In the latest SCIS Publisher Spotlight, Story Box Library explores innovating reading and learning with stories.
Digital learning is complementing traditional teaching methods with innovations. While classroom time is key in children’s development and learning, platforms like Story Box Library (SBL) bring stories to student’s fingertips.
Designed to be used by educators across a variety of ages and curriculum requirements, Story Box Library’s growing collection of stories and resources bring engaging learning options to any classroom.
Story Box Library’s Education Specialist Jackie Small says, “Story Box Library’s unique format of traditional storytelling presented digitally with the inclusion of support features provides educators with essential multimodal texts that convey meaning through written, spoken, visual, audio and gestural languages.”
“Resources such as SBL are essential because they meet a need for a society that has become increasingly multi-modal.”
Partnering with educators to enhance education
Saving time for educators, subscribing schools can now search SCIS to find stories from the entire Story Box Library (SBL) collection. This means all SBL titles, including storyteller images, can be downloaded and incorporated into school systems.
Along with MARC records and the corresponding ISBN numbers, SBL collections seamlessly integrate into school cataloguing systems. The SBL digital resource is now even easier to access for educators and students in Australia.
In keeping up with technological demand and developments of our changing world, SBL offers a complementary learning opportunity for educators and schools. Enhancing classroom learning and saving teachers time, teachers can engage students in a lifelong love of learning, reading and inspire curiosity, creativity and play.
Stories connect us to the rest of the world. While students discover stories in a safe, online space, their reading and literacy skills improve. Stories help children and young minds not only establish language and literacy skills but also create frameworks of the wider world, their community, friends, family, and their identity.
“Stories are thoughtfully curated based on thematic and literary value,” says Jackie.
“This makes them perfect springboards into a wonderful world of discovery and learning both in English and other key learning areas.’
Innovative classroom tools for all educators
Story Box Library’s additional expert-designed classroom resources help teachers save time in the classroom, assist in class preparation, and align with the Australian Curriculum. Designed to be used alongside story reads, and adapted seamlessly to any educator’s specific needs, SBL’s education resources make learning fun. Built-in features like playlist and search filter functions allow educators to find and save stories according to themes, topics, or their own personalised requirements.
“I like to think of our additional resources as creative seeds for educators,” Jackie says.
“They provide them with diverse and engaging ideas that provide children with opportunities to listen to, view, speak, write, create, reflect and compare texts within our library while also developing other skills such as metacognition, social skills, and critical and creative thinking.”
Based on unique themes, story structures and language features of each story, Classroom Ideas are flexible, adaptable and easily accessible for any Educator’s specific needs. Downloadable PDFs feature practical discussion questions and activity ideas aligned with curriculum areas. Stories also come with Student Task Sheets, which are grouped by themes and designed to be used independently by students. Students are provided with three task options towards meeting achievement standards via downloadable PDFs.
Recently released, SBL’s new Graphic Organisers and Thinking Tools assist students into becoming critical readers, designed to provide opportunities for deeper learning. With more in development, the first release of resources includes a Y-Chart, Character Profile, Story Map, Plot Summary, List Template, T-Chart, Venn Diagram, Menu Planner, Recipe Planner and an Interview Planner.
Connected to a world of stories
With one login, the entire school community of teachers, students and their families access to a world of diverse, high-quality stories. SBL is safe, secure and trusted by educators around the globe, and helps create curious and understanding young minds.
Story Box Library is working with partners like SCIS to inspire young minds, assist educators, and encourage a lifelong love of reading and learning.
Story Box Library is a subscription based educational website, created for children to view stories by local authors and illustrators, being read aloud by engaging storytellers. With a world of stories and educational resources, it’s Storytime, Anytime!
www.storyboxlibrary.com.au| @storyboxlibrary | Story Box Library
‘My job is to help the teachers with their teaching and the children with their learning. I do that in whatever way I can.’
School: Pymble Public School
Type: Primary K-6
Cataloguing subscription: SCIS Data + Authority Files
Library management system: Oliver Library Software
Size of collection: 18,000
The teacher librarian’s role
Kathryn is the only trained teacher librarian in the school. She has help in the library from another teacher who teaches classes and assists with circulation but does not assist with management tasks. There is also clerical support one day per week.
Kathryn runs the library herself. She buys and manages resources and assists teachers where she can, such as by recording programs to meet curriculum needs. One of her roles is to provide support for classroom teachers to provide specialist information services and teaching programs.
‘I see my job is to help the teachers with their teaching and the children with their learning. I do that in whatever way I can.’
As a New South Wales government school, Kathryn’s library uses the Oliver library management system. She says that 15,000 items are standard library resources – books, posters, charts, big books, teacher reference materials. A further 3000 items, such as the computer software, the DVDs and the textbooks are in the school resources section – students can’t see these on the catalogue. Technology items, such as laptops, are not loaned through the library.
Kathryn and the English as an Additional Language or Dialect (EAL/D) teacher worked together to create a collection of books in languages other than English. ‘We’ve got a Community language section which has the non-English books. These are books in some of the languages represented within our school community’.
Everything in the library is catalogued. Kathryn lends nothing that isn’t on the system, although she admits that she sometimes lends her stapler but says, ‘It’s out and back for the day!’
SCIS for over 30 years
Kathryn has been in school libraries for 30 years and has used SCIS in every one. When she first started, SCIS records were on microfiche. Kathryn found the support from SCIS particularly useful as a new teacher librarian. ‘I knew that my books would be in the right place because the books were being catalogued by proper cataloguers.’ Later to automate her small school library Kathryn used Rapid Retrospective, from SCIS, to import the record. ‘We just sent in the ISBNs and SCIS sent us the records. Straight into the computer.’
At another school, Kathryn had dial-up internet in the library. She used to get to school at 7:00 am, Sydney time, while other parts of Australia were still asleep, to do the SCIS orders. ‘SCIS was so much faster at 7:00 in the morning!’ Kathryn managed the process to add extra SCIS subject headings using the Authority File to suit her students. She really enjoyed this work and didn’t regret the early starts!
SCIS hit rate
The hit rate in SCIS Data is normally around 98 per cent, except for items like a Harry Potter book in Chinese, or another of their community languages, that hasn’t necessarily been catalogued. If a record is not available, Kathryn normally checks the following week, but also sometimes sends items in to SCIS to be catalogued.
Kathryn finds the people at SCIS to be incredibly helpful when there are issues. She especially enjoys the conversations she’s had with SCIS cataloguers who share her fascination with the process.
Kathryn says, ‘Our collection is all beautifully arranged, thanks to SCIS. Even if I don’t always agree with all SCIS standards I can easily adapt them for our collection.’
Using the catalogue
Students use the catalogue to find resources in the library. It can be difficult to teach them how to use the catalogue successfully as they only have half an hour library lessons once a week, and that includes borrowing time and a teaching program.
Students who want to spend time searching the catalogue have access at home and the opportunity to come in at lunchtimes or in the morning every day. Students can access curated lists of educationally focused websites via the library catalogue (curated by the Department, using SCIS Data).
The catalogue is a well-used by Pymble Public School students.
A great collection in a small space
Due to its small size the library is used as a dedicated, traditional library space, rather than as a common area for games, puzzles and computer games or other pursuits. It also houses the school computer server (Kathryn is the computer coordinator) and a teaching space. The teaching area includes a SMART Board and a document camera that Kathryn finds particularly useful.
Kathryn is justly proud of her library. ‘We have an absolutely stunning collection.’ There are sections for community languages and graphic novels with fiction and non-fiction areas. The library includes a senior section for years 5 and 6, and a junior fiction section. Sets of readers for history, geography, science and sets of novels, dictionaries and home readers also have their place in the library.
Kathryn has become an expert at managing the space she has to the best effect. She says, ‘Everything is where it is because that’s the only place it can possibly go.’
‘The service and data provided by SCIS allow me to deliver a well-catalogued collection with minimal expenditure of time and effort. SCIS frees me to do the more important work of a teacher librarian – support my staff and students.’
SCIS’s Carmen Eastman has contributed an article to the latest edition of the School Library Association of New Zealand Aotearoa (Te Puna Whare Matauranga a Kura) Collected Magazine.
The article explores professional learning trends and opportunities for school library staff. Read the article below or visit slanza.org.nz/collected.html to read this and many more great articles in ‘The role of the librarian during challenging times’ issue.
The COVID19 pandemic has shone a light on our standard work practices. Organisations of all sizes, from all industries, have and will continue to face challenges. There is no doubt that the way we work has changed forever.
Early in the pandemic, businesses around the world postponed and cancelled in-person meetings in response to the crisis. Workplace learning was emerging as one of the earliest and hardest-hit business activities. Then we saw a shift. There was a substantial increase in the use of digital delivery globally across all segments of the workforce. Organisations began using digital learning to increase collaboration among teams working either remotely or across different time zones, as they completed courses together and collaborated in virtual formats such as videoconferencing and instant messaging (McKinsey & Company et al., 2020).
With more people having to work from home to contain the spread of COVID19, many found that they had a chance to tick off items on their perennial to-do list (training.com.au & Syed, 2020). Many others used this time to invest in upskilling and achieving their professional development goals by learning online.
During the COVID19 crisis, the Schools Catalogue Information Service (SCIS) recorded a dramatic increase in the uptake of professional development materials. The SCIS professional learning webinar Subject Headings and Authorities in SCIS (May 2020) was our most popular to date, as people sought resources that would help them better connect with their school community and improve their knowledge, skills and practise.
The dynamic and changing library and information environment demands that teacher librarians and school library staff continue to develop and broaden their knowledge and skills so that they can anticipate and respond to the needs of the school community (Australian Library and Information Association, 2019).
Perhaps you have noticed that certain skills would be beneficial to have in your current role. Maybe you are thinking of ways to future-proof your skillset, given the ever-changing nature of our world around us. Whatever your motivation, now could be an excellent time to learn new skills (training.com.au & Syed, 2020).
Continuing professional development (CPD) involves maintaining, enhancing and extending your knowledge, expertise and competence. It includes:
• keeping up-to-date with technical developments in your area(s) of specialisation
• extending your knowledge into other relevant fields
• honing existing skills and developing new ones
• developing an understanding of the practical application of new skills and knowledge
• applying your learning and accumulating experience.
There are many CPD opportunities available to professionals who are willing to think creatively and analytically about their current role and career aspirations. There are three broad categories to consider:
1. formal CPD
2. informal work-related CPD
3. activities external to your work that contribute to your CPD.
Formal CPD includes:
• full and part-time tertiary study including both accredited and non-accredited courses
• conferences and seminars (as either a delegate, speaker, or panel member)
• webinars and online courses
• undertaking research
• writing papers and delivering work-related presentations
• participation in staff development training courses/activities provided by employers
• formally arranged mentoring (Professional Managers Australia, 2019).
Naturally, SLANZA’s online professional development (PD) opportunities come to mind! It is also worthwhile considering conferences and seminars in related industries. For example, several education conferences have shifted to online delivery, opening up opportunities to attend global conferences such as the ACEL Global Leadership Conference 2020.
Online courses are often less expensive than more traditional courses onsite at a university. The emergence of MOOCs (Massive Online Open Courses) offers librarians another online education option. Any online course allows you to plan your study time around the rest of your day – you can study when at your most productive (Wiley & Wenborn, 2018).
The SCIS team have created a free short course. Managing your library collection and catalogue is suitable for new school library staff and for those who would like a refresher. Focusing on collection curation and cataloguing, it helps school library staff get started in organising the resource offerings in their library. The response to this course has been overwhelmingly positive, with comments ranging from ‘Thanks this is so helpful and timely while working from home’ to ‘Back to basics. A good reminder of what makes libraries tick …’
INFORMAL WORK-RELATED CPD
Informal work-related CPD refers to other activities associated with your work that contribute to your development as a professional but are not necessarily designed as CPD. Informal CPD can include:
• discussions with colleagues
• sharing knowledge and information at meetings
• participation in work-related committees
• reading, researching information via the internet; reviewing books or articles for professional purposes
• participation in activities associated with a professional association of which you are a member
• active involvement in a professional association – such as SLANZA of course! (Professional Managers Australia, 2019).
Do you have the time to shadow a colleague? What better way to learn than from the people around you? Your colleagues are likely to have insight and knowledge in related areas that you can learn from and practise. Find someone who has a skillset that you are interested in gaining and ask them if they are willing to share their expertise. Additionally, shadowing offers a broader knowledge of various jobs and functions within your team. It can provide insight into additional skills you may want to acquire as you watch your colleagues put them into practice (Wiley & Wenborn, 2018).
In response to the COVID19 crisis, the US School Library Journal (SLJ) is offering free access to the digitised edition of their magazine. Take the time to read a quality local library publication – SLANZA’s Collected magazine, or Connections, a quarterly school library journal published by SCIS. Better yet, why not try your hand at writing an article? Writing for Collected and Connections is an excellent way to advocate for your library and share your ideas with colleagues around the world. Now, more than ever, it is important to celebrate the valuable role of school libraries and recognise how they support student learning.
There are many opportunities to enhance your CPD through activities external to your workplace, for example:
• putting your hand up for a committee role associated with your involvement in a sport or community group
• learning something new that is fun and could help progress your career – for example learning a foreign language
• engaging in an activity that develops you as a person. From martial arts to visual arts, the choices are limited only by your imagination
(Professional Managers Australia, 2019).
You do not always need structure or a class to learn something new. Identify a skill that will support you in your line of work or one that you need to improve and start practising. Working in a library, you are part of a busy environment that requires you to possess a multitude of skills, from the expert knowledge of new technology to strong people skills. That is why, for many, the need for training never ends (Wiley & Wenborn, 2018).
SCIS is a business unit of Education Services Australia (ESA), a not-for-profit company established by all Australian Ministers of Education. ESA supports the delivery of national priorities and initiatives in the schools, training and Higher Education sectors. Not only does SCIS create affordable, high quality, consistent catalogue records for school libraries, but its goal is also to advocate for and support the school library community globally.
Australian Library and Information Association. (2019). Professional development for library and information professionals | Australian Library and Information Association. www.alia.org.au. https://www.alia.org.au/about-alia/policies-standards-and-guidelines/professional-developmentlibrary-
McKinsey & Company, Kshirsagar, A., Mansour, T., McNally, L., & Metakis, M. (2020, March 17). Adapting workplace learning in the time of
coronavirus. www.mckinsey.com. https://www.mckinsey.com/business-functions/mckinsey-accelerate/our-insights/adapting-workplacelearning-
Professional Managers Australia. (2019, April 12). The importance of continuing professional development. www.professionalsaustralia.org.au.
training.com.au, & Syed, H. (2020, May 28). Upskilling in the Age of COVID-19. www.training.com.au. https://www.training.com.au/ed/upskillingin-
Wiley, & Wenborn, C. (2018, April 13). 4 Professional Development Tips for Busy Librarians. www.wiley.com. https://www.wiley.com/network/
Here at the Schools Catalogue Information Service (SCIS), our mission is to make our users’ life easier. Our data is designed to work seamlessly within your library management system, using high-quality data to build a brilliant user experience. To support your work, we also have the SCIS Data website (scisdata.com) – with a stack of nifty features that will improve your library catalogue and save you time and money.
1. Cataloguing (of course!)
The SCIS database has approximately 1.6 million high-quality, consistent catalogue records.
As part of a SCIS subscription, libraries can also request cataloguing for new materials that they have not been able to locate a record for in SCIS Data. We encourage you to place an online cataloguing request at my.scisdata.com/CreateCatalogueRequest. Good news! We have recently revamped the service to make it quicker and easier to submit these requests. You can use this service to request the cataloguing of websites and other online resources you think would be useful to you and the wider school library community.
Sometimes, you might have a query about a record or maybe you’ve found a mistake. Simply email firstname.lastname@example.org and our cataloguing team will investigate.
Remember we are a cataloguing community, so feedback helps not only you, but also nearly 10,000 other users around the world.
Text-only catalogue displays are a thing of the past. While the old adage ‘Don’t judge a book by its cover’ is wise, the reality is that the cover of a resource makes it look more appealing and does affect reader choice. Using cover images to supplement the text-based catalogue record is an effective method of catching the reader’s eye as they browse through the virtual shelf.
SCIS subscribers are able to download most of the cover images displayed in SCIS Data into their own library-management systems. Subscribing schools may not pass cover images on to a third party, but for their own use they may include them:
on the school’s online library catalogues
on the school’s website, including blogs, wikis, online newsletters and intranet
At the time of writing, there are over 80,000 records on SCIS Data for digital resources (websites, apps, ebooks and digital videos), and this number grows every month. We also catalogue apps, ebooks and digital videos. We catalogue resources that are curriculum-related, educational and recreational.
SCIS has made catalogue records for nearly 400 free Project Gutenberg titles (scis.edublogs.org/2020/05/06/literatures-greatest-works-are-yours-for-free). SCIS Data offers subscribers the option to download collections (https://help.scisdata.com/hc/en-us/articles/360051763433-What-are-the-Download-Collections-) of records from four resource providers: ClickView digital video library; Wheelers ePlatform One; World Book eBook Series; and the National Library of New Zealand (Topic Explorer and EPIC Resources).
The hard work has been done – importing digital content is a quick and easy way to grow your collection.
When a teacher approaches you about finding resources for their upcoming unit, where is the first place you look? Perhaps you perform a quick internet search to see if it can direct you to any relevant resources. Maybe you check a publisher’s website. Yet, if we encourage students to use the library catalogue based on its inclusion of trusted, credible and educational resources, why not use a catalogue ourselves?
Let’s say the history teacher has approached you to help her find World War I resources for her Year 9 class. If you pop over to the SCIS catalogue, you can start with a basic search – perhaps simply ‘World War I’ – and, from the results page, refine your search. Filtering by your specific learning area, subject and audience level will provide you with the most relevant resources catalogued by SCIS. The advanced search option allows you to limit your search further by either fiction or non-fiction – and, if it’s fiction you’re looking for, to narrow your search by specific genres.
The Featured categories on the SCIS Data search page provide a quick and easy way to source resources and records for websites, apps, ebooks and digital videos. The SCIS catalogue also has the ability to build lists. Rather than downloading one record at a time, you can curate lists within the SCIS catalogue. This is particularly helpful for schools using SCIS as a resource selection tool.
SCIS Data includes additional information via our subscription to Syndetics. Where the information is available, the record consists of summaries and annotations, author notes, authoritative reviews, and series information. Through our subscription to LibraryThing for Libraries, we can also provide community-generated content, including recommendations, tags, and links to other editions and similar items. Although this additional information is not included in the downloaded record, it can help with searching and selection of records.
SCIS Authority Files (scisdata.com/products/authority-files) provide a rich search experience to make the most of your resources. Authority Files link terms between records, to display the ‘see’ and ‘see also’ references. A subscription to SCIS Authority Files allows you to download Subject, Name and Series Authority Files from the SCIS website, and upload them to your library management system – where you’ll truly see the magic of metadata with a rich search and discovery experience for your students.
SCIS prides itself on responsive, proactive customer service. Our team of customer service and cataloguing professionals are on hand to answer your questions. Visit our contact page (scisdata.com/contact-scis) to submit a question. Explore the SCIS Help articles (help.scisdata.com/hc/en-us) or watch the SCIS Help videos (vimeo.com/user4095009) and learn how to make the most of your subscription. Or stay up to date with the latest SCIS news by visiting our news carousel at scisdata.com. We are here to help.
7. Shopping cart
The SCIS shopping cart allows you to request and download your invoice, or pay online.
Our shopping cart also allows users to add in SCIS extras before renewing their annual invoice – such as barcode scanners (scisdata.com/barcode-scanners), professional learning and Authority Files. Ordering is nice and simple, and should you decide you need something extra when you renew your SCIS subscription (like a barcode scanner for stocktake!) you can have everything on one invoice to pass on to your accounts team.
8. Professional learning
Attend a SCIS webinar (scisdata.com/professional-learning) and learn how SCIS Data makes resource management simple – helping school libraries by providing high quality catalogue records, improving content searching and discovery, and developing digital collections.
The free SCIS short course ‘Managing your library collection and catalogue’ (scis.edublogs.org/2020/03/31/free-scis-short-course-managing-your-library-collection-and-catalogue) is suitable for new school library staff and for those who would like a refresher. Published on the SCIS Blog, the course focuses on collection curation and cataloguing, it helps school library staff get started in organising the resource offerings in their library. The response to this course has been overwhelmingly positive, with comments ranging from ‘Thanks, this is so helpful and timely while working from home’ to ‘Back to basics. A good reminder of what makes libraries tick …’
We’ve been publishing our magazine Connections (scisdata.com/connections) since 1992, and we’re pretty proud of it. For the first time in our history all back editions are available online – a fascinating record of changes in the library industry over several decades.
All Connections articles are written by members of the school library community. Writing for Connections is an excellent way to advocate for your library and share your ideas with colleagues around the world. Now, more than ever, it is important to celebrate the valuable role of school libraries and recognise how they support student learning. So, if you have a great article you would like to share, please email email@example.com.
The SCIS team is passionate about school libraries. In addition to Connections magazine, we offer the school library community a number of ways to keep up to date with what is happening at SCIS and with industry trends and information. Subscribe to the SCIS Blog or follow us on Facebook, Twitter, LinkedIn @scisdata or Instagram @scis.data.
SCIS cataloguers add approximately 3,700 catalogue records to the database each month, keeping it relevant and current. The resources catalogued come from a range of sources, including publishers, booksellers and school libraries. These hot-off-the-press titles are our best means of creating a quality record that is accurate and compliant with international cataloguing standards. This is important, considering each record is likely to be downloaded by nearly 10,000 school subscribers around the world. It’s rare to have a day when we don’t receive a small parcel or large box of books delivered to one of the six SCIS cataloguing depots.
SCIS also works with providers of library management systems to ensure the most efficient delivery of SCIS products and services. And we support university and TAFE educators in training and developing future librarians with essential cataloguing skills by offering complimentary access to SCIS Data.
Anything is possible when you have the right people there to support you.*
*Thank you Misty Copeland for the excellent quote!
Caroline Hartley, SCIS Manager, has contributed an article to the Australian College of Educators (ACE) latest edition of Professional Educator.
The article explores how school libraries are reinventing themselves as contemporary places of connection, collaboration and content creation. The trend towards flexible learning spaces that are modular and meet the needs of individuals, groups and classes with multiple creative uses such as maker spaces, coding clubs, and student-led groups, is increasing. Welcoming spaces that support both the curriculum and social development goals of their schools can benefit students in their literacy attainment and reinforce the development of digital citizenship skills.
Please note, Professional Educator is an exclusive publication for Australian College of Educators (ACE) Members. It is also available through a number of the EBSCO databases. If you wish to read more Professional Educator articles, please visit the ACE website (www.austcolled.com.au) where you can apply to join the College and gain access to Professional Educator along with a range of other services and benefits.
The Schools Catalogue Information Service (SCIS) wishes to acknowledge the Kulin Nation, Traditional Custodians of the land on which our offices are located, and pay our respects to Elders past, present and emerging. We also acknowledge the Traditional Owners of the lands across Australia, their Elders, Ancestors, cultures and heritage.
SCIS recognises our responsibility to work for national progress in reconciliation and we are committed to continuing to work towards achieving this outcome.
SCIS cataloguing standards recognise the rich and special nature of indigenous communities in society. As an Australian and New Zealand focussed database, we have some unique cataloguing standards that recognise the Māori and Australian Aboriginal and Torres Strait Islander cultures in our database.
Dewey Decimal Classification and book numbers
To give emphasis and a shorter number to religion, spirituality and creation stories of the Australian Aboriginal people, the permanently unassigned Dewey number 298 is used.
For works where the book number would, if built according to SCIS Standards, be ABO and covers topics on Australian Aboriginal peoples, substitute the letters ABL.
SCIS Subject Headings
Resources on specific indigenous people are entered under their name e.g. Iwi (Māori people), Torres Strait Islanders, Aboriginal peoples.
Māori terms where applicable are used e.g. Waka, Wharenui, Te Reo Māori.
Names of Māori tribes can be added to the list e.g. Tainui (Māori people), Waikato (Māori people).
Reconciliation of Aboriginal and non-Aboriginal Australia is an allowed heading, along with Stolen generations.
Additionally, the names and languages of every major grouping of Australian Aboriginal peoples have been added.
SCIS Standards are always changing and adapting to meet our school library communities’ expectations. We welcome feedback; the SCIS Information Services Standards Committee (ISSC) is happy to receive and review suggestions from our school library community.
Renate Beilharz Cataloguing team leader, SCIS
Renate has worked for SCIS since 2018. A qualified teacher librarian, she worked in secondary school libraries for 20 years before teaching library and information services at Box Hill TAFE. She is passionate about ensuring that schools receive the quality data needed to empower information discovery for students.
Project Gutenberg is a volunteer effort to digitise and archive the world’s cultural works and make them available in ebook form for free. To date, it has over 60,000 free ebooks on its database. On average it adds 50 new ebooks each week.
It’s collection features mostly older literary works for which U.S. copyright has expired. Most were published before 1924, with some published in the decades after.
Charles Dickens, Jane Austen, Mark Twain, Arthur Conan Doyle, Homer, George Bernard Shaw, H.G. Wells, the Brothers Grimm, Walt Whitman, William Shakespeare, and Emily Bronte are all available in multiple ebook forms for free.
In addition to novels, poetry, short stories and drama, the database also has cookbooks, reference works and issues of periodicals. You can also find a smaller collection of sheet music, audiobooks, still pictures, and moving pictures, including footage of the Apollo 11 lunar landing.
Although Project Gutenberg primarily has works of literature from Western culture, there are also significant numbers in many other languages. Non-English languages most represented are French, German, Finnish, Dutch, Italian, and Portuguese.
You can use the Search box to look for a particular title or browse titles by a favourite author.
The Bookshelves allow you to browse by genre, age group, and topic. And if you are undecided where to begin there are Top 100 lists of titles to get you started.
Project Gutenberg and SCIS
SCIS has made catalogue records for nearly 400 of these titles.
The best way to locate them in SCIS Data is to do an advanced search of the phrase ‘Project Gutenberg’, choosing Publisher field, and the exact phrase from the drop-down options.
Each record contains a convenient link to the resource on the Project Gutenberg database. Once at the resource, you should find multiple ebook formats to access.
‘SCIS is like a trusted library assistant that builds my catalogue with accurate records, and allows me to focus on supporting the students.’
School: King's College Taunton
Type: Independent co-educational secondary day and boarding school (aged 13-18)
Cataloguing subscription: SCIS Data + Authority Files
Library management system: Infiniti
Size of collection: 10,000+
King’s College is part of King’s Schools, Taunton along with its prep school King’s Hall. The schools provide continuous day and boarding education for girls and boys aged 2 to 18 years. King’s College pursues academic excellence with a commitment to good teaching and effective learning. Librarian Josephine Barclay credits SCIS Data and Infiniti with reducing the time it takes to catalogue resources, leaving her free to assist students in other valuable ways.
Broadening the librarian’s role
Josephine said that since implementing SCIS Data, she’s been able to extend her role. She’s now more than the school librarian who just catalogues all the books – as cataloguing no longer takes much time.
‘I work a lot with the sixth forms. I assist with Extended Project Qualification (EPQ), History and English coursework and generally help students learn how to research, create bibliographies and use citation tools. I locate quite complex books to help students see what research has been done already. Then they can use the references from the books to look further on websites.’ Josephine also helps students plan and edit their work, ‘I am playing to my strengths now’.
Simple and intuitive to use
Josephine finds their library catalogue to be simple and intuitive and says it is easy for her students to use. She explains: ‘Our students know how to use the Infiniti catalogue and can show others how to do it.’
Infiniti is on the school portal now, so students can log on and search the catalogue from wherever they are, using their phones. Josephine provides students with the foundational skills to find what they’re looking for. She says that students can be really excited about locating a new book. Then they come and see Josephine and she will assist them to locate the book on the shelves. Josephine notes ‘That’s the way they like to do things!’ Josephine likes them to come and talk to her about what they are looking for so she can help them personally.
Says Josephine, ‘Students are very good at finding websites but not so good at searching in books, and I maintain they’ve got to use properly researched books. I help them locate and read through books they need for their coursework.’ Students are also encouraged to make book recommendations for purchase.
Students help with cataloguing
Josephine has also taught some students to catalogue books using the library management system because it is so well-integrated and simple to use. She explained the process: ‘Using Infiniti, students first scan the barcode, then we go to SCIS and the record usually comes up. If it doesn’t, I deal with that book later.’
Josephine previously sourced records through the British Library. It didn’t always provide the correct details, so she had to do a lot on her own. ‘All I use now is SCIS,’ she says, ‘and sometimes the Scottish Library, which is quite useful for books that have gone out of print.’
‘I can find most items in SCIS’, she adds. ‘I would say the hit rate is above 80 per cent.’
Josephine’s students usually catalogue literature and young adult fiction, but can do any books that are on the SCIS site. ‘I might give them a big pile of books and get them to put the stickers and the security labels in’ says Josephine. ‘Then they take turns to learn how to catalogue – and they learn that really, really quickly.’
Josephine thinks it’s great that students can do cataloguing. And, of course, she makes sure it’s done properly. ‘At the beginning of the year, when I’ve got loads of books to process, I know that they can do 50 books each. And they enjoy it – there’s a sense of satisfaction.’
Supporting librarians to do their job
SCIS has definitely saved Josephine a lot of time. ‘It’s a bit like having an assistant librarian,’ she says. ‘And I can trust it to let the children use it and I know the records are accurate.’
‘I find the book summaries very useful. I’m planning to put some on the outside of the books, using my own handwriting. Then students can see why I think it’s a good book and what they’ll find in it. And I know I can trust what you’ve written about it, which really important for people who work on their own.’
For librarians who work on their own, it is not always easy to find someone to talk to about library matters. ‘I want to keep abreast of things,’ says Josephine, ‘but I work on my own and that makes it difficult.’ She finds that the Connections journal helps her stay in touch, and inspires her with ideas from librarians around the world.
Josephine happily recommends cataloguing through SCIS and Infiniti to other librarians. ‘I tell them if the children can do it, they can do it! I genuinely find it takes a lot off my workload.’
‘I talk to them about how SCIS helps me get cataloguing done really quickly so that so I have time do other things. The fact that your system helps me do that is great.’
The time saved by using SCIS allows Josephine to devote more time to the parts of her role that she finds most rewarding. She states, ‘I actually see it as allowing librarians to do their job.’
A cataloguing subscription means that library staff like Josephine have more time to support their school community and offer enriching programs and services.
Josephine says that she would recommend SCIS to others — ‘A SCIS subscription allows me to carry on with the parts of my role that I find most rewarding.’
Mavis Heffernan, SCIS Cataloguer, explores special book numbers.
Book numbers are the set of three letters found in the SCIS call number. SCIS records all contain call numbers:
Fiction items are given the collection code F and a Book number
Non-fiction resources are given a classification number using Dewey Decimal Classification and a Book number
Book numbers usually comprise the first three letters of the first filing word of the main entry, i.e. author or title (where there is no author or only an editor).
However, special book numbers are employed for certain classes of material. Some special book numbers serve as a shelving device for biographies or to place works such as commentaries and adaptations with the original text. Other special book numbers are a result of alphabetical sub-arrangement within Dewey classes.
Special book numbers are used in the following cases:
Works about the subject
Individual biography, Family biography, Musical group biography
SPR (Bruce Springsteen by Marty Monroe)
BRO (Everyman’s companion to the Brontes by Barbara Lloyd)
Commentaries and critical works
BEA (The complete guide to the music of The Beatles, by John Robertson)
BRO (Emily Bronte’s Wuthering Heights, by Frances McCarthy)
Abridgements and adaptations of literary works, including film adaptations
AND (The ugly duckling [by Hans Andersen] retold by Brenda Parkes
MIT (Gone with the wind [videorecording of the motion picture based on the book by Margaret Mitchell])
Dewey instructions for sub-arrangement
Special Book numbers are used in all ADDC15 and DDC23 classes where the Dewey Editors give the instruction to sub-arrange alphabetically. For example specific named automobiles, specific television programs, specific computers, computer programming languages and computer programs. Also, special book numbers are provided in the schedules for DDC23 numbers for William Shakespeare:
629.2222 MG (Specific named automobiles, e.g. MG) DDC23
791.4572 STA (Specific television program, e.g. Star Trek) DDC23
004.165 MAC (Specific named computer, e.g. Macintosh) ADDC15 and DDC23
H (Lamb’s tales from Shakespeare) DDC23
P3 (The merchant of Venice by William Shakespeare) DDC23
Extraordinary special book number – ABL
It is SCIS policy to use this special book number for works where the book number would, if title main entry and covering topics on Australian Aboriginal peoples, be ABO:
305.89915 ABL (Aboriginal studies)
635.089915 ABL (Aboriginal bush gardens: teacher and student information and examples)
We hope this offers an insight into how the SCIS team creates high quality, consistent catalogue records for school libraries. Happy cataloguing!
In 2017, the Schools Catalogue Information Service (SCIS) announced the release of SCIS RESTful APIs as part of a major infrastructure upgrade. For those who are part of the SCIS community, you would have lived through the upgrade, as outlined here and here. This work was driven by our commitment to improving user experience, and preparing SCIS for a library world that is changing rapidly. SCIS APIs are at the forefront of this evolution.
API stands for Application Programming Interface. In very simple terms, APIs allow different applications to send and receive data in order to communicate with each other. (This video neatly and swiftly explains the concept.) APIs are a common and integral part of your online activity. To understand why SCIS has implemented APIs, let’s start with a brief look at some global library standards.
For over fifty years, the library industry has used MARC (Machine Readable Cataloguing) for encoding data, with the Z39.50 protocol used for delivering it. These standards are widespread, reliable and consistent.
However, these standards also pre-date modern web technology, making it difficult for library systems to interact with other systems in the school environment. MARC is a custom data format delivered via a custom Z39.50 protocol, used in a world that is increasingly reliant on interoperability.
SCIS has been using MARC to encode data since our inception in 1984, and we will continue to do so. Yet, the days of delivering catalogue data in one bespoke format are behind us. SCIS APIs allow school libraries to move to a modern web-based standard to upload catalogue records.
Technical benefits of the SCIS APIs include:
Modern communication: APIs use the familiar HTTP(S) instead of the custom Z39.50 communications protocol to transfer data. Applications that use Z39.50 protocol need to use special software, and it is not always permitted nor easy to set up within the school environment. As many of our school users are not able to utilise Z39.50 within their school, APIs provide a new means of accessing catalogue records securely and efficiently.
Data formats: SCIS APIs provide the ability to search and retrieve records in multiple formats (MARC, JSON and MODS XML). This can make it simpler for catalogue data to be used in modern systems, through providing a more common and familiar data format for software developers to work with.
For the curious amongst our audience, MODS stands for Metadata Object Description Schema: a contemporary standard maintained by the Library of Congress. Use of MODS has the added benefit of allowing for enriched SCIS content to be included in the catalogue record – see “New vocabularies” below.
Integration opportunities: SCIS are working closely with several publishers to explore further possibilities for data integration between our APIs and digital content providers.
There are some extra content benefits, too:
New vocabularies: Using the MODS data format allows for download of extra vocabularies that are not available in MARC. Depending on the title, this data will include audience level, learning area, resource type, and fiction vs non-fiction status. There’s been some pretty complex work done to map curricula and content sources to existing catalogue records. We believe that including the educational use and purpose of resources further enriches the value of library catalogues for students and educators, and we will continue to develop this feature of our database.
Customised download: APIs can make it simpler for users to customise their download preferences, including the option to include or exclude the ScOT vocabulary, solving one of our most common help desk queries.
Digital content: The rich and light-weight API search service makes it ideally suited to adding SCIS as a source for federated searches of relevant, curated online content such as websites and apps. Including digital content greatly enhances the search experience and access to resources for students and educators.
So why is all of this so important? Making resources manageable and discoverable is what we do. We want SCIS data to be modern, useful and interoperable. We want to make our users life easier and we want to make it simpler for vendors to support this. Libraries have consistently led the way in best practice information management, and we’re pleased to contribute one more step in the revolution.
The SCIS team would like to thank library management system vendors and other catalogue providers who have worked so closely with us over the last few years to advise, test and implement the APIs. Together we’re part of a dynamic library industry: making complex information simple, searchable and beautiful.
SCIS is a business unit of Education Services Australia, a not-for-profit government-owned developer of educational technology solutions. For further information, please visit www.scisdata.com.