling, events with children on the periphery. and completely devoid of crop tops Children need to be the heroes. Both and mobile phones. The Do You Dare? Our Australian Girl: Poppy Comes Home by series tackle big themes and ideas, but series came about by popular demand. Gabrielle Wong

8 Connections Issue no.91 | Term 4 2014 Allows us to fight stereotypes and encourage empathy Not all people were racist, not all rich people were cold and uncaring, not all poor people were simple and moral. Characters in good historical fiction have conflicting aspects to them; in Our Australian Girl, Grace is a hero and a thief, Daisy is generous but a scavenger, and Nellie is proud but a beggar. Demonstrates that beliefs are constantly evolving People and society change all the time, and that’s what shapes history. Children were taken from their families and placed in orphanages; war was glorified; women weren’t allowed to vote; not all children had the means to go to school; and people who were unable to find work were looked down upon.

Do You Dare? Tough Times 1931 by Compelling historical Our Australian Girl: Meet Daisy by Simon Mitchell fiction for children is Michelle Hamer have been carefully considered, and are written at a level that the young reader not just a retelling or Can personalise history can manage, without being didactic or reimagining of major Discussion about the books in these simplistic. The motivations and actions series often leads to lively classroom of the young heroes in these stories also events with children conversations about where each of us serve to illustrate that history is not only on the periphery. came from; of our family’s history and about the big events, but also about our own history. In both series there individuals making small choices that will Children need to be are also cameo appearances from real affect their lives in a profound way. the heroes. figures in history, for example Caroline Chisholm, Macpherson McRobertson, Offers the richness and depth of a Strengthens the idea of Australia as Captain Booth, and Peter Lalor. story and demonstrates to young a patchwork of cultural diversity readers the complexity of issues When we first visited schools talking Offer a reassuring underlying Historical fiction should never feel like about the series, we asked the students message about resilience through a history lesson. It can, through offering to raise their hand if one or both parents hard times, and celebrate each era multiple different points of view, offer were not born in Australia. Regardless of of Australia’s unique history a deeper understanding of a complex the type of school or demographic, the Through historical fiction, students learn situation. Alice’s brother Teddy doesn’t room was always full of hands in the air. that life was often hard, people were brave, want to go to war, but others believe choices were made, and endings weren’t Australia is defined by its diversity, and we he’s a coward; Rose thinks it’s unfair always happy, but hope and resilience wanted to celebrate this by including many that she’s not allowed to ride a bike or frequently prevailed. Historical fiction aspects of its history. We still have a few wear trousers, and must be educated by can be used effectively to explore history to go, but both the series cover aspects a governess. Our Australian Girl and Do in all its diversity, and to celebrate the of Aboriginal and Torres Strait Islander You Dare? are well researched but the independence of spirit that we treasure. history, English and Irish immigration, touch is light. Above all they are novels, colonial times, several waves of post-war For specific use of these books across the full of adventure and excitement, which immigration, the birth and growth of cities, curriculum, see the Our Australian Girl just happen to be written about people life on the land, rich and poor society, and website: www.ouraustraliangirl.com.au/ living in a different time. conventional families and those that are Image credits Helps us to understand the mistakes different from the norm. There are also of the past so we may shape a extra facts and resources provided at the Our Australian Girl: Poppy Comes Home by Gabrielle Wong. © Penguin Group (Australia). brighter future back of the books for readers who are It is a powerful feeling when a young interested. Each book acts as a springboard Do You Dare? Tough Times 1931 by Simon Mitchell. © Penguin Group (Australia). reader sees their hero treated unfairly by for further research, enabling students to the system, or society. We want to inspire find other books and sources on particular Our Australian Girl: Meet Daisy by Michelle them to find ways to make things better. topics once they are engaged. Hamer. © Penguin Group (Australia).

Connections Issue no.91 | Term 4 2014 Connections Issue no.91 | Term 4 2014 9 Natasha Georgiou Natasha Georgiou is the Information and Resource Centre Manager at Sevenoaks Senior Resource Centre Manager College in Perth, WA. She is a committee member of the WA School Library Association, where Sevenoaks Senior College, she coordinates and runs professional development for school library staff. She is passionate Perth, WA about teaching digital technologies and literacy to teachers and students. In her down-time she loves all things Italian, travel, and tending to her growing menagerie of pets. A world of online distraction

Students are becoming increasingly from University College London, which formation, focus, and attention parts of distracted and are finding it harder to suggests that we are changing the way our brains. Joe Kraus has coined this focus on a task for any length of time. we read and think. The researchers effect a ’crisis of attention‘. We have a A growing amount of research has found that the people studied exhibited constant need to fill up the gaps in our indicated that how we use technology ‘skimming behaviour’, hopping from one day with technology and online media. and what we pay attention to is affecting source to another and rarely returning How often have you seen couples, the way we think, act, and feel. Could it to any source they’d already visited. friends or families at dinner with their be possible that technology is making They typically read no more than one or mobile phones out instead of talking it more difficult for the next generation two pages of an article or book before to each other? to learn? We as educators need to guide moving to another source (Carr, 2014). Attention is a muscle, and the less students to become balanced citizens Companies like Google base their we exercise it, the more weakened it in a digital world. Are we becoming a business model on this fact. The more becomes. Kraus (2014) states that to society of mobile phone addicts? we click on links whilst surfing the web, be distracted is a worsening condition; the more they learn about our likes and I know that I often find it difficult to stop this is because we are training our interests. The information they collect picking up my phone throughout the brain in only one area–the fast thinking is on-sold to their advertisers, who day. Looking at statistics about Australian part–and overlooking the long form then market their products to targeted smartphone usage, we, as adults, are thinking, contemplative, solitude- audiences. It is in their economic obviously having difficulty putting our seeking, and creative areas. We are not interests to drive us to continue this phones down, so how are teenagers giving ourselves time to work on these trend. The more we click the more responding to this mobile media? important sides of our thinking. In fact, they earn. we now often feel anxious when our Australian teenagers are active players Distraction is the new focus brains are ’unstimulated‘. in our digital economy and they are This ’butterfly effect’ of quickly increasingly accessing the internet via Connected, but alone? transitioning from one online action mobile technologies. As the price of Being always connected has had an to another–which we are able to do phones and data declines, there are more impact in the way we interact with anywhere with our smartphones–is and more school age teenagers that others. Dr. Sherry Turkle pointedly noted starting to have an impact on the have access to smartphones (emarketer. in her TED Talk that ‘we are lonely but cognitive functioning, memory com, 2014). This usage continues to rise fearful of intimacy. Digital connections as these school age teenagers move into their late teens and twenties. Is the internet making us stupid? There is growing debate around this topic with many prominent technology industry leaders aware of smartphone addiction and the issues that can arise from it. They claim that in today’s world, convenience, efficiency, and immediacy have become more important than anything else. The engineers of technology companies are creating in humanity the expectation of maximum results for minimum effort. According to Carr (2014), ’media are not just passive channels of information. They supply the stuff of thought, but they also shape the process of thought‘. Carr references a recent study of online research habits, conducted by scholars Crisis of Attention

10 Connections Issue no.91 | Term 4 2014 offer the illusion of companionship as he thought that writing would ‘destroy Teaching self-reflection without the demands of friendship. education by discouraging students from Self-reflection goes hand-in-hand with We expect more from technology and using their own memories.’ There was mindfulness; the intentional cultivation of less from each other.’ (Turkle, 2012). also fear when textbooks began to be moment-by-moment, non-judgmental, This explains the constant desire for published in the 1800s. Many believed focused attention and awareness. virtual contact and how that contact that teachers would no longer be It is not about eliminating technology, gets in the way of real relationships. needed, that the texts would contain all but about the importance of scheduling of the information that students needed into our busy routines some ‘time out’. Turkle believes that we are using modern to learn (Laster, 2013). Research has shown that teaching technology to present ourselves as we mindfulness and self-reflection develops want to be. We can easily edit, delete, Finding a Balance various skillsets, including increased and retouch ourselves and, in effect, hide As educators it is important that attention, social skills, and self-esteem from each other. This is a bigger problem we understand technology and its (mindfuleducation.org, 2014). for adolescents as they need to learn advancements, and keep abreast to develop face-to-face relationships. of how it impacts student learning. Technology will continue to change our In the midst of this constant connection Furthermore, as Teacher Librarians society and we will likely continue to be is isolation. She warns that ’if we don’t we are well placed in our schools to distracted by it. In our effort to adapt teach our children to be alone, they will inform others of how students seek we need to stop and reflect on how we only know how to be lonely.’ (Turkle, information in this connected and can use it productively and responsibly. 2012). What is missing from our modern increasingly personalised world. Mobile It is time now to learn how to become society is the need for self-reflection. devices have changed the school library mindful educators and create learning It is important that we find the time landscape and we need to be prepared environments that promote and practice and space to reflect and process our for this if we want to remain relevant in mindfulness, respect, and appropriate thoughts and actions. As educators we our schools. In a world of information use of technology, as well as self- should address this issue by instilling overload, libraries have never been reflection. Are you ready to accept mindful practices in our classrooms. more important. Teaching information this challenge? and digital literacies, and promoting and encouraging a love of reading are vital References for the success of our students. In seeking balance it is important to Carr, N. (2014). ‘Is Google Making Us Stupid?’ model appropriate use of technology. [online] The Atlantic. Available at: http://www. theatlantic.com/magazine/archive/2008/07/ Reading promotion programs are still is-google-making-us-stupid/306868/ relevant. We need to teach traditional literacy before we can tackle its digital emarketer.com, (2014). ‘Smartphone Users Worldwide Will Total 1.75 Billion in 2014’. equivalent. Encourage other teachers, [online] Available at: http://www.emarketer. from the Principal down, to spend time com/Article/Smartphone-Users-Worldwide- reading each day. I previously worked Will-Total-175-Billion-2014/1010536 in a school where once a week every Kraus, J. (2012). ‘Slow Tech’. [online]. student and teacher spent 40 minutes Available at: http://www.youtube.com/ in a calm space away from technology. watch?v=EzpX0TLKS9Q Reading was encouraged, but listening Laster, S. (2013). ‘The uncomfortable truth to music or playing computer games was about personalized learning’. [online]. not allowed. It was interesting watching Available at: http://gigaom.com/2013/09/02/ 14 and 15 year olds struggle with this the-uncomfortable-truth-about- personalized-learning/ time, but I can now appreciate how We stand so close together, but we are so far apart important it is for students and teachers mindfuleducation.org, (2014). Association to take time out of their schedules. for Mindfulness in Education —. [online]. Should we ban technology Available at: http://www.mindfuleducation.org/ We also need to encourage deeper in education? Turkle, S. (2012). ‘Connected, but alone?’. It is unwise to say that mobile technology learning experiences. Always focus on [online]. Available at: http://www.ted.com/ is bad and that it should be banned your learning objectives and use digital talks/sherry_turkle_alone_together from schools. Such a decision would tools only to compliment or enhance Image credits make education increasingly irrelevant these skills. Whatever you teach you also and outdated to students, and yet in need to keep in mind the purpose behind Crisis of Attention: Photography by Erin M. Available at: http://flic.kr/p/8bgTAw. CC BY-NC. many schools this is the case. Modern using the technology; if it has a purpose technology, including smartphones and then it needs to be taught and assessed, We stand so close together, but we are so far tablets, enhances our lives. In Plato’s otherwise students may never make the apart: Photography by Ed Yourdon. Available at: http://flic.kr/p/6HKCex. CC-BY-NC-SA. Phaedrus, Socrates is quoted on his transition from using the technology as a concern about the invention of books, form of entertainment to a productive tool.

Connections Issue no.91 | Term 4 2014 Connections Issue no.91 | Term 4 2014 11 Leigh Murphy Scootle Community Project Manager Education Services Australia Collaborative learning with Scootle Community

Building connections with colleagues School leaders have been quick to embrace same staffroom. We can all join that has become a catch cry internationally. the potential of Scootle Community. conversation, ask questions and help each Education Services Australia has introduced Whether it is lesson plans, resources other. We can talk about what really works Scootle Community to provide educators and research relevant to the Australian but also what doesn’t work and why. across the nation with the ability to Curriculum, or just a helpful peer That’s an incredible support for teachers.” collaborate with peers, across faculties and perspective on a classroom challenge, Sayer is one of over 14,000 educators year levels, suburbs, states, and sectors. Scootle Community can put a world of ideas from across Australia who has been and information at educators’ fingertips. contributing to Scootle Community site Funded by the Australian Government since its inception in May last year. and developed in collaboration with the “Scootle Community means your learning Australian teaching profession, Scootle advisers are no longer the people sitting Teachers can join networks or create their Community (http://community.scootle. next to you,” says Lauren Sayer, Head own. Scootle Community can also be a edu.au) is a private space for teachers of Teaching and Learning at the Royal collaborative platform for school teams. to give and receive advice and Children’s Hospital Education Institute. “I Scootle Community is simple, intuitive to information online. equate it to a big staffroom. I’ve always use, and is even available as a mobile app. found the larger the staffroom the better The platform’s search functionality Thousands of teachers from schools the talks. Beginning teachers would enables educators to locate curriculum across Australia have already registered. walk up and ask you how you teach resources and discussions about the year Join the conversation in Australia’s something and kick off a conversation level, learning area, or topics that inspire biggest staffroom. that gets everyone involved. With Scootle and interest them. Community, all teachers can be in the

A message from Will Kostakis Supporting Australian I wouldn’t be where I am today without the supportive library staff at my school. Growing book creators up, they nurtured my love of reading with Each year, Educational Lending Right Selected schools have been mailed an recommendations and encouragement, (ELR), an Australian Government ELR invitation package designed to make not only to read widely, but beyond what cultural program, makes payments the data-extraction process efficient, I thought I was capable of. They nurtured to thousands of book creators across painless, and easy to follow. The pack my writing with pointed feedback Australia. These payments compensate contains an invitation letter, explanatory and warm advice... and more reading Australian book creators and publishers flyer, and step-by-step instructions on recommendations. They opened my eyes for income potentially lost as a result how to extract the book data from their to a world beyond my own, and when of their books being available for loan library management system. I was inspired to write, they pushed me in educational lending libraries. School library staff play a critical part in to be the best I can be. And they still do, Libraries and library staff: the data-collection process–without because their effects have been lasting. ELR’s cornerstone their assistance to extract the book count Image credit 600 schools have now been selected data from their library management to participate in the 2014–15 school systems, ELR would not be possible. Will Kostakis. Photography by Marina Pliatsikas. library survey. The survey collects data to Australian authors and estimate how many copies of particular illustrators value school libraries Laura Armstrong titles are held in Australian school libraries. Many authors and illustrators have told us SCIS Communications & Projects Coordinator This data is used to determine appropriate how much they appreciate the support Education Services Australia payments for book creators. they have received from school libraries.

12 Connections Issue no.91 | Term 4 2014 Les Kneebone Metadata Services Manager Education Services Australia http://scot.curriculum.edu.au/contact.asp Schools Online Thesaurus (ScOT): Read All Over

Two years ago in Connections Issue are the most granular curriculum openly in MARC-21 format. Available 83 I provided an update for Schools elements published by ACARA. ScOT from the AEV homepage, the MARC Online Thesaurus (ScOT) that focused is the subject-indexing language used format is an odd addition next to its on new technical developments in to provide a common vocabulary link much younger sibling formats RDF/ providing thesaurus services. These between Australian Curriculum and XML and JSON (developed 16 and 14 tools and web-services are made education resources. ScOT tagging of years ago respectively). Perhaps in 40 possible by PoolParty, a new generation the two final learning areas, Languages or 50 years someone will be charged vocabulary management platform. and Work Studies, is in progress. with designing a backwards-compatible PoolParty provides a specialist ‘triple- Australian Professional transformation between some far store’ database suited to managing Standards for Teachers off data standard to ‘Semantic Web’ thesaurus-type data using the W3C’s RDF standards like RDF in use today. specification and providing access to Ahead that data via a ‘SPARQL’ webservice. RDF, As the last of the Australian Curriculum or ‘Resource Description Framework’ is profiled, the ScOT project is looking is a data syntax and format that can be The ‘Teacher standards’ have recently forward to new sources of warrant. used to model information (such as the been migrated onto the PoolParty Other curriculum frameworks near, and concepts contained in thesauri), which platform and are hosted at Australian possibly far, may present opportunities can then be communicated between Education Vocabularies (AEV) on behalf to grow the coverage of school sector machines, and even ‘understood’ by of Australian Institute for Teaching and topics within ScOT. The concepts, machines. RDF data can be queried by School Leadership (AITSL). ScOT is also and language used to describe the other systems using the W3C’s SPARQL used to describe each teacher standard, concepts, used in education resources language, much like SQL is used to again providing a common vocabulary and in user search behavior will query relational databases. Poolparty link between the standards and resource continue to inform new terms and also provides support for multi-language that may support their objectives. reference structures. character encoding, and a more ScOT and MARC: Machine- traditional REST-based webservice API Readable Cataloguing The ScOT continues to be project for connection to other systems. managed by ESA. I’ve had a job title ScOT is no stranger to the change, but while the ‘ScOT’ bit has been Today we are using our thesaurus SCIS database and has removed I can still field any questions platform to serve the needs of systems been used within SCIS about the project. using new and old data standards. We cataloguing standards hope that an additional vocabulary for about seven years. format will support better integration However the mechanism for loading, of curriculum and teaching frameworks updating and maintaining ScOT in with education resources in the sector. SCIS systems has relied upon complex Australian Curriculum transformations between vastly different data structures. ScOT (and the other AEV projects) is managed natively in RDF, a relatively new W3C data standard. Most library systems use bibliographic, A significant user of ScOT data is the authority and holdings data in MARC Australian Curriculum Assessment format – developed at the Library of and Reporting Authority (ACARA). Congress in the 1960s. ScOT concept URIs are embedded In order to better operate with MARC- in all ‘Content Descriptions’, which based systems, ScOT is now distributed

Connections Issue no.91 | Term 4 2014 Connections Issue no.91 | Term 4 2014 13 Nigel Paull The internet sites selected in Website and app reviews are often of a professional nature Teacher librarian and should be initially viewed by teachers South Grafton Public School and library staff to determine suitability for [email protected] students. The links, content and address of these sites are subject to change.

articles; social media use; trends; and the SCIS no. 1444944 best IOS and Android apps. NMC Horizon Report – 2014 Website and SCIS no. 1678496 K-12 Edition Flying High For Kids www.nmc.org/publications/2014-hori- zon-report-k12 www.flyinghighforkids.com App Reviews School leaders and other technology The Flying High For Kids World Balloon stakeholders can use this internationally Australian Poetry Library Project is a not-for-profit project created recognised report to help inform and www.poetrylibrary.edu.au to support UNICEF, particularly their plan for technology education, now The Australian Poetry Library contains Schools for Africa and Schools For and into the immediate future. Content over 42,000 Australian poems, and various Asia programs. The overland hot air focuses on trends and challenges that critical and contextual resources relating ballooning journey commenced in New will impact on K-12 schools, the roles to them. The website is searchable by Zealand in 2013 and will finish in Chile in of teachers, intuitive technology, BYOD, poet, poem, or phrase. Teachers and 2017. Students are encouraged to follow cloud computing, gamification, and students can create their own anthologies the journey via the blog and to help raise wearable technology. and download them for a small fee. funds for UNICEF projects. SCIS no. 1678627 SCIS no. 1522656 SCIS no. 1678508 War Memorial – Auckland Best apps for teaching & How far is it to Mars? War Memorial Museum learning in 2014 www.distancetomars.com www.aucklandmuseum.com/war-me- www.ala.org/aasl/standards-guidelines/ This simple, yet effective site uses pixels as morial best-apps/2014 a unit of measurement, to show students With the centenary of the Compiled by a committee from the the vast distance from Earth to the Moon commencement of World War I and American Association of School and Mars. By using a measurement the forthcoming centenary of the Librarians, this website has reviews that can be easily viewed by students Anzac landing at Gallipoli, teachers will of their 25 best new apps for it reinforces upon them the difficult find particulars of exhibitions, school 2014. The apps selected are in five distances associated in sending a programs, teacher and student subject different categories: books; STEM manned flight to Mars. matter, and digital resources on this (science, technology, engineering, SCIS no. 1678520 comprehensive website. and mathematics); organisation and management; social sciences; and Joyce Valenza on Pinterest SCIS no. 1678653 content creation. www.pinterest.com/joycevalenza/ The Woodlands Hub Joyce Valenza, a noted teacher librarian SCIS no. 1678472 www.thewoodlandshub.blogspot.com.au and an assistant professor at Rutgers Woodlands Primary School is a Teacher Education - Australian War University, has compiled an absorbing Development School with the WA Memorial and eclectic selection of links, or pins, Department of Education. This blog www.awm.gov.au/education/ using Pinterest. Teacher librarians will find focuses on implementing the Australian Teachers need to investigate the extensive an array of interests including: ‘Librarian Curriculum (AC), with particular emphasis resources on offer from the AWM. Included infographics’, ‘Reading suggestions on English and the Early Years Learning are details of: memorial boxes (available engines’, ‘Favourite libraries’, ‘Apps for Framework. Examples of lessons/strands to borrow, with six different themes); learning’, right through to ‘Curly hair’. and how they link to the AC are a feature. professional development opportunities; SCIS no. 1678525 school visitation information; publications; SCIS no. 1678665 and student activities. Milk Monitor – the official website of Lauren Child World food clock SCIS no. 1678487 www.worldfoodclock.com www.milkmonitor.com This thought provoking website provides Edudemic – education Featuring beloved characters including a clock running in seconds to show technology tips for students Charlie and Lola, Clarice Bean, Ruby worldwide production of food, the amount and teachers Redfort, and Hubert Horatio, fans of consumed, and the quantity wasted. The www.edudemic.com writer and illustrator Lauren Child will resources used to produce, transport Teachers interested in most aspects of find details of all her books and projects manufacture and distribute wasted food integrating IT into the curriculum will find here. Students will be captivated with are staggering. This website will generate an abundance of pertinent information the design of the website and the variety extensive debate amongst students. on this website. Separate subsections are of information it contains, which ranges available for teachers, and for students, from details of forthcoming publications SCIS no. 1678670 which feature technology, news, and to how she designs fabric for Liberty.

14 Connections Issue no.91 | Term 4 2014 Michelle Harvey Promotions Officer Education Services Australia Twitter: @curriculumpress Facebook: www.facebook.com/CurriculumPress

Apple iBooks now be integrated into your library iBooks allows you to browse ebooks and management system. After registering other publications for download directly with one of these platforms, you can For your to your iPad, iPhone (3G or later), or iPod then purchase our ebooks for your Touch (2G or later). students or library users to borrow. classroom You can view our range of available Further details on our range and our ebooks by downloading iTunes or by terms and conditions, including use Education Services Australia (ESA) is a not- using the iBooks app available through permitted under the Copyright Act, for-profit organisation that markets and your Apple device. can be found on our website: www. distributes educational resources under curriculumpress.edu.au/ebook the Curriculum Press imprint. Our products Google Play and services support schools, teachers, and Purchasing ebooks through your Google Stenhouse and Pembroke local communities in the implementation Play account allows you to download ebooks of teaching and learning programs. and read ebooks on most devices, As the sole Australian distributer for Curriculum Press ebooks including ereaders, smartphones, tablets, both Stenhouse and Pembroke print iPod Touch and Android. Downloaded titles, Curriculum Press is pleased to Our collection of ebook titles is ebooks can also be read on your announce that we now offer a selection constantly expanding in order to meet computer using software such as of their ebooks for purchase. Available the growing demand for digital resources. Adobe Digital Editions or a browser with in PDF format through our website, We continue to release ebook versions of JavaScript enabled. these ebooks can be viewed on personal both new and existing titles on multiple computers and mobile devices. platforms to ensure they can be easily Ebook usage in libraries downloaded and used on a range of Our ebooks are also available for Many of our Stenhouse ebooks can also devices. Curriculum Press ebooks can download via Ebrary, OverDrive and be purchased at a special discounted be found on the following platforms: Wheelers Books. This means they can price when bundled with the print version.

Japan Diary (ebook) The Daily Five (2nd ed) (ebook) 100 Minutes (ebook) Years: 5–8 Years: F–5 Years: F–6 Author: Trudy White Author: Gail Boushey Author: Lisa Donohue Publisher: Education & Joan Moser Publisher: Pembroke Services Australia Publisher: Stenhouse ISBN: 978 1 55138 ISBN: 978 1 74200 ISBN: 978 1 62531 845 8 535 5 002 6 SCIS no: 1670652 SCIS no: 1521362 SCIS no: 1660422 Discover how to fit A short novel in two This book provides balanced literacy into parts, Japan Diary is the fictional account guidance on structuring literacy time daily 100-minute blocks using whole- of an Australian girl and a Japanese boy to increase student independence, and class instruction and writing sessions, who trade places for six months on allow for individual attention in small combined with independent work. student exchange. Written in diary format, groups and one-on-one. It will assist you This book will help you to engage your the reader gets to step into the shoes of to provide time for reading, writing, and students in all aspects of literacy. Amy and Taro to explore their personal maths practice; and improve school- journeys and cultural discoveries. wide achievement. Visit curriculumpress.edu.au for a full list of titles

Connections

Connections is a quarterly journal produced by the Schools Disclaimer Catalogue Information Service (SCIS), a business unit of Education Views and opinions expressed in Connections do not necessarily Services Australia. SCIS is committed to helping school library reflect those of the editor, SCIS or Education Services Australia, or professionals keep abreast of the latest in information services and imply endorsement by them. technology, as well as wider literacy and educational strategies. Copyright Current and past content is available online at www.esa.edu.au/scis. © 2014 Education Services Australia Ltd, except where indicated otherwise. Terms of use Submissions and Advertising Unless otherwise stated this material may be used, reproduced Please forward inquiries to [email protected] and include and communicated for non-commercial educational purposes, your contact details. provided you retain all copyright notices and acknowledgements. Connections Issue no.91 | Term 4 2014 Making the most o SCIS webinars with Michael Jongen

The Schools Catalogue Information Service (SCIS) is used by over 90% of Australian schools and offers access to the largest database of school-related catalogue records in the Southern Hemisphere.

Making the most of SCIS webinars will help you to maximise the full benefits of SCIS to improve library efficiency and learning outcomes for your school community.

Join our virtual event An introduction to SCIS Special Order files webinars. Accessible Free Session 27 Nov. at 3:30–5:00pm 11 Nov. at 3:30–5:00pm from your computer SCIS Website and or device. Downloading records social media including Z39.50 2 Dec. at 3:30–5:00pm All times stated are AEST. 13 Nov. at 1:30–3:00pm 18 Nov. at 3:30–5:00pm Subject access Cost and registration 4 Dec. at 3:30–5:00pm details can be found at SCIS Catalogue Searching www.surveymonkey. and selection 20 Nov. at 1:30–3:00pm com/s/SCISPlus 25 Nov. at 3:30–5:00pm

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