For Library Lovers’ Day, we celebrate the work of Jane Viner, who was awarded Teacher Librarian of the Year in 2017. SCIS recently spoke to Jane about what makes her library unique and what she finds most rewarding about her role and working in school libraries.
‘I loved this book, Mrs Viner. Now I know why I like reading. Are there any more like it?’
Continue reading In conversation with ASLA’s Teacher Librarian of the Year
Library media specialist
Hot Springs, Arkansas, USA
Do you ever stop and think about what the school library can be for your learning community? It is easy to get caught up in the daily activities and forget about the endless possibilities that exist for our learners. As I prepare to begin my 10th year as a school librarian, I’ve been thinking about how the library spaces and resources can transform our students’ lives. I would like to share some recent happenings that have illustrated this to me.
Continue reading What can a library be?
2017 has been an exciting year for SCIS.
Our new website SCIS Data was launched in August, complete with a fresh rebrand and exciting new features to support school libraries. We also celebrated the 100th issue of our quarterly magazine, Connections, and to commemorate the milestone, announced that we would digitise and make available the full history of Connections.
We are proud to announce that — for the first time in our history — the entire collection is now available to view and download online.
Continue reading The full history of Connections is now online
Children’s book author
I grew up reading—at the school library, on the bookmobile, at the comic book store, at home next to the heater under the piano. As a girl, I found pieces of myself in the characters of Ramona, Anne of Green Gables, Laura Ingalls, Jo March, Harriet the Spy, Jane Eyre.
Continue reading How the school library saved my life
Kilmer Middle School, Virginia, USA
I recently had the pleasure of participating in the annual Virginia Association of School Librarians conference in Norfolk, Virginia. I’ll admit that I was a fish out of water – the only teacher in a sea of school librarians. Even though I don’t know much about the Dewey Decimal System or online catalogues, they made me feel right at home.
As I sat at dinner, listening to their conversation about teaching and learning, I realised that unless you have had the privilege of working in a school over the past decade you may not understand what school librarians actually do. Librarians are not a braggy bunch, so I feel inclined to set the record straight on their behalf. You probably think they spend their entire day shelving and checking out books, while shushing students. It’s time to set aside these stereotypes and give librarians their long overdue kudos.
Continue reading You think you know what librarians do?
Knowledge and Learning Resources Manager
West Moreton Anglican College
It is exciting to be involved in a process where different industries band together to create a whole that is worth far more than the sum of its parts. It is both professionally and personally exciting when it’s all about what we love best – reading.
I’ve had the honour of working with the Australian Library and Information Association (ALIA) and a number of other book industry giants to take the Australian Reading Hour campaign to new heights. This year on Thursday 14 September we are asking all Australians to set aside one hour to read. Libraries, bookshops, publishers, authors, illustrators, politicians and corporations will all be involved.
As school library staff, we are in the perfect position to organise, facilitate (or at the very least encourage) such a reading activity for our entire school community – staff, students, parents and supporters.
Continue reading The Australian Reading Hour – a perfect fit for school libraries
Campbelltown Performing Arts High School
As teacher librarians, we can become frustrated and feel we are victims of occupational invisibility – that our contribution to whole-school programs and student outcomes is unseen and undervalued. This feeling may be due to the nature of our work in empowering colleagues. As a result, our contribution is often swallowed up in the successes of others (Oberg 2006). Our invisibility is also because, while we can see the impact we make on a daily basis, we can usually only offer anecdotal evidence regarding our contributions (Hay & Todd 2010; Lamb & Johnson 2004–2007).
To remedy this, we need to throw off the victim mentality and advocate for ourselves. We must become proactive. We must self-promote and make visible our contribution. To this end, we need to gather hard evidence to unequivocally prove that we make a difference (Bonnano & Moore 2009; Hay & Todd 2010). According to the Australian Library and Information Association (2004), excellent teacher librarians ‘undertake research which informs evidence-based innovation in school library programs’. Likewise, Hay & Foley (2009) advocate that, to build capacity for student learning in the 21st century, teacher librarians need to employ evidence-based practice to support a ‘continuous improvement cycle’. Similarly, The NSW Department of Education and Training (2010) has posited evidence-based practice as one of its foremost recommendations in creating sustainable futures for school libraries.
Continue reading Self-advocacy through evidence-based practice
Here are the highlights from Connections issue 102, which is now available online. To download a PDF of the latest issue, please select this link.
Tinkering, making and building in the school library
With the increasing popularity of makerspaces in schools, school libraries are frequently seen as the leaders in hands-on technologies such as coding and robotics. Jackie Child shares ideas for engaging students with computational thinking — and resources to make it as easy as possible for library staff.
Continue reading Highlights of Connections 102
Moriah College, NSW
School libraries have a vital role in the provision and promotion of quality and diverse reading materials that inform, value and ignite reading. Promoting ‘a reading culture through the active promotion of literature’ (Australian School Library Association, 2004) is one of the ASLA teacher librarian standards. Promotion and access to varied reading materials ‘helps students to engage imaginatively and critically with literature to expand the scope of their experience’ (Australian Curriculum: English v8.3). Encouraging wide reading and access to a variety of reading materials increases students’ interests and motivation to read (Miller, 2012). ‘Numerous research studies prove that wide reading improves children’s comprehension, background knowledge, vocabulary, fluency, and writing’ (Krashen, 2004 as cited in Miller, 2012). Furthermore, literacy development and achievement is benefited by recreational reading and reading for enjoyment (Merga, 2016).
The following resources have made a difference to the diversity of reading resources available to children at my school library, adding to the existing range of imaginative and informative books. The resources that follow also link to the Australian Curriculum in that they provide access to imaginative, informative and persuasive texts in different formats and for different age levels.
Continue reading Ignite wide reading with diverse resources at your school library
Think your library needs a renovation? You might be right, but before spending unnecessary money on a major overhaul, you might want to think again. I receive inquiries all of the time from schools whose libraries are not used, and thought that renovating their space was going to do the trick. Oftentimes, even with a big referendum that allows for a state-of-the-art renovation, those spaces continue to be unused.
The solution to turning a library around is NOT a renovation. It is the culture.
Upon my arrival at New Milford High School, in New Jersey, I walked into a library that was unused and that was referred to by my principal at the time, Eric Sheninger, as a ‘barren wasteland’. We didn’t have the luxury of a big sum of money to renovate our space, so we were forced to think of other ways to change it. Those changes focused not on how the space looked, but on transforming the culture of the space.
Thanks to a few core changes, our space went from being completely irrelevant to our school community to what Eric described as a ‘thriving learning metropolis’.
Continue reading Planning on renovating your library? Think again