How your library catalogue can help with information literacy – and, in turn, with all areas of the curriculum! – and, in turn, with all areas of the curriculum!

Information literacy skills underpin skills in all areas of the curriculum

When I was studying to be a librarian, I did a Master’s thesis titled ‘Mining for information: an investigation into the use of computer games to develop information literacy skills in primary school aged children’. I chose this topic because I was super interested in the psychology of gamification, and passionate about information literacy – and I thought there was a connection between the two.

Although my thesis topic was lighthearted, I still think I was on to something. Not only in the sense that play and gameplay is really critical for children’s learning, particularly in the early years; but also that information literacy skills are necessary for all sorts of learning and can be contextualised meaningfully in many ways: one of them being Playing Minecraft!

Information literacy matters now more than ever

Many information literacy frameworks exist – I’ve added links to some at the end of this post – but all of them broadly align around six main skills – Recognise, Find, Organise, Evaluate, Synthesise, Communicate. These skills underpin everything from digital and media literacy to everyday learning and decision making. And now, in an AI-driven, information-saturated world, they’re even more essential. Information literacy skills can be taught as a stand-alone topic – but they’re far more powerfully understood if embedded in the curriculum where they can be used in a meaningful context. The NSW information fluency framework complements current curriculum by contextualising information fluency skills, highlighting where they occur and how they can be supported by the teacher and the teacher librarian.

The library catalogue and information literacy

Teaching students how to use the library catalogue is a really simple way to support information literacy in a structured way that can be easily embedded in something as obvious as an inquiry unit, or something as unlikely as gameplay. According to the Internation Federation of Library Associations, the library catalogue is designed to help students Find, Identify, Select, Obtain, and Navigate/Explore resources, and it’s not by chance that you’ll find these concepts overlap somewhat with those information literacy skills I was talking about before!

The library catalogue offers structured and reliable pathways to appropriate and relevant materials, offset – in school libraries that subscribe to SCIS – with metadata that is created and tailored specifically with a school library audience in mind. SCIS records use SCIS Authorities which are a structured and controlled set of terms that cataloguers use to describe resources.

Authority files and the quiet battle to maintain critical thinking skills

Authority files eliminate duplication and ambiguity and offer a structured way to distil a query into a keyword search – a very simple example could be, where a modern search may start off with a query like ‘How do bugs reproduce?’, a catalogue search will force the user to critically analyse their question and break it down conceptually into terms like ‘bugs’, and ‘breeding’ – and synonyms that are not authorised will be redirected to authorised terms like ‘insects’, and ‘reproduction’. This process encourages critical thinking and synthesis of ideas in a way that a Google search box or an AI chat bypasses. When we query a search engine or an AI, the results we see are shaped by algorithms that have learned from previous queries (either ours, or others’) and are programmed to give the results that are statistically most likely to be wanted. This reduces our autonomy and critical engagement, and makes us more vulnerable to misinformation.

By using SCIS records and authorities in your library, and by using the library catalogue as a tool for information literacy, you’re enabling students to engage with information in an intuitive and contextual way that encourages the six main skills that contribute to information literacy. You are also ensuring that searches are conducted with

Consistent terms, names and series headings
Disambiguated terms (distinguishment made between synonyms, homonyms, spelling variants and grammatical forms)
Clear links between broader, narrower and related terms for those who subscribe to Authority Files.

Lessons in the catalogue

If you’re after information or lessons to teach students how to use the library catalogue, see below for some videos and information. Usually your library management system will have a help article or video and I’ve included a couple of them in this section. Although library management systems all have their own interfaces and layout, they all work in basically the same way and will have boxes for search, advanced search and ways to refine search results (by date of publication, place of publication, subject headings used, age groups etc).

These basic skills can be taught on their own but are most powerful when integrated with a need in the classroom, so having library staff working with and supporting classroom teachers during an actual lesson makes a lot of sense. Modelling a search on the library management system and helping students form their own search terms, keywords and refinements on a topic relevant to them will make contextualising and synthesising information and information literacy skills a much smoother process.

From the Editor’s Desk: Connections Issue 137

This year, I’ve been thinking about the term ‘Gatekeeper’, as I’ve come across it frequently in my discussions with teachers, authors and library staff in the first term of 2026.

‘Gatekeeper’ is traditionally used in reference to a person who controls access to something. And of course, controlling information access for students is so topical and important at the moment, both in terms of restriction, for either protection or censorship; and also in terms of curation of the overwhelming amount of information that’s available now. Despite having a pejorative reputation – I think that gatekeeper is typically more often used in a censorship sense than a curatorial one – I find myself leaning towards using the term gatekeeper more and more in reference to school library staff and teachers, who curate and guide young people towards the information they want and need.

Issues addressed this term in Connections include curation of AI content; reparative cataloguing description; diversity and representation in children’s books; and censorship. No matter the topic, this term I found all the authors I spoke with were concerned in some way with gatekeepers, and gatekeeping; with the idea that in 2026, there’s an important role that educators, parents and librarians play in curating, interpreting, and filtering the almost overwhelming amount of information that is available to young people – not all of it useful, accurate, or appropriate.

So, in Connections volume 137, here’s to the gatekeepers – that’s you! The ones curating, contextualizing, diversifying, and clarifying the information that students in school libraries are accessing in 2026.

Andy Griffiths: gatekeeping fart jokes
“I wrote The day my bum went psycho not because I find fart jokes particularly funny. In fact, I don’t. But I find the fact that kids find them so funny very amusing.”

Tui Raven: promoting cultural respect
“The way that we think about authorship and ownership in library systems is different to the way that we think about authorship in an Indigenous knowledge system.”

Kate Temple: curating messages about late-stage capitalism (and women in comedy)
“We’re looking at the ethics of billionaire culture through the lens of guinea pigs.”

Jared Thomas: unveiling and dismantling stereotypes
“I want to challenge myths around Aboriginal people [and show] three-dimensional characters, not stereotypes … or if there are stereotypes, making sure they’re explained and contextualised.”

Kay Oddone: filtering information to make it useful
“Collecting is additive. Curation is selective and often subtractive. It turns accumulation into something usable, coherent and worth sharing.”

Our latest enhancement to your SCIS account

Have you ever wondered why when you log into scisdata.com you’re immediately directed to the Quick scan download request page? Customers have asked us why, when you login, don’t you go to the Search page?

Most customers log into scisdata.com when they’re trying to catalogue a resource in their Library Management System (LMS), and their search doesn’t locate a SCIS catalogue record. Our website metrics confirm the search page is where most users navigate to after logging in and being directed to the Quick scan download request page.

SCIS has listened to your feedback. Now, when users log into scisdata.com with their username and password, they are automatically directed to the Search page.

From the search page you can search for catalogue records by topic, title, or ISBN (or other identifier), or SCIS ID. You can explore websites, apps, e-books and digital videos that the catalogue team have catalogued. You can also click on recently catalogued fiction and non-fiction books to help with your collection development.

If you want to use the Quick scan download process, simply click the Download tab and you’ll be able to create a download request. You can then scan or upload a file with multiple ISBN, ISSN, ISMN and SCIS numbers. Once you have done that, simply follow the prompts to create the download file that you can upload into your LMS.

Look out for our next round of enhancements, which will address longstanding issues with the Browse headings functionality. We expect the 2 enhancements to be released in the next month or two. These enhancements will make finding resources under specific subject headings even easier, further supporting collection development for school libraries.

UK National Year of Reading and the power of reading for pleasure

“In an increasingly noisy, complicated world, reading is our quiet superpower.”

-Richard Osman (The Guardian, 2026)

Recent Australian data has shown that around a third of Australian children cannot read proficiently, and that 29% of teens are choosing not to read for pleasure at all (Australia Reads, 2025)…and in the UK, only 1 in 3 children and young people aged 8 to 18 say they enjoy reading in their free time – and only 1 in 5 say they read something daily (National Literacy Trust, 2026).

In the UK, the Government and the National Literacy Trust have come together to help disrupt this trend by celebrating a National Year of Reading – and consequently, resources for promoting reading for pleasure have never been more up-to-date or abundant!

On this blog, we’ve brought together some current professional reading, advice and ideas, and resources, to help school library staff promote reading for pleasure in their school.

Evidence

It’s no secret that reading for pleasure is important – but how, and why? Evidence-based practice is important and these resources will give you the support to back your instincts with real data.

Tips

Many of these ideas will not be new to library professionals – but it’s always good to be refreshed and re-invigorated or reminded about great ideas to put into practice in your library.

Resources

These resources give you plenty of activities and reading lists to help you augment your arsenal of tools to help promote reading for pleasure in your school.

Feel free to add any other resources you’ve found valuable in the comments! Happy reading!

Starting off the year right: task list and resources for those new to SCIS and the school library

Are you new to the library? Or perhaps you’re experienced, but quite like a checklist?! SCIS has your back…here’s an overview of the types of tasks that need attention at the beginning of the year – and for more detail, you can download the check list, resource links and access a free webinar recording.

☑️Administrative system setup

First things first – you need to know how to work that computer. Give yourself a bit of time to familiarise yourself with the library management system – how to do loans and returns and so on – and also ensure your borrower records are up to date. Your particular library managment system will have instructions on how to do all of these things, so check on their website for more detail.

☑️Collection and catalogue

Make sure everything is orderly, documented and findable: weed old or damaged resources, process any new resources and check you know what digital subscriptions your users have access to – if any.

☑️Library space

Make sure everything is organised to your liking and that you have all the equipment and signage you may need. Think about what kinds of displays you’d like to have over the year and set up the first one to welcome users back to the library.

☑️Teaching and learning

Whether you are responsible for delivering library lessons or not, you may like to think of some orientation and engagement activities for your users to do when they come in to borrow – things like a scavenger hunt or a suggestion box for new resources can be useful for both the students and for you!

You’ll probably want to think about policies too – in practical everyday terms, things such as loan periods, and whether you charge fines for overdue items; but also, possibly, for aquisitions and challenged materials.

Lastly, checking in with teachers so you can align library purchases and support with curriculum is a great first step to making the library visible and valued by staff.

☑️Communication and advocacy

Advocating for the library is the fun part – all it is is letting people know all the great things you do every day! Send a welcome message advertising the opening hours and introducing library staff. Highlight new services and resources on school platforms like the newsletter, or at assemblies and staff meetings. Think about whether you’d benefit from the help of volunteers – and how you’d use their help – and ask the community to register their interest.

All of these things are covered systematically in the checklist document available for download below – along with a list of online resources and reading that you might wish to look at. Best of luck with the start of 2026!

Word doc – Starting your year with SCIS February 2026 checklist handout

PDF – Starting your year with SCIS February 2026 checklist handout

Connections Journal, how do I love thee? Let me count the ways…

Before I begin, perhaps I should introduce myself. I’m Ceinwen Jones and I’ve just begun as the Editorial & Professional Learning Lead at SCIS. This means I’m responsible for editing Connections Journal, as well as writing and curating blog posts, articles, and webinars for school library staff. Professionally, I started my working life as a primary school teacher, soon adding a library degree so that I could be a teacher librarian (clearly the best job in the school!) In between times, I worked as a music librarian at the University of Melbourne, did a bit of travelling, and raised a family. In my spare time, I’m reading, watching terrible television, parenting, volunteering; and working on my PhD about whether users and cataloguers differ in their perception of the purpose and value of school library cataloguing data.

Back to my love of Connections, though…I’ve enjoyed it over the years from a few different perspectives: Connections has always been a thread that links me back to the school library world.

As a librarian: I enjoyed the insights into the school library world, and I often came across references to it when researching. I knew I could rely on it as a trusted source of information about the school library sector.

As a teacher librarian: I loved receiving our Connections Journal in the post. It kept me up to date with things that other school library staff were up to, it gave me ideas for collection development and displays, it gave me an insight into philosophies about books, reading and information literacy…and it was the most enjoyable part of my professional reading!

As a librarian working at SCIS: I loved staying in touch with schools and libraries’ achievements, concerns, and views about literacy and information literacy. I loved reading feature articles from authors and creators; and hearing expert opinions and research from school library professionals.

As the new editor of Connections Journal: I love being able to talk with and hear directly from school library staff, and really immersing myself in that world. I love being able to share, and enable sharing, of professional knowledge about school libraries, and I love thinking about how SCIS can help make the job of school library staff a little more easy!

I’m so excited that I get to work on Connections Journal! I love the new look of it (shout out to Daniel Czech and Aja Bongiorno for their work on the graphics, layout and design!) and I’m keen to try out some new features and see if we can make Connections even more useful and relevant for school library staff in 2026 and beyond.

Happy Library Lovers’ Day!

Read Connections Issue 136 on our website today…

How do schools and teacher librarians deal with books from controversial authors?

As school goes back for 2026, school leaders, teachers, and teacher librarians will be thinking about the news of a well-known Australian children’s author’s arrest and charges, and what implications that has for the welfare of their students, their own curriculum plans, and the school library collection.

It’s a very sad fact that this issue is not a new one – and that it’s something that schools and libraries have had to come to terms with several times over the last few years. Reactions and advice online and in the community range from ‘remove everything from the shelves and the curriculum and destroy it,’ to ‘keep it in the back room for now,’ to ‘don’t do anything until we have the results of the legal proceedings’.

We’ve curated a round–up of some of the words from teachers, academics, critics and librarians about the issues of censorship and collection curation, problematic artists, and our duty of care to children; and we’ve listed them here for library and school staff to consider while making difficult decisions about those issues.

The following articles will give you food for thought about the ethics and politics around art, artists, duty of care and activism:

Firstly, from a child welfare point of view, this measured Facebook post by Tania McCartney is a very thorough article about centering children in our decision making; and how our feelings affect our reactions, and what the consequences – intended or not – can be.
Danielle Binks, author and educator, makes no bones of her position, namely, that this is ‘no time to be separating the art from the artist’, because what happens when students, as they often do, google this author to find out more? Read more here…
Further, this discussion and review of a book about separating the artist from the art (Monsters: A Fan’s Dilemma, Claire Dederer, Hachette) is thought provoking and resonates with many of the feelings of the Australian literary community. It explores the question ‘who is being served by the insistence that an artist’s biography ought not to taint the audience’s experience of the work?’
A fascinating article from 2024 forces the reader to reconsider the reasons they may have for separating art from artist – and why this may be harmful to everyone involved. Read the article…
This article says that the most powerful activism a consumer can perform is to withdraw their attention altogether: making choices about collection development and promoting books and stories that highlight issues and contexts that reflect the values of our own communities. Read more…

And this group of articles offer more practical, ‘what you can do now’ advice for approaching those issues:

This excellent blog by teacher librarian and academic Krystal Gagen-Spriggs discusses a previous case and outlines the actions taken after a work by a problematic author was included in curriculum – and goes on to outline a set of key questions to consider when making decisions of this sort in your own school library.
ALIA schools shared this post from Natasha Georgiou, the WASLA President, offering advice.

Finally, some resources for making decisions about the big question on the minds of many school staff: what do we do with items we already have in the collection?

This is when school library staff really need to ensure they are making decisions in line with their policies on removing items from the collection. If you don’t already have a collection management policy, you may want to consider developing one – and the process of doing this may help guide your decision making at this time, too.

Sample collection management policies are available from:

500 hats*
ALIA provides a helpful selection policy toolkit AND policy and procedure development manual.

*The 500 hats sample policy actually has wording that includes what to do if the creator of a resource is accused or charged of a criminal offense, in particular offences relating to children.

We hope this collection of articles helps you and your school leadership team think through this issue – and if you have comments, concerns or other articles that could be helpful to share, please comment below to add to the conversation.

Start-of-year inspiration from Connections journal

Welcome to 2026! We hope everyone had a restorative break, and that you’re excited for the year ahead.

We’ve curated a collection of posts from past issues of Connections journal to inspire and spark ideas for you in the coming year. Let us know in the comments what exciting plans you have for your library in 2026!

Library collections

When thinking about your collection and how you arrange and develop it according to your school’s needs, you may like these articles to generate ideas:

Genre

A perennial topic for library staff, the idea of genrefication is a major project that many schools have undertaken. Diving deeper, particular genres may be pertinent to the learning or social needs of your users.

These two articles about experiences with genrefication may give you a taste of what the experience is like:
- - Finding the right balance with genrefication choices; and
  - Reflections on the genrefication process three and a half years later.
Have you ever thought of dystopian fiction as a form of bibliotherapy for These Unprecedented Times?! Perhaps you should!
We know that Manga is popular with students, but the range and volume of Manga available can be confusing for the novice – here’s some advice about curating your Manga collection.

Supporting literacy and information literacy

Whether you teach ‘library classes’ or support classroom teachers with literacy and information literacy, these articles will be useful for ideas and approaches.

Plagiarism is tricky to spot, now more than ever. Here’s an article with some tips about the issue from a cataloguer’s point of view.
Novel approaches to teaching and learning can help students with diverse needs engage with reading and literacy, as shown in this article.
A great online curriculum resource, it’s worth reminding your staff about Scootle, a portal to free curriculum-aligned resources for Australian educators.

We hope you find some of these articles useful in your preparation for the coming year, and do let us know what you’re excited about in your library in 2026 in the comments!

3 hidden but essential things school libraries do every day

It’s Australian School Library Day (ASLD)! A fantastic initiative created by the Students Need School Libraries campaign. The campaign aims to ensure that students have access to high quality school library services, and that these services are run by appropriately qualified library staff who can support students to build the research and literacy skills they will need throughout their lives.

It’s both fitting and ironic that Australian School Library Day, which aims to highlight the hidden but essential work of school libraries, coincides with Book Week. During Book Week, libraries are at their most visible, with their promotion of reading and literacy in full swing. However, the broader, everyday value of libraries and library staff (beyond their pivotal role in promoting reading) often remains less visible amid such celebrations.

That’s why, in support of the Students Need School Libraries campaign, we’ve written this short tribute to three of the often hidden yet essential contributions our school libraries make to education communities every day.

1. Creating safe and inclusive spaces

Libraries are havens where all students can find a sense of belonging. This is in no small measure due to the herculean efforts of qualified library staff to make everyone feel welcome. They take care and time to select a diverse and quality range of books and resources, giving every student the chance to see their own story reflected in the library. They provide support and guidance, helping students connect with what ignites their passion for reading and learning. Perhaps most meaningfully, library staff ensure the library is a judgment-free zone, where socially struggling students can find refuge from schoolyard hardships.

2. Championing information literacy

In an age where information is abundant but not always reliable, libraries provide an excellent environment for students to learn what quality information looks like. The research and information literacy skills that qualified library staff impart every day are crucial in fostering students equipped to discern credible sources from misinformation. Developing strong information literacy skills aids academic success and helps students develop into informed, responsible citizens.

3. Facilitating collaboration

Libraries are the unsung facilitators of collaboration in schools. Library staff work consistently to collaborate with teachers, sourcing curriculum-aligned resources for lessons that help schools achieve learning outcomes. They often run tailored research and discovery sessions to aid students with project-based learning and inquiry, helping them consolidate and build on skills they learn in their regular classes.

For students, libraries are the heart of clubs and activities. They regularly host events and clubs that offer students with a wide range of interests the opportunity to further their passions and meet like-minded peers in doing so.

Celebrate the visible and the invisible

As we converge on our school libraries to celebrate Book Week, let’s also take a moment to celebrate the often hidden, invaluable work that they do every day. We encourage everyone to show their support for school libraries, library staff, and the Students Need School Libraries campaign this Australian School Library Day.

Ideas for celebrating International Women’s Day 2024 in your school library

“To truly include women means to openly embrace their diversity of race, age, ability, faith, body image, and how they identify. Worldwide, women must be included in all fields of endeavour.” Source: (https://www.internationalwomensday.com/Theme)

Where can we find a more inclusive space but in a library? School libraries across Australia are spaces where all members of the school community are welcomed – regardless of language, ability, culture or gender. Explore the below resources to honour and spotlight women on International Women’s Day and all year round.

1. An Inspiring Podcast!

Fierce Girls

SCIS number 1964798

2. Books about women and their achievements

100 women who shaped history (2023)

Gail Meyer Rolka

ISBN: 9781728290065; SCIS number: 5455550

It girls: pioneer women in computing (2023)

John S Croucher

ISBN: 9781398112292; SCIS number: 5474826

Not here to make you comfortable: 50 women who stand up, speak out, inspire change (2023)

ISBN: 9781761340581; SCIS number: 5457767

3. International Women’s Day #inspireinclusion video

https://www.internationalwomensday.com/Videos

A documentary about women’s rights and achievements.

In the room (2021)

Directed by Stamatia Maroupas; produced by Geraldine McKenna, Stamatia Maroupas.

SCIS number: 5375493

(available on Clickview)

The leadership (2020)

Written and directed by Ili Baré; produced by Greer Simpkin.

SCIS number: 5366418

(available on multiple services: https://theleadershipfilm.org/watch/#online)

He named me Malala (2015)

Written by Malala Yousafzai; directed by Davis Guggenheim; produced by Davis Guggenheim, Laurie MacDonald and Walter Parkes.

SCIS number: 1757930