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Supporting learning: a digital collection tale
By Kathy Talbot
Issue 124, Term 1 2023
ve years ago, the teacher librarians (TLs) embraced an added feature in our library management system (LMS) that allowed us to integrate physical and digital resources on one page. This created a one-stop-shop of databases and websites resources, combined with our catalogued items, for specialised i
SCIS is more
By Ben Chadwick
Issue 97, Term 2 2016
n products? Conversely, are there ‘library’ resources that live in other locations, distributed throughout the school? Do you integrate references to digital resources into your physical collection, perhaps using QR codes? Are you defying Dewey and pulling collections out for special placement? Ge
SCIS is more
By Pru Mitchell
Issue 90, Term 3 2014
t from the resource itself These tasks apply to all forms of physical material, such as print titles, video recordings, as well as electronic and digital resources, such as, ebooks, online audio books, websites, computer software and apps. In order to have optimal effect, these tasks rely upon
SCIS is more
By Ben Chadwick
Issue 93, Term 2 2015
owse Connections online. Visit our catalogue to browse for new resources or the Special Orders page to do a quick search of recently catalogued digital resources.
CC News
By Schools Catalogue Information Service
Issue 33, Term 2 2000
formation Service (SCIS) and explains how it simplifies the cataloguing task for Teacher Librarians. The challenges of cataloguing Internet and other digital resources are also addressed. 6. Britannica.com Curriculum Corporation's website has been nominated by Britannica Online as one of 'The We
Bollards to you too: ASLA XVI Conference Report
By Nigel Paull, Wendy Smith, Kevin Gove
Issue 28, Term 1 1999
ide Web. Several sessions raised the question of whether or not to catalogue Internet sites. On the one hand, cataloguing provides control over the digital resources, as with physical resources, allowing sophisticated search strategies. But on the other hand, such structure may reduce students' le
Digital fluency vs. digital literacy
By Clint Lalonde
Issue 111, Term 4 2019
aff, with many students reporting frustration when lecturers struggle to use digital systems correctly, saying it wastes time and restricts access to digital resources. To help address this gap, organisations have begun devoting resources to increasing the digital literacy of faculty and instruct
SCIS is more
By Dr Ben Chadwick
Issue 113, Term 2 2020
cases they are stepping up to provide a vital link from the home to the school, a digital ‘common ground’ across the school community, and access to digital resources enabling continuity in learning, literacy, research and the world of the imagination. This is the silver lining we have seen during
New Zealand school libraries respond to COVID-19
By Glenys Bichan
Issue 114, Term 3 2020
s, online magazines, read-alouds and a great tab called ‘Fun and cool stuff’. Helen Muxlow, a primary school librarian, shared her wakelet of digital resources to explore from home with children. This spirit of cooperation meant we could all harness the ocean of online information available
EAL/D in school libraries
By Nicki Moore, Martin Gray
Issue 121, Term 2 2022
alist is present onsite. They are aware that they can seek advice from the librarian and learning support team related to accessing both physical and digital resources, researching across a range of search engine platforms, accessing first language resources (where available) and receive assessment
The new librarian: leaders in the digital age
By Digital Promise staff
Issue 96, Term 1 2016
role non-traditionally: mentoring students one-on-one, teaching digital citizenship, and helping both teachers and students curate the vast array of digital resources available online. The year iTech opened without a teacher librarian, logs showed that students accessed the library’s digital reso
School library spotlight: Chisholm Catholic College
By Monique McQueen
Issue 100, Term 1 2017
the library; resource the curriculum; collaborate with teachers; facilitate student activities; teach research skills; develop, maintain, and promote digital resources; run events; and lead the development of learning spaces in the school. How long have you worked in school libraries, and what ins
How are you using SCIS?
By Ben Chadwick
Issue 102, Term 3 2017
ords and cover images (and pay their invoices!). SCIS subscribers download records for many things other than hard-copy books. In 2016, records for digital resources constituted 12.3 per cent of downloads. Figure 1 shows the frequency of non-book downloads, with digital video, ebooks, and websites
School library spotlight: Glen Eira College
By Karys McEwen
Issue 102, Term 3 2017
nks to quirky articles and websites. We also have a number of desktops and laptops that students can use in the library, and various subscriptions to digital resources and databases, including ClickView , A to Z of World Cultures and Echo Education . Are there any current issues or challenges
CC News
By Schools Catalogue Information Service
Issue 32, Term 1 2000
a standards. We are exploring the development of a metadata support tool that would simplify the application of SCIS Subject Headings to metadata for digital resources. Trials have been underway to create SCIS catalogue records for selected Internet sites, and to enrich SCIS records with reviews or
Metadata (Part 3)
By Heather Watson
Issue 33, Term 2 2000
ct and manage access to the vast number of resources on the Internet presents a significant challenge. In addition, there are an increasing number of digital resources relevant to the schools sector including multimedia data, learning outcomes frameworks, resources for pedagogy and communication inc
Reviews
By Nigel Paull
Issue 26, Term 3 1998
tual legality'. Teacher & Librarian. 129, March, 1998, 1-10. The move from a dependence on printed material in schools, to an increasing reliance on digital resources. has raised a variety of copyright issues that schools need to be aware of. This article outlines the copyright that applies to CD R
Content is King, but Content Management Rules
By Colin Bell
Issue 35, Term 4 2000
Director of Information Services, Margaret Paten said the system allows for the management of a 'hybrid library' (see 'The Great Divide? Physical and Digital Resources in School Libraries', Connections Issue 34, p 1 ), in which resources are varied and increasingly online. She said it operates on se
School library spotlight: Toowoomba State High School
By Lorraine Petersen
Issue 113, Term 2 2020
MS that we started using just over a year ago has the capacity to be a fully customisable research portal, with the ability to include access to many digital resources such as fact sheets and study links. I hope to develop this area of our LMS in 2020. In the Textbook Hire area, I have trialled a
Supporting Australian book creators
By Daniel Hughes
Issue 114, Term 3 2020
o impressive to see the libraries making such strong efforts to connect with children through things like storytimes, book clubs and the promotion of digital resources. And then many libraries wonderfully began to offer ‘click and collect’ or ‘click and deliver’ services so that children (and adults