Copyright for Educators (Cont.)

Available on the SCIS website at www.esa.edu.au/school-library-services

ISSUE NO. 92 | TERM 1 2015 ISSN 1440-2089

Educators 4 Explore AustLit; explore our storytelling heritage Introduction In today’s digital environment, teachers and students are 6 The fourth age of libraries connected by an ever-increasing number of devices to a world 8 Teaching Australian Cinema with of online content. This article provides some smart copying Rabbit-Proof Fence tips to help teachers to actively manage copyright costs while complying with their copyright obligation. It also tackles the 9 Subject headings update tricky issues of YouTube and iTunes. 10 Down the library path Although copyright can be complex, remembering the five Ls 12 SCIS is more can help you to manage the risks and costs associated with using other people’s content: 13 Supporting Australian book creators • Look for Open Education Resources and use these as 14 Website and app reviews much as possible. 15 For your classroom • Link instead of copying whenever this is an option. • Limit the amount you copy to what you actually need for educational purposes.

Read more on page 2 Copyright for educators (cont.)

• Label the content with the details to seek permission from the website contain other material not appropriate of its author, owner, source, and the owner to include a link to their website. or relevant to the class exercise. It also basis on which you are copying it. means that the students do not leave the Even though you do not need permission • Later delete or archive the content school content repository (e.g. class wiki to link to content, you do need to once you no longer require it for or blog) in order to see the material. acknowledge the source to which you educational purposes. are linking, for example by including the Some websites, such as YouTube, provide The National Copyright Unit (NCU) name of the author of the material and the link for embedding films. This provides guidance to teachers and the details of the website. You should makes embedding an easy and practical schools about copyright. The NCU’s also avoid linking to a website that itself alternative to copying. However, you website, Smartcopying (http://www. infringes copyright. A good rule of thumb should check the terms of use of the smartcopying.edu.au) contains useful is to link only to the pages of the original website from which you are embedding guidelines, FAQs, information sheets, and creators of the content (for example, the film, to find out whether they impose educational resources that can help you the broadcaster’s website for a TV show any obligations on you. For example, to navigate copyright in your classroom. excerpt, or the film producer’s channel YouTube’s terms of use currently require Whenever you have a copyright question on YouTube). you to create a prominent link back to you should check the Smartcopying YouTube on the page that contains the Embedding website for further information. embedded clip. Embedding is another type of linking. The Smart Copying Tips difference is that there is no need to leave Material created by you, your the school’s website or intranet in order Department, or Administering Body There are many ways in which you can to access embedded content. Embedding If you are using material that: manage your use of copyright materials is commonly used for displaying online in order to ensure that you comply with 1. is your own original work, which you films, such as YouTube clips, on websites. your copyright obligations and manage have created in the course of your Embedding involves copying the HTML costs for your school. Some of these employment; code of the film, which is often displayed methods are set out below. 2. or was developed by your department in a box near the film, and reproducing or administering body, Linking it on your website. The result of this is Linking is not a copyright activity. This is that a small screen showing the film will and it does not contain any material because you are not actually ‘copying’ appear on your website. that was created by a person who is or ‘communicating’ any material, you not an employee of the department/ In addition to avoiding copyright liability, are just providing a path to its location administering body, then you do not embedding is a good way to ensure that on another website. Providing links to need to obtain consent in order to students only access the specific material material on external websites will not use the material. This is because the you want them to see, as opposed to infringe copyright and you do not need department or administering body accessing an entire webpage that may owns the copyright on this material. However, you must always label the material properly, indicating the name of the school, department, or administering body that has created the material. For example: Created by Mount Pritchard Public School, NSW Department of Education and Training, 2013 Open Educational Resources (OER) OER are teaching and learning materials that are freely available online for everyone to use, re-use, and re-distribute for teaching, learning, and research. Many types of resources can be OER, including worksheets, curriculum materials, Fourteen countries have made national commitments to open education lectures, homework assignments, 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 quizzes, class activities, pedagogical The iTunes store does contain a variety materials, games, and other resources. of free content. This includes music, TV shows, films, podcasts and applications. OER share some fundamental values. OER: This content can be streamed direct from • are free for any individual to use the iTunes store or downloaded into your • are licensed for unrestricted iTunes player without payment and used distribution for educational purposes, irrespective • can be adapted, translated, of whether you are covered by the re-mixed, and improved. AMCOS/APRA/ARIA Licence. A user is not Most OER resources use Creative required to accept the iTunes Terms of Commons (CC) licences. This is because Use when downloading free content, so CC licences are well known blanket the above restrictions do not apply. licences that are free and easy to use. Similar considerations will apply in relation CC is a ‘some rights reserved’ model, to use of content from iTunes U, which as opposed to the ‘all rights reserved’ provides sound recordings and podcasts model of copyright law. Under a Creative of lectures from various educational Commons licence the copyright owner institutions. Much of the content on retains ownership in their work while Dielectrics. One of the many Open Education iTunes U is free, in which case it can be inviting certain uses of their work by Resources available from CSIRO Science Image downloaded and used for educational others. CC licences create choice and purposes. For paid content, seek guidance not be made, and that the clips should options for the copyright owner. from your jurisdiction or peak body. rather be embedded using the YouTube There are different types of Creative Embeddable Player. The exceptions in For more information, see the Commons licences, however one unifying the Copyright Act may nevertheless information sheet on Using iTunes in feature is that they all allow free use for permit copying of YouTube content. Schools at http://www.smartcopying. educational purposes. Therefore, neither You will need to find out whether your edu.au/information-sheets/schools/ permission nor payment is required in jurisdiction has decided to rely on the using-itunes-in-schools. order to copy or communicate a Creative Copyright Act exceptions or to avoid Image credits Commons-licensed work for teaching making copies of YouTube content. purposes. Most Creative Commons Creative Commons: Photography by Jonas For more information, see the information Tana. Available at: https://flic.kr/p/8WDDdN. licences also allow modification, remixing, sheet on Using YouTube at http://www. CC BY-NC-ND. and sharing of the licensed material. smartcopying.edu.au/information-sheets/ Fourteen countries have made national We recommend using Creative schools/using-youtube. commitments to open education. Infographic Commons licensed material as much as by State of Creative Commons. Available at: iTunes https://stateof.creativecommons.org/. CC BY. possible, since the licenses: iTunes recordings are covered by the Dielectrics: Photography by Darryl Peroni. • are easy to understand AMCOS/APRA/ARIA Licence which Available at: http://www.scienceimage.csiro. • cannot be revoked overrides the iTunes terms of use. As au/image/10755/dielectrics/large. CC BY. • last for as long as copyright a result, if your school is covered by protection lasts. the licence, you can download music from iTunes and use it for educational Jessica Smith is the National For additional information on Open purposes. All government schools are Copyright Officer for the National Education see the Smartcopying website: covered and the majority of Independent Copyright Unit (NCU) of the http://www.smartcopying.edu.au/open- and Catholic schools. If you’re unsure Standing Council on School education. Education and Early Childhood whether your school is covered, you (SCSEEC). The NCU advises and represents should check with your peak body. Tricky Areas: YouTube & iTunes Australian schools and TAFEs on copyright If you are not covered by the AMCOS/ issues, negotiates copyright licences for the YouTube APRA/ARIA Licence, you will need to sector, and liaises with education, industry, You may be able to stream YouTube comply with the iTunes terms of use, and government on copyright policy issues. videos to a class under section 28 of The NCU also manages the ‘Smartcopying’ which state that products purchased the Copyright Act. This streaming may website – http://www.smartcopying.edu.au/ from the store can only be used for be directly from the YouTube website, – a practical resource on copyright for ‘personal, non-commercial use’. or through a link to a YouTube video Australian educators. This may not include ‘educational use’. embedded on another website. The This article is licensed under You will need to find out from your peak YouTube website provides information on the Creative Commons body whether it has decided to rely on how to embed links to YouTube videos. Attribution 4.0 International License. the Copyright Act exceptions or to avoid To view a copy of the license, visit: The current YouTube terms of use state using content purchased from online https://creativecommons.org/licenses/by/4.0/ that copies of YouTube clips should stores such as iTunes.

Connections Issue no.92 | Term 1 2015 3 Dr Catriona Mills Senior Researcher, AustLit The School of English, Media Studies and Art History The University of Queensland Explore AustLit; explore our storytelling heritage

Integrating Australian literature into so comprehensively engage with a an urban fairyland, and more. You’ll also the curriculum and the classroom? national literature in the way in which find ways of accessing the actual work, Have you explored AustLit, the most AustLit engages with Australian writing. through library holdings or directly, if it comprehensive source of information on is available online. Australian story-telling? What will you find on AustLit? Since AustLit is, at its core, a scholarly You’ll find hundreds of thousands of bibliography, all AustLit work records What is AustLit? records for authors–authors who were include authoritative bibliographical details. AustLit is, at its core, a scholarly born in Australia, who immigrated to bibliography of Australian narrative, Australia, who emigrated from Australia, In addition, AustLit records can include story-telling, and print culture, an who visited Australia and wrote about any or all of the following materials: information-rich database of authoritative it, who never visited Australia but wrote • Images: AustLit’s database biographical, bibliographic, critical, and about it anyway. includes provision for images, production information about Australian And hundreds of thousands of records ranging from book covers writers and writing about Australia. for works–works in which Australia (including, in some cases, the AustLit’s focus is on creative Australian is a wasteland, a paradise, a prison, many and varied covers of multiple literature: fiction, drama, poetry, a metaphor, a post-apocalyptic translations or editions) to ancillary children’s and young adult literature, battleground, a suburban wasteland, materials. For example, records travel writing, autobiography, memoir, biography, essays, Indigenous life stories, and oral history. The works covered on AustLit date largely from the arrival of European print culture in Australia (c.1788) to the present. AustLit also includes pre- 1788 European imaginings of Australia, such as Gabriel de Foigny’s utopian La Terre Australe Connue (1676), as well as the rich dataset of Aboriginal and Torres Strait Islander writings that is BlackWords1. AustLit covers all forms of works (from newspaper to websites), all types of works (from film and television to poetry and short stories), and all genres (from science fiction and fantasy to crime and more). Currently, AustLit includes records for over 800,000 works and over 150,000 ‘agents’ (a term that includes authors and organisations), while hundreds of records are added or enhanced every month. As an exploration of a national literature, AustLit’s mapping of stories by Australians and about Australia is unique. No other resource attempts to ‘World War I Stories for Children and Young Adults’ exhibition landing page

1 See Dr. Anita Heiss, ‘BlackWords: celebrating writers and storytellers, Connections no. 90 (2014): 6-7.

4 Connections Issue no.92 | Term 1 2015 of works in the Australian Popular Déporté à Botany Bay (roughly, Theatre dataset often include AustLit’s mission is Allan Young Deported to Botany posters and other images, while ‘to be the definitive Bay), published in France in 1836, records for early Australian films are to Grandpa’s Big Adventure, which illustrated with advertisements and information resource is due to be published by Penguin publicity stills. and research in 2016. • Full-text versions of the works: Not • Undertake targeted searching for all of the works listed on AustLit environment for topics. If wandering doesn’t suit are available in full text, but we do Australian literary, the occasion, you can undertake have a rich and growing collection focused searches for specific of full-text digitised works. For print, and narrative material. One element of the example, our Children’s Literature cultures'. new AustLit is an extraordinarily Digital Resources is a full-text digital powerful, extremely malleable, single example, the exhibition of ‘World repository of rare and popular advanced search function. Looking War I Stories for Children and Young Australian children’s literature from for picture books written by women Adults’ contains: 1830 to 1945. and first published between 1950 • Links to online publications: The • A general overview of World and 1959? AustLit’s advanced increasing digitisation of material War I literature for children and search function can do that for you. allows us to provide links to young adults. (There are 51.) material now available online. For • Slideshows of the covers of novels • Easily create lists of award-winning example, as the National Library and picture books. and award-nominated works. of Australia digitises more and • Curated lists of World War I themed AustLit regularly records the more Australian periodicals and books organised as ‘Stories of the longlists, shortlists, and winners newspapers, we regularly enrich our Western Front’, ‘Stories of Gallipoli’, for a range of Australian and records with links to Trove, allowing ‘Stories of the Home Front’, and international awards. Using the our users to access the works ‘Stories of Anzac Day’. advanced search function, you directly from the AustLit record. can generate lists of award winners And that’s only a selection of the many • Secondary material: Part of for specific years and specific exhibitions available on the World War I AustLit’s purpose is to collect not awards. Wondering who was listed research page, with much more still only information about the works for a Gold Inky in 2007? That’s to come. themselves, but also information on one search away–and from the works about those works: critical Nor is World War I in Australian Literary generated list, you can step articles, reviews, and newspaper Culture the only AustLit research project straight into AustLit’s rich records columns. Links to the records for to be accompanied by these exhibitions, for such work. these secondary works are available for example, research projects such as • Use our curated exhibitions to from the main work’s record. the Children’s Literature Digital Projects, explore a range of topics. For Asian-Australian Children’s Literature example, the slideshow of World But beyond the work and author records and Publishing, and ScreenLit all include War I picture-book covers, themselves, AustLit is also increasingly rich exhibitions. BlackWords also has mentioned above, serves as a building collections of related material a range of informed information trails starting place for discussing around their research projects. These linking creative works to Aboriginal the iconography of the war. collections–called exhibitions or trails, and Torres Strait Islander nations, or on Alternatively, the exhibition on the as a reflection of their status as curated particular themes such as Aboriginal role of women in war runs from objects–are accessible pathways into identity, sporting heroes, life writing, Mary Grant Bruce in World War I to the mass of material available in the and children’s literature. the future war of Tomorrow When database proper. the War Began. Take, for example, our most recently How can you use AustLit? So, pop along to www.austlit.edu.au and launched research project: World War I With all this material available, what are start exploring. All schools in Australia in Australian Literary Culture, a research some of the ways in which AustLit can be have free access to AustLit through their project expanding our coverage of the way used for classroom work? State Library and/or National library in which the 1914-1918 war has appeared • Explore a wide range of Australian membership. Find out more at: in literature, film, and other forms of literary material. AustLit offers www.austlit.edu.au/access. storytelling from the conflict’s beginning the opportunity to simply wander to the present. At the centre of this project Image credits through an extraordinary wealth are thousands of enriched records of of material, where you’re bound to ‘World War I Stories for Children and Young works and authors influenced by the war. Adults’ exhibition landing page. Available find something unexpected. Our at: http://www.austlit.edu.au/austlit/ But the exhibitions that accompany records of children’s fiction alone page/7457002 these records allow you to explore these run to more than 13,500 individual records in different ways. To give only a records, from Allan le Jeune

Connections Issue no.92 | Term 1 2015 Connections Issue no.92 | Term 1 2015 5 Sean McMullen Sean has had twenty books and seven dozen stories published in Australia and internationally. Science Fiction Author His reputation was established by his novel Souls in the Great Machine, and his steampunk story Eight Miles was runner up in the 2011 Hugo Awards. He has a new series for young readers, The Burning Sea, coming out in 2015. Sean has a PhD in medieval fantasy literature, and when not writing he teaches karate in Melbourne University. The fourth age of libraries

My novel, Souls in the Great Machine, (1999) involves a caste of librarians For young children ruling a post-apocalyptic Australia, who are learning to two thousand years in the future. They wear stylish uniforms and cloaks, and read, it [the library] settle disputes by duels to the death is such a magical with flintlock pistols. After it was published, I soon found myself heavily world filled with in demand as a speaker at events for real things. They are modern librarians, some of whom even turned up in costumes based off my not confined to a work. Fifteen years later, many of these screen, instead they librarians are now wondering if libraries will still exist in twenty years, let alone can browse through two thousand. stories made solid The past holds some clues about the on the shelves. future of libraries. What did people do for entertainment in the Dark Ages? Two centuries later, the Internet is Outside the monastic libraries there were now leading the biggest information very few books but there were bards expansion in history and has ended and minstrels. Their chansons de geste, the dominance of the printed book. ‘songs of deeds’, were generally about Electronic books cost virtually nothing Woodcut depicting an early printing press in warriors heroically slashing at each other operation, Jost Amman c1568 to publish, store, and transport, while with swords, and very little else. Then, also being very cheap to purchase. around 1150 CE, the courtly love story, For three centuries scribes did very well, Many are available for free. Librarians the roman courtois, appeared. These making copies of these romances by and publishers should not be worried stories were by contemporary authors, hand, but then Johannes Gutenberg that the birth of the internet means that and featured romance as well as battles. invented the printing press and the the age of the library as an information Being books, they could be accessed Printing Revolution began. This caught warehouse is coming to an end, for anywhere, any time, so one did not need on about as fast as the roman courtois, librarians it is just another change in their a bard to experience the tale. Predictably, and even the middle classes could afford job statement. they were an instant hit, and wealthy the new mass-produced books. Within Imagine yourself standing on the shore nobles built up small private libraries of fifty years libraries were bigger, and of an ocean filled with information these expensive, handwritten ancestors librarians were vital in keeping collections instead of water. You notice something of the novel. For everyone else, the bards in order, preventing theft, and helping strange about the horizon, then realise continued to perform. users find what they wanted. The scribes that it’s a tsunami of information rushing were out of a job. towards you with the speed of an Everyone can surf Another three hundred years passed, executive jet. That is the six exabytes the Internet, but then the Nineteenth Century saw (six billion gigabytes) of information that the next stage of the modern library is being added to the world’s databases librarians can do it commence. Education for the masses every day. The sum of all human effectively. Since I led to public libraries, mechanics institute knowledge was one exabyte in 2003, libraries, and school libraries. Far more so this digital tsunami is very big and is am more interested people could now read, and they all growing rapidly. Running will not help, in using information wanted books. Books began to be and there is nowhere to hide. produced cheaply, on an industrial scale, Now you see a couple of people nearby than finding it, I will and librarians became indispensable for with iPads. They say “Are you looking cataloguing, storing, and retrieving titles continue asking for somewhere safe?” and naturally you within much larger libraries. librarians for help. reply “Yes!” They say “Well, get behind us,

6 Connections Issue no.92 | Term 1 2015 taken as they ask George R. R. Martin not All of this is an exceedingly good reason to kill off their favourite character from to get yourselves and your children Game of Thrones. into libraries. Continual exposure to good writing develops a good writing The local library is not in this class–or is style, and good writing is the key to it? For young children who are learning to communicating effectively and getting read, it is such a magical world filled with one’s message across in the digital real things. They are not confined to a age–with its shrinking attention spans screen, instead they can browse through and exabytes of competing information. stories made solid on the shelves. This If you want your children to have an solidity is important. What do children do edge as adults, get them into libraries when they find a story they really love? now. If you are finding the Internet They ask you to buy them the book, and overwhelming, speak to a librarian. they treasure it as something to be loved, There are too many bewildered parents alongside their teddy bear. When I do out there trying to cope with too much signings I keep getting this message from information, and wondering why their readers: real books make stories more real. children can’t tell a story, or even write Recently I was asked to review a novel a coherent sentence. Libraries and set in ancient Greece. I did not know that librarians can do something about that, the publisher was a vanity press service. and they do it for free. Like the lifeboats The plot was so far off the planet that on the Titanic, we can cut back on them, you would have to wear a space suit but it would be a very bad idea. Souls in the Great Machine by Sean McMullen to read it, but the style was even more distressing. Two of the more memorable Image credits because we’re librarians and we know quotes were “Hey you guys, let’s get Woodcut depicting an early printing press in how to control that thing.” Recently, for outa here!” and “Yo dudes, where’s the operation, Jost Amman c1568. Public Domain a story that I was writing, I researched action?” Although sorely tempted, I did via Wikimedia Commons. intelligence in crows. So my first stop not do the review. This is an example of Souls in the Great Machine by Sean McMullen. was to type 'intelligence and crows' publishing without quality control, and Cover art by John Harris. Used with into Google. I was instantly offered there is a lot of it happening. In 2012 permission of the author 8,180,000 links. At 5 seconds per hit, there were 391,000 ISBNs issued for working 12 hours per day, it would take self-published titles. Publishers provide about two and a half years to check them quality control for the books they all. Everyone can surf the Internet, but publish, and librarians do it again before librarians can do it effectively. Since I am they let those books into their libraries. more interested in using information than The library is a safe place, but step finding it, I will continue asking librarians outside and the information tsunami is for help. there, and it is as dangerous as ever. Join Isobelle Carmody, David Miller Another feature of libraries that will and Adam Wallace at the next keep them in demand is that they can Librarians and Keeping Books Alive seminar be entered, touched, and experienced. March 11. 6pm - 8pm. Consider Comic-Con, the huge multi- publishers should Cost: $22. Bookings essential. Enquiries: Paul Collins (03) 9416 4062 or [email protected]. genre entertainment media convention Venue: Creative Net, 162 Hoddle Street, Abbotsford, VIC. held annually in San Diego, California. not be worried that It draws 130,000 members, and tickets the birth of the sell out in ninety minutes. With the Internet, the films, TV shows, and internet means that interviews with stars at Comic-Con the age of the library can all be seen at home, so why are so many people going to so much trouble as an information and expense to attend the event in warehouse is person? It’s because they will be part of something big, real, and exciting. They coming to an end, can meet the stars of their favourite for librarians it is just shows, attend panels where directors another change in and authors talk about things that are not www.fordstreetpublishing.com yet on the internet, and have their photo their job statement.

Connections Issue no.92 | Term 1 2015 Connections Issue no.92 | Term 1 2015 7 Dr Stephen Gaunson Stephen is Head of Cinema Studies in the School of Media and Communication at RMIT Lecturer, Cinema Studies University. His research explores the subject of history on the screen. He is the author of and Creative Writing The Ned Kelly Films: A Cultural History of Kelly History (Intellect, 2013). He is currently RMIT University working on his next book, which will examine the distribution and exhibition of history films in the global market. Teaching Australian Cinema with Rabbit-Proof Fence

The biggest issue with teaching Furthermore, what aspects offer a sense into the discussion by getting students to Australian films is the inherent problem of truth to the story? Such as the: simulate the distribution of a selection of that many students (and teachers) advertisements from Rabbit-Proof Fence • Intertitles which indicate dates and approach them as being boring, dull, or and other genre films. This can lead to locations bad. Rather than engage with the films, a discussion of how films are advertised • costumes, fashions, and technology most view the experience as a civic duty and how genre is used as a selling point. • language and how the characters that one must simply ‘endure.’ While speak One of the main elements that determine there are no excuses for bad Australian • performance of real-life figures a film’s genre and mood is setting: films, teachers must find better ways to engage students beyond the political Discussing this film exclusively through Setting = time + place. content of the films. To demonstrate its indigeneity is problematic. While the One exercise I use to display this is how this can be accomplished, here are film does represent a historical moment playing the opening(s) from a selection a few different ways that the filmRabbit- and does depict Indigenous trauma, of movies in class and asking the Proof Fence (Phillip Noyce, 2002) can be such elements of race should be raised students a range of follow up questions: taught and appreciated. as questions for students to consider rather than as a categorical statement • What is the setting? First and foremost: there is never one from the teacher. Instead of saying this is • What is the genre? way to discuss a film. To only discuss the an Indigenous film, it is beneficial to ask • What is the period? ‘stolen generation’ plot of Rabbit-Proof a series of questions to further engage • What are you expecting from this Fence limits how students can connect students with what is happening within film? with the film while also reducing the film the film. to nothing more than a screen essay How does Rabbit-Proof Fence open? designed to ‘guilt’ the audience. Phillip • What is being represented in this Encourage your students to apply these Noyce’s film is far from this and it should film? questions to the film’s opening. be discussed through the many ways it • Is it important to classify a Like many Australian films,Rabbit-Proof engages with the cinema. film according to its racial Fence is a journey film and can be representation? A central interest of Rabbit-Proof Fence roughly broken up into the two different • Does this film remind you of other is how it relates to the real-life story of journeys that are depicted within the films? Which ones? Why? three young girls. It is an adaptation of film. The first is the physical journey, the biographical book Follow the Rabbit- By shifting the discussion beyond where the film is physically navigating Proof Fence by Doris Pilkington Garimara indigeneity, Rabbit-Proof Fence can through the landscape/environment. Ask (the daughter of the central character). also be identified through its genre. It is students what obstacles are presented to The film follows the story of the children valuable to ask students to identify the this journey. The other is the imaginative as they are taken against their will to various genres that it may also fall into, journey, which is the emotional a Christian missionary camp at Moore in additon to being Indigenous. These navigation through the situations River. Refusing to settle, the girls escape include but are not limited to: represented in the film. Explore with and set off on the 2400-kilometre long your students how the characters find an • family melodrama journey back to their family. inner strength through this journey. Do • road movie they rely on one another for support? There are various questions around • suspense history that this film can facilitate classes • outback film This area of study requires students to discuss: • historical film. to explore the ways in which the ‘journey’ is considered and expressed • Where is the film set? Such a conversation on genre can then through the characters and setting of • When is the film set? be stretched by encouraging students to the film. In doing this, students should • What characters are represented? name and examine their favourite genres. be encouraged to discuss their own • How do the ‘real’ characters that Because genre is as much a marketing journeys to remote or foreign landscapes. bookend the film add verisimilitude device as it is a description of a film, a How has such travel given you a to the story being told? classroom exercise can be incorporated greater understanding of the world?

8 Connections Issue no.92 | Term 1 2015 watching it alone? • How do you normally watch movies: Cinema? iPad? TV? Computer? • How would you view this film differently if you had watched it in such a way, rather than in class? • What sort of audience is suited to Rabbit-Proof Fence? Young audience? Older audience? Multiplex audience? • This film was directed by a white Rabbit Proof Fence Road: consider the film in it's outback setting Australian (Phillip Noyce). Does this On top of Rabbit-Proof Fence’s political After watching the film, the following alter how you perceive it? Is this content the film can also be studied for questions can be discussed: information important? its representation of the outback. Before • What sort of outback was A final word: as educators of Australian watching the film (or any other film set represented? films we need to supply students with in the outback) you can first ask students • What images of the outback in the the skills of visual literacy through the to identify the outback on a map of film surprised you? broader canon of Australian cinema Australia and then follow up with a range • Is this outback similar to other history and Australian cultural history. of questions designed to explore this depictions of the outback? This involves exposing students to the theme. Such as: • Did you see images that you’ve many diverse ways in which films can be • Where is the outback? never seen before? read and understood. • What is the outback? Another element that can be discussed is Image credits • Describe the outback? the act of watching the film itself: • What images/memories do you Rabbit Proof Fence Road: Photography by uhcstj. Available at: https://flic.kr/p/55SGPe. have of the outback? • Where was the film watched? CC BY-NC. • What films have you seen depicting • How is the experience of watching the outback? the film with others different to Subject headings update

Where to find summary lists but also robust (not over-fitted). Many compound terms are more difficult of subject heading revisions Metadata needs to be specific, or to decompose into constituent factors A summary list of new and revised precise enough to describe the – ranging from the difficult (Cottage subject headings is available from the intellectual elements of a resource. industry) to the awkward (Sex industry) SCIS website: www2.curriculum.edu. But as our metadata vocabularies trend to the ridiculous (Clay pigeons). SCIS au/subject_heading_lists.html. Readers towards specificity, the greater the Subject Headings will always authorize should note that we will not list detailed challenges for inter and intra-indexer and retain these as they are needed. changes in Connections as was done consistency. Should I use 'Lead industry', Subject headings projects are a previously. Consult the SCIS website or 'Lead”'AND 'Metal industry'? The significant undertaking for any agency. for recent changes and an archive of all problem is as relevant to the resulting The challenge for SCIS into the future is previous changes. collocation of alike resources as it is to to provide subject heading services that consistent cataloguing. In future this page will include broader are sustainable and fit for purpose–and discussion about subject heading The ‘industry’ example is no accident–in these are services SCIS will continue maintenance, use, and industry trends. the forthcoming release of SCISSHL to deliver. The scope will be broadened to include authorities, many specific industries Les Kneebone issues arising for other types of authorities have been removed in favor of a more (e.g. name, geographic) or other projects post-coordinate approach. High-level Metadata Services Manager (e.g. Schools Online Thesaurus). industries such as Manufacturers, Primary Education Services Australia industries and Service industries have http://scot.curriculum.edu.au/ Fit for purpose been retained, which may be combined contact.asp Any subject vocabulary project is a study with relevant headings to properly in managing terms that are descriptive describe a resource in question.

Connections Issue no.92 | Term 1 2015 Connections Issue no.92 | Term 1 2015 9 Bernadette Bennett Kerry Gittens Lynette Barker Teacher Librarian Teacher Librarian Teacher Librarian, K-6 Newcastle Grammar Lausanne, Switzerland St Therese’s Primary School, School, NSW New Lambton, NSW www.mrsbarkerstearoom.com Down the library path

When you are working with like-minded (ISTE) Standards for students and The skills of questioning and concept people sometimes the planets align and teachers, and Microsoft’s 21st mapping are often developed during between you clarity can be achieved. Century Learning Design. this phase. It may be that the teacher, in collaboration with students, formalises The Hunter region has always had a Individually a few TLs began exploring the learning intention and teaching strong professional body of Teacher the new language and other inquiry program after they have been through Librarians (TL), gathering in small groups models, eventually meeting as a the process of connect & wonder. by region, education sector, and at the small group, incorporating Catholic, annual MANTLE conference. In 2006, Independent, and DEC Teacher Librarians Discover & Learn the Hunter’s TLs at the local Diocesan to explore the new English curriculum Where can I find this information? Is the schools formed a group to create a and discuss a change of model. information necessary? How do I record Diocesan Information Skills strategy It was evident to us initially that, whereas this information? and accompanying programming guide the skills we were teaching were that would provide consistency across This is the core research step. Students becoming more relevant, the language the Diocese. The NSW Department of are required to locate, select, and of the ISP had begun to feel dated when Education and Training’s Information organise their information. Students will talking to our students. We explored a Skills Process (ISP) was used as the basis develop the ability to identify keywords range of Inquiry models looking at the for creating the guide. for searching and to use these effectively. language used for each step and whether They will be encouraged to search across As time progressed, changes occurred it would meet our current needs. As we a range of resource formats and they will that started a few of us thinking about were teaching Inquiry to 5 to 11 year develop the skills required to evaluate the the model: olds, we didn’t want too many steps or resources found. language that would require explanation. • There was increasing discussion The British Columbia Teacher Librarian It is important that students refer back to about Guided Inquiry and Inquiry Association ‘Points of Inquiry’ model the learning intention of the lesson and models, with a focus on Inquiry in provided some clarity for its simplicity redirect their research as required. the incoming National Curriculum. and understandability but we weren’t Did we want to change the old entirely happy. Create & Share model to ‘fit’ the new curriculum Who is my intended audience? What tools or did the new curriculum allow a Eventually we bit the bullet and could I use? How do I share this work? move to a new way of thinking? amalgamated our ideas, reading, • The pedagogy and language of thinking, and planning to form the Library Having gathered their information, teaching was changing and our Learning Path (LLP) detailed below. students must now consider how to methods and strategies of teaching share this knowledge. This may be information literacy had been Connect & Wonder a decision made by the teacher and slowly changing too. What do I already students must simply present their • We were looking for a model that know? What do I Connect and information as required. However, Wonder reflected the language of the 21C need to know? this step can instead be a wonderfully learner/thinker/teacher. creative time, with students exploring This first step • We wanted a model that used new ways of presenting information provides an Discover language that spoke to the age of and Learn to find one that suits their targeted opportunity for the learners we were teaching and audience. It is a perfect opportunity for students to connect that could also be extended in a students to develop skills in decision- with their learning. K-12 setting. Create and making and communication. Students This is a time for Share • We wanted a model that could will often see this as the fun part! It is also students to establish, encompass the new literacies being a great time to explore new technologies. and possibly share discussed – digital, visual, multi- Reﬂect and with the class, their Rethink modal. Reflect & Rethink existing knowledge • We were reading and discussing What did I learn? What did I do well? on a topic. They will current research and ideas – Lee What could I do better? deconstruct their 4 step Library Crocket’s work on 21st Century research question, or Learning Path Reflection on the progress of a task should Fluencies, the International Society if required, create their own. It is a time be occurring formally and informally for Technology in Education to define terms and build keywords. throughout the learning process.

10 Connections Issue no.92 | Term 1 2015 As a formal step in the learning path, an information process to being a true students synthesised their knowledge reflecting and rethinking at this point inquiry model. into a short onomatopoeic poem based is more about evaluating the learning on the animals they had read about, So what does this look like when it is experience as a whole. Students will be looked at, and listened to. translated into the classroom? encouraged to recognise the new skills The poems were uploaded onto they have learnt and consider where We knew that, as TLs, we incorporated all PhotoPeach and, after viewing the these might be used again. They might of the steps in every unit that we taught. results, students were asked to evaluate consider their personal work habits and But like the ‘old’ ISP, we wanted to focus what they had done. This incorporated identify areas of growth as well as areas on one or two aspects at a time within the ‘Reflect and Rethink’ part of the new to improve upon. each unit. process. We made a conscious decision to have a The following is an example of a unit with The use of the new learning process 4 step process as simplicity, especially for a Year 2 class who were concentrating proved highly successful. Students younger students, was a focus. However, on vocabulary in their English/literacy responded with enthusiasm and curiosity we realised that as student skill levels lessons. It was thought that a closer look throughout the unit because they evolved and the complexity of tasks at onomatopoeia would be a good way were effectively given ownership of increased, a path with greater depth may to support the work being done in the their learning through the use of these be required. To meet this potential need, regular classroom. The library time focus new, more relevant steps in the LLP. two optional steps were developed - was on ‘Create and Share.’ This enhanced their learning and also Synthesise and Take Action. The program was broken up into three improved retention of what they learnt Synthesise main areas: as they had been actively involved in ‘Creating and Sharing’ their knowledge. What are the key 1. Learning Intention: Connect and ideas? What does it Wonder To understand the use of vocabulary all mean? What are about familiar and new topics while References the links and themes experimenting with and beginning to emerging across the Discover make conscious choices of vocabulary Crockett, L. Jukes, I. & Churches, A. 2012. and Learn information? What to suit audience and purpose (EN1-7B). Literacy is Not Enough; 21st Century fluencies for the digital age, Hawker Brownlow are my conclusions, 2. Performance Task: Education, Australia. decision, opinions? Synthesise To write an onomatopoeic poem McTigh, J. & Wiggins, G. 2011. Understanding The process related to visuals from the teacher’s by Design Guide to Creating High-Quality of synthesising photo bank and use PowerPoint Units, Hawker Brownlow Education, Australia.

the information Create and and other tools to create a digital NSW Department of Education and Training becomes important Share representation of their work. 2007, Information Skills in the School: as students begin to engaging learners in constructing knowledge. 3. Success Criteria: draw on a broader British Columbia Teacher Librarian Reﬂect and The PowerPoint slide created by each range of resources Rethink Association: Points of Inquiry [online] Available pair of students had to contain one line when researching; at: http://www.bctf.ca/bctla/pub/index. of onomatopoeic text. html#points as tasks are created Take incorporating higher Action Before embarking on the unit, students Microsoft: 21st Century Learning Design order thinking; and engaged with texts containing [online] Available at: http://www.pil-network. com/pd/21CLD/Overview a new meaning onomatopoeic words and were asked needs to be given 6 step Library to say them out loud. They were then Links to the information Learning Path asked to brainstorm in pairs, groups gathered. As students move into upper of ‘sound’ words related to a theme Library Learning Path – MANTLE Conference primary and high school, this ability to e.g. water, wind, sand. The term (2014): meld and apply information is crucial. onomatopoeia was then introduced. Prezi: http://bit.ly/1z9dixo This is where the students both Take Action ‘Connected and Wondered’ and Support Documents: http://bit.ly/1kMLkg7 How will I use what has been learnt? ‘Discovered and Learnt’ by using prior How can we use what has been learnt to knowledge of words and sounds as well bring a positive change to a situation? as sharing of new words in their pairs. Students were asked how they might This step supports ‘real-world problem ‘Create and Share’ their work. After some solving.’ It gives authenticity to discussion their ideas consolidated into students’ work, encouraging them to using technology. This formed the basis use the knowledge and skills developed of the Performance Task. through the program to make a difference in the world. This step takes Using a variety of print, digital, and online the Library Learning Path from being media sources throughout the unit,

Connections Issue no.92 | Term 1 2015 Connections Issue no.92 | Term 1 2015 11 Dr Ben Chadwick Manager, SCIS Education Services Australia SCIS is more

At SCIS we’re often talking about pride ourselves on the high standard of Cover images the time-saving benefits of being a our bibliographic records and authority Through our agreement with Thorpe- subscriber. For example, a typical school control while maintaining our rigorous Bowker, SCIS makes available cover of between 200 and 400 students quality-assurance processes. In SCIS, one images for over 500,000 publications. downloads 950 records per year. If we resource corresponds to one record– You are free to use these in your library- were generous and said each record you won’t find annoying duplications. management system, or on your school took only twenty minutes to catalogue The same level of data integrity and website, blogs, wikis, online newsletters, from scratch, this school would require consistency often falls short in other or intranet. over 316 hours to catalogue those items, large-scale catalogues, much to the which is nearly one fifth of a full time frustration of library staff. Community role. Alternatively, they could subscribe Along with catalogue records, a SCISWeb to SCIS for a little over $400 and upload Educational value-add subscription offers you the support of the these records in one batch. SCIS metadata is geared towards the SCIS community, including Professional education market. We provide both Development webinars and workshops, During his recent series of webinars and full and abridged Dewey Decimal the Connections magazine, the SCIS workshops in New Zealand, Michael classifications to accommodate students blog, and access to SCIS via our social Jongen, our Library Services Coordinator, across all year levels. Headings in both of media channels. was asked ‘why should we subscribe to our subject vocabularies utilise language SCIS when we can download records If you would like to know more about appropriate to students and teachers. from our national library?’. these features of SCIS, or learn how to SCIS Subject Headings are constructed use our service more effectively, consider As a response to that question, I’d like to to describe the types of resources enrolling in one of Michael’s webinars go over a selection of the key features of acquired by schools, and the Schools early in 2015, including a complimentary SCIS records, which are available to all Online Thesaurus (ScOT) is aligned to ‘What Is SCIS?’ session. Keep an eye SCISWeb subscribers in 2015. key curriculum concepts. Our subject on our Professional Learning website headings also support classification of for times and dates (http://www2. Breadth of resources fiction resources according to genre. curriculum.edu.au/scis/professional_ With over 1.35 million records SCIS has learning.html). the largest database of school-related Customer support catalogue records in the southern The SCIS customer support team Government school systems (except in hemisphere. Whilst we catalogue a provides telephone and email support for Victoria and Tasmania) and a number of broad range of fiction and non-fiction all subscribers. We also actively maintain Catholic Dioceses, coordinate access works, we focus heavily on the types of relationships with most library system to SCIS on behalf of all their schools. resources used in schools and acquired vendors, so if we identify issues that If your school pays a subscription on an by school libraries. Many educational appear to be systemic, we can work with annual basis and you have not yet done publications are quite niche and may your vendor to resolve issues specific to so, contact SCIS customer support at not be found in more generic databases, your library system. [email protected]. If you find that you especially when it comes to electronic are not able to access the SCIS order resources such as websites, educational SCIS as a selection tool page in 2015 it may be that you haven’t DVDs and online video, digital learning The SCIS catalogue offers the perfect paid your subscription on time. objects, and ebooks. We source quality place to ‘shop’ for curriculum-relevant Finally, current subscribers should resources for school libraries by working resources to add to your collection, be consider changing passwords and closely with publishers and suppliers. they hardcopy or digital. To facilitate updating their contact details for the For your convenience we have collected this, SCIS has added enhanced content new year. We do not enforce password some of these resources on our Special services to the SCIS OPAC from Syndetics updates, but it is recommended as a Orders page (http://scis.curriculum.edu. Solutions and LibraryThing For Libraries, security measure. To do so, log in to the au/scisweb/specialorder.php). via an agreement with Thorpe-Bowker. SCISWeb My Profile page (http://scis. The bibliographic records in SCIS OPAC curriculum.edu.au/myprofile.php) and Quality of records are enhanced to display additional click the ‘Change Password’ button. To SCIS cataloguers adhere to the strict detail including plot summaries, author then edit your contact details click the SCIS Standards for Cataloguing and Data notes, awards, and reviews. Syndetics 'Edit my details' button. Entry (http://www2.curriculum.edu.au/ reviews are sourced from authoritative, scis/cataloguing_standards.html). We commercial reviewing services.

12 Connections Issue no.92 | Term 1 2015 Laura Armstrong Communications & Projects Coordinator, SCIS Education Services Australia Supporting Australian book creators

2014-15 ELR school library and Marion Mitchell at Bookmark, Gus Gordon’s survey is finished Department for Education and Child memories of We have had a fantastic response to the Development, South Australia. We also library time Educational Lending Right (ELR) 2014–15 appreciate the support of library system When I was a kid (this school library survey. In October 2014, personnel from Bibliotech, Libcode, feels like last week but we invited 600 schools to participate OCLC, Softlink, Access-It, Sirsi Dynix, unfortunately I’m talking a in the survey. 325 schools generously and Northern Micros. little while before this), I found solace in provided book-data reports from their the school library. I took this for granted at library management systems by the 2013-14 final report is the time but looking back I now know why end of the survey period, which meant published I felt so comfortable there. For one, I could that all statistical targets for the survey The results of the previous year’s ELR cosily disappear into the world of books and were met. survey (2013–14) have been released in feed my exceedingly active, and at times the Public Lending Rights Committee counter-intuitive imagination, without any A BIG thank you to Annual Report for 2013-14, available repercussions or annoying questions. This participating schools at: www.arts.gov.au/literature/lending- was the only time in the day where my We are extremely grateful to every rights/plr-committee/annual-reports. daydreaming and short attention span could school that participated in the survey run down the same alley without veering In total, ELR payments totalling $11.334 and provided us with their book counts. off down distraction lane and into trouble. million were made to 9982 eligible With your help, authors and book I usually had a spot in the library, my spot, creators and publishers. We have creators will receive compensation for where I would sit with my head hidden in a provided a summary of the Top 10 income potentially lost as a result of book, my mind swimming with detectives highest scoring books in the 2013-14 copies of their book being held in and war pilots and the abominable school library survey below. As you can school libraries. snowman. Rather rapidly, I would become see, ELR continues to recompense well- unaware of my surroundings for long respected Australian authors so they can Feedback from participants periods of time and as a result I was often continue to write incredible books. The feedback from participants is late for class, having not heard the bell nor valuable information to identify areas Top 10 Books 2013–14 realised that there was now not a soul in the where we can improve our process and room. In the library I was as focussed as I 1 Fox, Mem – Possum magic information. We appreciate the time could possibly be. participants took to fill in the feedback 2 Fox, Mem – Wilfrid Gordon McDonald I got to know the librarian so well that she form, and are reviewing the comments Partridge would put books that she thought I’d enjoy to find ways to improve the ELR survey 3 Rodda, Emily – Rowan of Rin aside for me, ready for my next visit. I learnt process. librarians know things about their book 4 Vaughan, Marcia K – Wombat stew The ELR Support Team readers that they themselves don’t know 5 Rodda, Emily – The forests of silence yet. This is a super power. I enjoyed being SCIS and ESA would also like to extend led in new reading directions. It was entirely a big thank you to all of the people 6 Marsden, John – Tomorrow, when the possible to go from a book about missing who helped to gather the data for ELR war began jewels to an undersea adventure to cold war 2014–15, including staff at the Catholic 7 Baker, Jeannie – Where the forest spies to spontaneous human combustion Education Offices of Brisbane, Broken meets the sea - in that order. It was also exciting knowing Bay, Canberra-Goulburn, Lismore, that another book awaited, and it sat in Rockhampton, Sydney, and Wollongong; 8 Klein, Robin – Hating Alison Ashley my library bag with an apple core and my Doug Jenkins at NSW Department of 9 Fox, Mem – Hattie and the fox maximum allowance of books I was able to Education and Communities; Mark borrow for the week. Librarians also know a Stirling at ACT Education and Training 10 Gleitzman, Morris – Two weeks with lot about the Loch Ness Monster. That’s just Directorate; and Dean Hodgson the Queen one of the many things they know.

Connections Issue no.92 | Term 1 2015 Connections Issue no.92 | Term 1 2015 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.

of pertinent articles, links, reviews of year levels, a team of curriculum experts educational web tools, apps, guides and from all disciplines review each guide to Website and video tutorials focusing on integrating decide whether or not it can be linked to technology into education. the curriculum and for which year levels and subjects it is most appropriate. app reviews SCIS no. 1695578 SCIS no. 1213291 100 voorwerpen Innovative schools www.tweedewereldoorlog.nl/100voorw- www.wazmac.com/ischools/ National Museum of Australia erpen/en/ From cloud services to Chromebooks, – Schools Using 100 unique objects from 25 this Australian website offers a wide- www.nma.gov.au/engage-learn/schools museums in the Netherlands this website range of pertinent information for The National Museum of Australia offers offers a unique perspective of the teachers integrating ICT into the an array of material for schools, including Second World War. The artefacts were curriculum. It contains four major interactive TV, resources for classrooms chosen to evoke emotions, stimulate sections: News, Planning and policy, and school visits, and professional memories, and to emphasise a personal Classroom ICT, and Infrastructure. development. The K-12 units of work are viewpoint in regards to the conflict. of particular relevance, as they relate to SCIS no. 1509813 the new Australian curriculums. SCIS no. 1695564 International Year of Light – SCIS no. 1695596 Canva Home www.canva.com/about www.light2015.org/Home.html The official Graeme Base Canva offers teachers and students free, The United Nations General Assembly web site high quality design software that is simple has declared that 2015 is the International www.graemebase.com to use, fast, and effective. Users can create Year of Light and Light-based Content on this visually rich website multi-page presentations, blog and website Technologies (IYL2015). The website was includes background information about graphics, flyers, posters, and invitations. created in collaboration between world- author and illustrator Graeme Base, wide light source facilities to promote a bibliography, details on purchasing SCIS no. 1695568 IYL2015. It highlights the importance and artworks, particulars of related apps, CSIRO science image application of light-based technologies. and an Animalia challenge. www.scienceimage.csiro.au SCIS no. 1695588 SCIS no. 1695600 This science image library is an Open Education Resource that offers a iPads for education - Our languages categorised, and searchable database of Education apps www.ourlanguages.net.au thousands of science and nature images. www.ipadsforeducation.vic.edu.au/edu- This portal encourages sharing and Users can add images to their own album cation-apps collaboration on activities regarding and download a zip file on completion. A plethora of apps, in all curriculum traditional Aboriginal and Torres Strait areas, are outlined on this website from Islander languages from Australia. SCIS no. 1119440 the Victorian Department of Education Content includes languages and language Doodle.ly and Early Childhood Development. centres, community programs, resources, Details include price, learning focus, news, protocols, and education. www.doodle.ly appropriate year level, and links to the Doodle.ly is a creative and appealing SCIS no. 1695603 app purchase point. drawing app designed for Apple’s IOS7, or later versions. The app is free, easy to SCIS no. 1695592 The periodic table of videos – use, and allows drawings or doodles to Nottingham University be saved and shared with friends. Metro Magazine - www.periodicvideos.com Study guides Videos are used to showcase each of SCIS no. 1695573 http://www.metromagazine.com.au/ the 118 elements on this contemporary Educational Technology and studyguides/study.asp periodic table of elements. Scientists Mobile Learning Study guides and educational kits for from the University of Nottingham feature films, documentaries, television succinctly explain the features of each www.educatorstechnology.com programs, exhibitions, etc. produced by element in the videos. Developed by a team of Canadian Australian Teachers of Media (ATOM). teachers this is definitely a technology SCIS no. 1537940 site to follow. The posts offer a range Written for teachers and students of all

14 Connections Issue no.92 | Term 1 2015 Michelle Harvey Content, Marketing & Projects Coordinator Education Services Australia Twitter: @curriculumpress Facebook: www.facebook.com/CurriculumPress

information, understand events taking Thankfully there is a plethora of tips place in our world, and communicate and tools available to assist you in with others. We can also read for teaching students how to read and For your pleasure, whether an online blog, a comprehend texts. novel, or subtitles in a movie. Often, we The Australian Curriculum requires students do this without conscious thought. classroom to be exposed to a range of texts including However, by stepping back and thinking ‘oral texts, picture books, various types Education Services Australia (ESA) is a not- about what is involved in the process of of stories, rhyming verse, poetry, non- for-profit organisation that markets and not only reading, but understanding what fiction, film, multimodal texts, and dramatic distributes educational resources under the is being read, it becomes apparent that performances.’ Providing a mix of both Curriculum Press imprint. Our products reading is a complex cognitive skill, which entertaining and informational pieces allows and services support schools, teachers, and can be shaped and moulded. In every students to discover the various structures local communities in the implementation classroom, students bring with them their and tones used, while also understanding of teaching and learning programs. own unique set of abilities, experiences that texts can serve different purposes. and attitudes, which can help or hinder Supporting the English At Curriculum Press, we have a wide their progress in learning to read. Some curriculum range of English resources, with a great flourish and excel, while others require Reading is a skill that, once learnt, many selection of reading-based titles suitable further assistance or guidance in order take for granted. We are required to for all year levels, including our three to achieve their reading goals. read on a daily basis in order to find out feature titles below.

Active Readers series Reading with Meaning (2nd ed) Igniting a Passion for Reading Years: K–12 Years: K–6 Years: K–12 Author: Cheryl Lacey Author: Debbie Miller Author: Steven Layne Publisher: Education Publisher: Stenhouse Publisher: Stenhouse Services Australia Publishers Publishers Yrs F–2 SCIS no: 1334091 SCIS no: 1116635 Print SCIS no: 1452582 ISBN: 978 1 86366 666 4 ISBN: 978 1 57110 Print ISBN: 978 1 57110 Yrs 3–4 SCIS no: 1334092 307 9 385 7 ISBN: 978 1 86366 667 1 ebook SCIS no: 1660206 Yrs 5–6 SCIS no: 1334094 ebook ISBN: 978 1 ISBN: 978 1 86366 668 8 57110 861 6 The Active Readers series supports This book provides new thinking about Available in print and ebook formats, the development of comprehension comprehension strategy instruction, this title is packed with practical ways to in primary students through an inquiry the gradual release of responsibility engage and inspire readers of all ages. learning approach using the six key instructional model, and planning for From reading aloud and creating reading comprehension strategies: prediction/ student engagement and independence. lounges, to organising author visits, it will prior knowledge, questioning, Author Debbie Miller has further assist you in creating a vibrant reading visualising, text structure, think-aloud, developed her vision of strategy culture in your classroom. This is a valuable and summarising. Each book contains instruction and intentional teaching, resource for any teaching toolkit. a planning guide, useful classroom offering planning documents with templates, reproducible worksheets, and matching assessments to ensure no Visit curriculumpress.edu.au student text explorations. student falls through the cracks. 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, professionals keep abreast of the latest in information services and or 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. © 2015 Education Services Australia Ltd, except where indicated otherwise. Terms of use Submissions and Advertising Unless otherwise stated this material may be used, reproduced and Please forward inquiries to [email protected] and include communicated for non-commercial educational purposes, provided your contact details. you retain all copyright notices and acknowledgements.

Connections Issue no.92 | Term 1 2015 Arts It’s English free! History

Rich and engaging digital resources • Aligned to Australian Curriculum Geography • Australian content Science • Foundation to year 10

Technology Maths

VIDEOS GAMES COLLECTIONS TEACHING RESOURCES LIVE EVENTS

www.abc.net.au/splash

SCIS Professional Learning 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 SCIS webinars and workshops 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 webinars, accessible from your computer or device or come to our Melbourne workshop on 5 March.

SCIS Catalogue searching Making the most of SCIS SCIS Website and social media and selection (Webinar) (Workshop, Melbourne) (Webinar) Tuesday 17 February Thursday 5 March Wednesday 18 March 3.00 – 4.00pm AEDT 1.00 – 4.00pm AEDT 1.00 – 2.00pm AEDT

Look out for us in Brisbane in May and Adelaide in July Cost and registration details http://www2.curriculum.edu.au/scis/professional_learning.html For any questions please contact Michael Jongen 03 9207 9600 or [email protected]

www2.curriculum.edu.au