Interweaving stories and history: using the Aboriginal and/or Torres Strait Islander Peoples Resource

Written by By Dr Belle Alderman AM, Director, National Centre for Australian Children’s Literature Inc

National Centre for Australian Children’s Literature (NCACL) logo and photo of Belle AldermanTHE PROJECT

The National Centre for Australian Children’s Literature (NCACL) launched its Aboriginal and/or Torres Strait Islander Peoples Resource on 22 July 2020, completing a 12-month project funded by the Australian Government, Department of Education, Skills and Employment. We aim to:

  • create a freely available, online database of children’s books by and about Australian Aboriginal and/or Torres Strait Islander Peoples;
  • encourage Aboriginal and Torres Strait Islander children to be engaged in their learning through increased cultural understanding;
  • provide a resource that supports incorporating Aboriginal and Torres Strait Islander cultures into learning environments;
  • map books against the Early Years Learning Framework and the Australian Curriculum;
  • offer teaching resources related to these books to support children’s learning;
  • enhance the quality of culturally appropriate Aboriginal and Torres Strait Islander learning activities; and
  • support teachers to integrate contemporary and traditional Aboriginal and Torres Strait Islander culture into their work with children.

Our project coincides with the need and the right environment for this Resource. Movements around the world are highlighting the importance of #OwnVoices to create books. Publishers are ramping up their publishing programs of children’s books to reflect a wider diversity of voices. Grants, fellowships, mentorships and awards in this area have increased. At the same time, organisations are prompting individuals from wide-ranging backgrounds to participate in story making. Initiatives like the Spinifex Writing Camps, developed by the Indigenous Literacy Foundation, are bringing together published children’s writers and illustrators to work with Aboriginal children in communities across Australia. Initiatives such as these encourage youthful voices to write and illustrate their own stories. The NCACL Resource reflects these changing times.

This project reflects expanding publications in this area. Recent publishers like Children’s Ground and the Indigenous Literacy Foundation, along with the long-standing major publishers in this area, Magabala Books and Fremantle Press, are examples. Over 30 books in this area are in publishers’ programs for 2020. The new Resource highlights this growth.

After mapping out this project’s goals, activities and deadlines, 35 individuals across Australia, chosen for their broad expertise, joined a collective to comment on the books selected. Moderators guided these individuals and considered their commentary, while the Project Team and an external Reference Group monitored the project as a whole. An essential task included determining the functional requirements of the Resource, that is, what do we want the Resource to do? Our database designer, 372Digital, then considered these and created the database. At every development, NCACL’s Website Manager guided the database’s implementation.

The Resource has all the usual search filters for finding a specific author, title, publisher, publication date, audience and subject plus an annotation for each book. Added strengths include linking books to the Early Years Learning Framework and the Australian Curriculum, free teaching resources presented as hyperlinks for each book, identification of a location, the cultural groups and Aboriginal and Torres Strait Islander Peoples’ language in the books, where these could be identified. The Resource also offers free text searching of annotations. This provides access to such topics as writing techniques and styles as well as artistic media and techniques. Any words featured in the annotation are searchable.

A special feature is the facility to share your search results by a once-off registration which appears at the top of every NCACL webpage — look for Login/Register. Thereafter, searchers can choose their book ‘favourites’ and share these with colleagues using a variety of social media such as email, Twitter, Facebook and Messenger. Favourites can also be printed out for personal use.

DEMONSTRATING THE RESOURCE

There are currently over 300 children’s books in the Resource. To provide an insight into strengths and potentials for teacher librarians and teachers, in particular, one Australian Curriculum level and subject area will be examined along with the books retrieved. The aim here is to demonstrate searching strategies, techniques for broadening and narrowing the selection, depth and scope of books retrieved. One example of a particular curriculum and year level will demonstrate the potential of the Resource.

The example chosen is Year 6 HASS — History. This curriculum area covers ‘experiences of Australian democracy and citizenship, including the status and rights of Aboriginal and Torres Strait Islander Peoples, migrants, women and children’. The Australian Curriculum code for this area is ACHASSK135.

RETRIEVING BOOKS USING THE CURRICULUM CODE ACHASSK135

This particular Australian Curriculum Code retrieves 19 books with the audience level ranging from five years through 12 years of age. Each book will have its own audience range. The range reflects what we know about children and books — that a child’s chronological age does not always correspond with their reading and comprehension age.

Bruce Pascoe, Young Dark Emu: A Truer History
Bruce Pascoe, Young Dark Emu: A Truer
History

Publication dates for these books range from the earliest, The Aboriginal Children’s History of Australia by Aboriginal Children to the latest, Young Dark Emu: A Truer History. The collection of 19 books includes Aboriginal and non-Aboriginal creators working together and/or independently. A variety of publishers are presented including small (One Day Hill) and large (Allen & Unwin), longstanding (Magabala), mainstream (Walker Books), specialist (Omnibus and Little Hare), community-based (Kadjina Community) and educational (Era Publications and Board of Studies NSW).

This set of books reflects a range of styles and genres, with a concentration on stories which enable young people to experience the lives of others. Autobiographies such as Tucker and The Shack That Dad Built and biographies such as Albert: Albert Namatjira and the Hermannsburg Watercolour Artists, Amazing Australian Women: Twelve Women Who Shaped History, Old Tucker Man, Yinti, Desert Cowboy and Jandamarra enable young people to experience the lives and times of others.

Pamela Freeman and Sophie Beer, Amazing Australian Women: Twelve Women Who Shaped History
Pamela Freeman and Sophie Beer, Amazing Australian Women: Twelve Women Who Shaped History

IDENTIFYING LANGUAGE AND PLACE

Several of the books in this collection identify a specific location and/or language spoken by those living in the area. For example, the language identified in Albert: Albert Namatjira and the Hermannsburg Watercolour Artists, is the Western Arrernte language (C8). The location for this story is (NT SF53-13). These alphanumeric codes are provided by AUSTLANG, developed by the Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS). AUSTLANG uses alphanumeric codes to identify both language and place. These relate to a map available from AIATSIS either in hard copy or through their website’s online map. The title Wulungarra Stories in Walmajarri and English identifies this story’s language as English, Walmajarri/Walmatjarri language (A66) (WA SE51-16) and its location as Western Australia (WA). Many of the 300-plus books in the Resource identify both location and language. To find other books relating to place and people, the subject filter includes these in an alphabetical list.

CHOOSING SUBJECTS

The Subjects search filter is a drop-down menu, which offers a simple way to find subjects of interest. Concentrating on the curriculum area studied in Year 6 HASS — History, several subjects are repeated in these 19 books, usually with different
emphases.

Below are just a few of the subjects included in this modest collection of 19 books: agriculture, aquaculture, biographies, children as artists, children as authors, colonisation, injustice, livestock, outlaws, Papunya (South Central NT), and Warlpiri people (C15) (NT SF52-04). Should a subject be of particular interest, other books with this same subject can be located through the Subject filter’s drop-down menu.

Sometimes the subjects are broad. For example, ‘Social life and customs’ is a broad subject listed for a few of the Year 6 HASS — History books.
Searching this subject throughout the entire Resource retrieves 28 books. This broader subject may retrieve a collection of books which a teacher or teacher librarian wishes to explore further.

Two other interesting subjects featuring in the Year 6 HASS — History curriculum books include: children as artists (31 books) and children as authors (30 books). These offer the possibility of retrieving books that feature children as creators. Considering Year 6 HASS — History curriculum, these books offer children as writers and illustrators along with their interpretations of history in such books as Papunya School Book of Country and History and The Aboriginal Children’s History of Australia.

Anita Heiss with Adam Goodes and Michael O’Loughlin, Kicking Goals with Goodsey and Magic
Anita Heiss with Adam Goodes and Michael O’Loughlin, Kicking Goals with Goodsey and Magic

Young children are able to more easily understand history, time periods and adults’ life experiences by reading biographical works such as Kicking Goals with Goodsey and Magic and Pilawuk: When I Was Young. Autobiographical books serve a similar purpose with books such as Tucker and The Shack That Dad Built. Reading and studying these books enables young people to experience the lives of others in different times and places.

Invariably there are young people fascinated by the meaning of words, including those in different languages and details of specific environments. The HASS — History collection includes two examples. One is a dictionary of words and phrases, Nganga: Aboriginal and Torres Strait Islander Words and
Phrases and the second example is a picture book, Walking with the Seasons in Kakadu that identifies the Aboriginal seasons, plants and animals in this particular location. Another book, Wulungarra Stories in Walmajarri and English, is bilingual, with both Walmajarri and English featured along with 14 short stories about life in the Kadinina Community.

Elaine Russell, The Shack That Dad Built
Elaine Russell, The Shack That Dad Built

SEARCHING FOR HISTORICAL SUBJECTS

Rachel Bin Salleh, Alfred’s War
Rachel Bin Salleh, Alfred’s War

This particular Australian Curriculum code suggests historical events and documents will form the basis for some of the stories. These can be retrieved
through the Subjects drop-down menu. For example, words reflecting specific historical times and documents occur as subjects in this particular collection of books:

  • Aboriginal Australian soldiers Alfred’s War
  • Colonisation Old Tucker Man
  • Wik Judgement My Place
  • Stolen generation Nyuntu Ninti (What You Should Know) and Pilawuk: When I Was Young
Nadia Wheatley and Donna Rawlins, My Place
Nadia Wheatley and Donna Rawlins, My Place

SEARCHING BY FREE TEXT

At the top of the web page, there is a long search bar. The words inside say Search by Title and Annotation. Entering words in this search bar will pick up words located anywhere in the books’ annotations. For example, words about artistic style and media, writing styles, and genres may appear in the annotation but not in the subjects. Checking the annotations of several of these books featuring Year 6 HASS — History curriculum, the following words can be retrieved in the Search by Title and Annotation: naïve style, maps, photographs, song, rhyme and allegory. This is a small sample, but it is an indication of wide-ranging topics available in the Resource. Topics such as these may capture the child’s imagination as well as extend the curriculum being studied.

EXPLORING TEACHING AND OTHER RESOURCES

Each book includes a range of external hyperlinks that offer teaching and other resources, usually four or more, to explore each book. These are extraordinarily diverse. These links explore different aspects of each book, enhance understanding of the content and, most importantly, many are highly engaging and can be used in the classroom or at home. Sources vary widely and include newspaper and magazine articles, YouTube, oral history, animations, artworks, musical presentations, dance, educational activities and other enriching experiences intended to extend the books in multiple ways. These reach children with different interests and abilities. Some of these resources are aimed at adults to inform them or for the adult to interpret for the child.

Listed below are some of the types of resources available.

  • Interviews
  • Musical and play productions
  • Reviews
  • Readings and performances of the books
  • Biographical profiles
  • Exhibitions
  • Curriculum plans and activities
  • Extension activities featuring art, music, dance, writing and other creative activities
  • Films, videos and recordings
  • Information, visual and written, about place and communities
  • Historical documents

Take Bruce Pascoe’s Young Dark Emu as an example. The types of resources for this book include:

  • a Guardian newspaper article outlining ways to use this book with young people;
  • an ABC program featuring a digibook, with short clips prompting students to consider the relationship between Indigenous people and the land around them;
  • a question and answer session with Bruce Pascoe; and
  • a teachers’ guide featuring learning activities linked to the Australian Curriculum.

Resources such as these extend the book, inspire young people and encourage an inquiring mind.

SHARING RESOURCES

Teaching and learning is a collegial activity which involves sharing resources with friends and colleagues. The Resource is designed for sharing ‘favourites’. Located at the top right of each web page there is a Login/Register button. By completing the required details, you are then able to ‘choose’ books which are your ‘favourites’, compile these as a list and send them via a hyperlink to a friend or colleague who then can download these details. You can also share your favourites on the usual social media platforms. This sharing facility ensures that the Resource reaches people far and wide, easily and quickly.

CONCLUSION

Most importantly, these books offer stories by and about Aboriginal and/or Torres Strait Islander Peoples. Interweaving stories and history: these deepen our respect and understanding of each other.

The Resource is a database of children’s books aimed at young people from birth through 12 years of age. For this article, the curriculum area Year 6 HASS — History is used to demonstrate the rich potential of the Resource created by the NCACL. Exploring even this small collection of 19 books demonstrates that the Resource offers wide-ranging topics and stories, with the potential to reach children with various interests and abilities. There are innumerable types of stories, some told in Aboriginal languages, many located in specific communities, many written in different styles and illustrated with wide-ranging artistic media. The choice is wide. Most importantly, these books offer stories by and about Aboriginal and/or Torres Strait Islander Peoples. Interweaving stories and history: these deepen our respect and understanding of each other.

Aunty Joy Muir and Sue Lawson, Nganga: Aboriginal and Torres Strait Islander Words and Phrases
Aunty Joy Muir and Sue Lawson, Nganga: Aboriginal and Torres Strait Islander Words and Phrases

BIBLIOGRAPHY

Abdulla, Ian 2014, Tucker, Omnibus Books, Norwood, SA.

The Aboriginal Children’s History of Australia, 1977, Rigby in association with Island Heritage.

Austin, Debbie (as told to her by her uncle, Banjo Clarke), Old Tucker Man, One Day Hill, Camberwell East,
Vic.

Bin Salleh, Rachel 2018, Alfred’s War, illus Samantha Fry, Magabala Books, Broome, WA.

Brian, Janeen 1996, Pilawuk: When I Was Young, Era Publications, Flinders Park, SA.

Freeman, Pamela 2018, Amazing Australian Women: Twelve Women Who Shaped History, illus Sophie Beer, Lothian Children’s Books, Hachette Australia.

Greenwood, Mark 2013, Jandamara, illus Terry Denton, Allen & Unwin, Crows Nest, NSW.

Heiss, Anita, Goodes Adam & O’Loughlin Michael 2016, Kicking Goals with Goodesy and Magic, Piccolo Nero, Carlton, Vic.

Kamholtz, Damien 2006, Albert: Albert Namatjira and the Hermannsburg Watercolour Artists, illus by children, Openbook Australia, Adelaide, SA.

Laurel, Yangkana (Madeline) 1999, Wulungarra Stories in Walmajarri and English, Kadjina Community, Fitzroy Crossing, WA.

Lowe, Pat 2000, Yinti, Desert Cowboy, illus Jimmy Pike, Magabala Books, Broome, WA.

Lucas, Diane 2005, Walking with the Seasons in Kakadu, illus Ken Searle, Allen & Unwin, Crows Nest, NSW.

Muir, Aunty Joy & Lawson Sue 2018, Nganga: Aboriginal and Torres Strait Islander Words and Phrases, Black Dog Books/Walker Books Australia, Newtown, NSW.

Nawili, Rak & others, 1995, Rak Nawili, Board of Studies NSW, North Sydney, NSW.

Papunya School & Nadia Wheatley 2001, Papunya School Book of Country and History, illus Papunya School and Ken Searle, Allen & Unwin, Crows Nest, NSW.

Pascoe, Bruce 2019, Young Dark Emu: A Truer History, Magabala Books, Broome, WA.

Randall, Bob & Hogan Melanie 2011, Nyuntu Ninti (What You Should Know), ABC Books, Sydney, NSW.

Russell, Elaine 2004, The Shack That Dad Built, Little Hare Books, Surry Hills, NSW.

Wheatley, Nadia 2018, My Place, illus Donna Rawlins, Walker Books Australia, Newtown, NSW.

This article was first published in ACCESS, Vol. 34, No. 4, November 2020. Reproduced here with permission. ACCESS is the professional journal of the Australian School Library Association Inc. (ASLA).

Landmark resource for schools: Our Land, Our Stories

The Australian Publishers Association’s Alex Christopher talks to Cengage publisher, Simone Calderwood, to learn more about the landmark series Our Land, Our Stories, how it was developed and its reception in the classroom.  

Perspectives from Australian Indigenous peoples on topics such as the Stolen Generations, the Frontier Wars and racial stereotyping are now available to be experienced in primary school classrooms across the country through a new resource — developed in partnership with Nelson Cengage and the Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS). The resource, titled Our Land, Our Stories, features contributions from leading Indigenous writers such as Bruce Pascoe and Lisa Fuller and incorporates stories written by children and their families from communities across Australia.

“Our Land, Our Stories is a whole-school, primary school series that explores Aboriginal and Torres Strait Islander peoples, histories and cultures.  It includes rare and historically important photographs, artwork and audio-visual resources from AIATSIS’s vast collection. It comprises three sets of resources for lower, middle and upper primary. All components link explicitly to the Australian Curriculum and the Cross-Curriculum priority of Aboriginal and Torres Strait Islander cultures and histories and more specifically, to Country/Place, Culture and Peoples.

Components of the landmark resource package, Our Land, Our Stories
Components of the landmark resource package, Our Land, Our Stories

“The series components include: three teacher resource books, nine big books and 45 cards for each stage of lower, middle and upper primary. QR codes are included and these enable both students and educators to watch videos, see photographs and most importantly, hear language that further extends students’ understanding of a specific topic. Each teacher resource book also includes a copy of The Little Red Yellow Black book written by Bruce Pascoe and AIATSIS.

“Our Land, Our Stories was in development for about three and a half years and the idea for the series came about through AIATSIS reaching out to Nelson Cengage as they wanted to have a visible presence in the primary educational space. Nelson Cengage were thrilled to work in partnership with AIATSIS as we knew that this government organisation is the caretaker of an amazing database of significant photographs, artworks and audio visual materials that we could include in the series. We also knew that the partnership with AIATSIS would also lend authenticity to the series as they were involved in every element of its production, checking every work for accuracy and ensuring that the content was culturally appropriate and persons depicted were represented accurately.

“We wanted to create a resource that aligned with the Australian Curriculum but also enabled educators to see how the cross-curriculum priority of Aboriginal and Torres Strait Islander histories and cultures could be applied to every learning area in the Australian Curriculum, not just Humanities and Social Sciences. The intention of the series is to represent the voices of First Nations peoples from all across Australia, from remote, regional and urban areas, to celebrate contemporary Aboriginal and Torres Strait Islander cultures and address prevailing misconceptions.

The resource is aimed at both Indigenous and non-indigenous students – for indigenous students, they can read these books and cards and see themselves reflected in the stories. For non-indigenous students, it is an opportunity for them to read about the importance of Country and cultures to First Nations peoples and to find out about the significant achievements and contributions of many Indigenous people. The teacher’s books empower educators to teach about First Nations peoples, cultures and histories with confidence and throughout the teacher’s books, the various protocols and discussion points are outlined and explored. And we haven’t shied away from those topics at the upper primary level that some educators may wish to explore with students but may not know how to do so – the books and cards look at our history from an Indigenous perspective and explore many sensitive topics.

“The writing process was an interesting one! As the publisher, I really wanted to ensure that we had a vast range of authors from all over Australia as traditionally many resources such as this have tended to focus on stories from peoples from the Northern Territory – but I wanted this series to be broader. For the lower primary big book stories, we commissioned three children and their families to write the stories and these three children come from very different places. Josie and her family are from Thursday Island in the Torres Strait and myself and an AIATSIS photographer, spent a week with Josie and her family. We then travelled to a remote area in Western Australia to Yilka Country to hear Orlando’s story and finally we travelled to the Sunshine Coast and spent time with Shae and her community to hear her story.

“I also reached out to a number of different writers around the country and was thrilled that writers such as Bruce Pascoe, Professor Gary Foley, Shelley Ware, Lisa Fuller, Elder Carolyn Briggs, Professor John Maynard. Nayuka Gorrie and so many more were able to contribute to the series.

“Our Land, Our Stories has now been available for about a year and educators have embraced it wholeheartedly and often exclaim that there is nothing like it in the educational marketplace. It has been very successful as educators realise the many ways that it can be used in the classroom and the components can be used from lower to upper primary, even in secondary school classrooms.

“I feel immensely proud to have been part of this series as I truly believe it has the potential to change how people think about our history. It also enables students to understand that Aboriginal and Torres Strait Islander communities are diverse, rich and multi-faceted. “The winning of the two EPAA awards was a wonderful acknowledgment of Our Land, Our Stories by the Australian Educational Publishing Industry!”

Organised by the Australian Publishers Association (APA), the prestigious annual Educational Publishing Awards reward excellence and innovation in the industry. The event offers colleagues and industry professionals the opportunity to network and celebrate achievements. Awards are judged by a panel of peers, and each year teachers and booksellers vote for the coveted Publisher of the Year award.

Libraries, the heart of the school

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.

Magazine article: Libraries, the heart of the school

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.

Safer Internet Day

Safer Internet Day

Safer Internet Day (Tuesday 9 February) is an annual, international day promoting safe and responsible use of the internet, particularly aimed at children and young adults.

As students are well and truly immersed in the digital age, it is important for them to be able to navigate the vast landscape of the online environment, and use the internet in a way that does not cause harm to themselves or others. The internet is filled with endless opportunities for learning, discovery and social interaction; Safer Internet Day reminds us that it also needs to be approached with a sense of responsibility and with some degree of caution.

Digital citizenship can be found in the Australian Curriculum in the Digital Technologies learning area, as well as across multiple general capabilities, including Information and Communication Technology, Critical and Creative Thinking, Personal and Social Capability, and Ethical Understanding.

Below is a list of websites (and one book) that can be used to encourage safer internet use and ensure students wear their digital citizenship badges responsibly:

Cybersmart detectives by the Australian Office of the Children’s eSafety Commissioner (SCIS no 1749917)
http://opac.scis.curriculum.edu.au/vwebv/holdingsInfo?bibId=1749917

Cybersmart Detectives is an interactive website suitable for Year 4 students. It offers a half-hour class activity that asks students to take on the role of the Cybersmart Detective, where they must find clues and answer questions, demonstrating that certain actions made in the online environment can have negative repercussions.

Digital citizenship in schools: nine elements all students should know by Mike Ribble (SCIS no 1739384)
http://opac.scis.curriculum.edu.au/vwebv/holdingsInfo?&bibId=1739384

Produced by the International Society for Technology in Education, this book examines issues concerning information literacy, digital citizenship, and social aspects, and safety measures of using the internet. The book discusses how both teachers and students can become informed, responsible internet users.

CyberSense and nonsense : the second adventure of the three CyberPigs by the Media Awareness Network (SCIS no 1746691)
http://opac.scis.curriculum.edu.au/vwebv/holdingsInfo?&bibId=1746691

CyberSense and Nonsense teaches young people about netiquette, as well as the information and critical literacy skills necessary to distinguish fact and opinion, including those that contain bias and harmful stereotypes. The website also offers information about encouraging ethical online behaviour, how to be an effective searcher, as well as teaching guides for parents and teachers.

eSmart Digital licence by The Alannah and Madeline Foundation (SCIS no 1722072)
http://opac.scis.curriculum.edu.au/vwebv/holdingsInfo?bibId=1722072

The eSmart Digital Licence is a website developed by the Alannah and Madeline Foundation suitable for children aged 10+. It uses an interactive quiz that includes videos and games with eight learning modules to evaluate students’ understanding of digital safety, and teaches the skills required to learn, socialise and play online in a safe and responsible manner.

Posti network by Arts Centre Melbourne (SCIS no 1566388)
http://opac.scis.curriculum.edu.au/vwebv/holdingsInfo?&bibId=1566388

Developed by the Arts Centre Melbourne, with the support of the Victorian Department of Education and Early Childhood Development, this website aims to help upper-primary school students understand the implications of occupying digital spaces, especially in regards to social media use. It is also designed to teach young users about their roles and responsibilities as ‘digital citizens’.


You can also check out Kay Oddone’s article in the latest issue of Connections, ‘Information and critical literacy on the web’, which is an abridged version of a series of blog posts she has written about information and critical literacy in online spaces. Her original blog series can be found here.

Do you use any other resources to teach students to become responsible digital citizens? Let us know in the comment section below, or send us a tweet at @schoolscatinfo.

Happy and safe internetting!

Australia Day

Australia Day, January 26, is considered to be a commemoration of nationhood by many Australians. For other Australians, however, it marks a deep loss – of sovereignty, family and culture. Here are some titles from the SCIS catalogue which look at the clash between European settlers and the Aboriginal peoples:

1788 to 1809 : from First Fleet to Rum Rebellion by Victoria MacLeay ; [edited by Lynn Brodie].(SCIS No. 1552979).  The first 22 years of the colonisation of Australia began with the arrival of the First Fleet and ended with the aftermath of the only military insurrection Australia has ever experienced. This book covers the major events: the arrival at Botany Bay, the settlement at Sydney Cove, the battle to survive, heroic explorations, and tensions between the new arrivals and indigenous peoples. ISBN 9780864271136

A commonwealth of thieves: the improbable birth of Australia by Thomas Keneally. (SCIS No. 1627531)
The history of the first four years of the convict settlement of Australia. Using personal journals and documents, Keneally re-creates the overseas voyage and the challenges Governor Arthur Phillips faced upon arrival: unruly convicts, disgruntled officers, bewildered and hostile natives, food shortages and disease. He also offers portrayals of Aborigines and convict settler. ISBN 9781400079568

That deadman dance by Kim Scott.(SCIS No. 1595239)
Told through the eyes of black and white, this is a story about a fledgling Western Australian community in the early 1800s, known as the “friendly frontier”. It shows that the first contact did not have to lead to war. ISBN 9781408829288

Rethinking settler colonialism : history and memory in Australia, Canada, Aotearoa New Zealand and South Africa  edited by Annie E. Coombes (SCIS No. 1638689)
Focuses on the long history of contact between indigenous peoples and the white colonial communities who settled in Australia, Aotearoa New Zealand, Canada, and South Africa. Looks at how histories of colonial settlement have been mythologised, narrated, and embodied in these countries in the twentieth century. ISBN 9780719071690

A failure to understand: early colonialism and the indigenous peoples by Margaret McPhee. (SCIS No. 1659262).  A look at the monumental clash between European colonalism and the Aboriginal peoples; from the first tentative and difficult interactions of the early explorers to the arrival of the First Fleet. ISBN 9781742455136

The Australian frontier wars 1788-1838 by John Connor  (SCIS No 1112716).  From the Swan River to the Hawkesbury, and from the sticky Arnhem Land mangrove to the soft green hills of Tasmania, this book describes the major conflicts fought on the Australian frontier to 1838.  ISBN 0868407569

The other side of the frontier: Aboriginal resistance to the European invasion of Australia by Henry Reynolds (SCIS No. 1311253). The publication of this book in 1981 profoundly changed the way in which we understand the history of relations between indigenous Australians and European settlers. ISBN 0868408921

Forgotten war by Henry Reynolds (SCIS No. 1623535).  Australia is dotted with memorials to soldiers who fought in wars overseas, but there are no official commemorations of the battles fought on Australian soil between Aborigines and white colonists. ISBN 9781742233925

The Black War : fear, sex and resistance in Tasmania by Nicholas Clements (SCIS No. 1659002)
Between 1825 and 1831 close to 200 Britons and 1000 Aborigines died violently in Tasmania’s Black War. It was by far the most intense frontier conflict in Australia’s history, yet many Australians know little about it. ISBN 9780702250064

All images and summaries provided by SCIS Syndetics

The Australian frontier wars
The Australian frontier wars
That deadman dance
That deadman dance
Commonwealth of thieves
Commonwealth of thieves
The other side of the frontier
The other side of the frontier

Connections 90

The latest issue of the SCIS journal, Connections, has been sent to all schools, and is available online.
Highlights of Connections 90 include:-

Taking Note of Nonfiction
Peter Macinnis, who presented the ‘Clayton’s list’ for the Eve Pownall award for information books, shares his insights into what makes a good information book.

Boori Monty Pryor with Dr Anita Heiss at BlackWords Symposium 2012.
Boori Monty Pryor with Dr Anita Heiss at BlackWords Symposium 2012.  courtesy of Blackwords

Learning Online: MOOCs for library staff
Martin Gray, a teacher librarian from Singleton High School, looks at how he used MOOCs to further his professional learning with two very different online courses.

BlackWords: Celebrating writers and storytellers
Writer and activist, Dr. Anita Heiss looks at BlackWords and AustLit, which are freely available for schools, and how they can assist in embedding Aboriginal and Torres Strait Islander histories and cultures into the curriculum.

Following IndigenousX
SCIS’s Michael Jongen looks at the IndigenousX curated Twitter account and how it can help educators to hear a diverse range of authentic Aboriginal and Torres Strait Islander voices.

Bring the Teachers In: Enticing teachers into the library
Library Manager at Wellington College, New Zealand, Brett Moodie, wanted to boost the profile of the library within the school and support the learning and information needs of staff.

 

Scootle update

Stacey Hattensen, Program Director, Content Services at Education Services Australia provided an overview of Scootle at the ASLA 2013 conference. Stacey’s presentation was titled: Scootle, supporting teachers to implement the Australian Curriculum, and guided participants through the latest developments of Scootle including:

Stacey encouraged teacher librarians to download the apps for Scootle [Android and iPad] and Scootle community [Android, iPad and iPhone].

Want to participate in creating a national collection?
Stacey also asked for voluntary reviewers with a good understanding of the Australian Curriculum, and a keen interest in digital and online learning. If you are interested in reviewing online resources and providing advice, or if you find something great that you think fits the Scootle criteria, get in touch at: stacey.hattensen@esa.edu.au.

Splash Teacher Collections

ABC Splash is not just a series of video clips to use with your students.  Check out the Teachers Area (SCIS no: 1592621) with its four teachers collections which feature areas of focus, topics and assessment tasks with links to videos and other teaching resources both within the collection or online.

Genetically engineered crops: SCIS no: 1592621

Improving your writing English: SCIS no: 1592630

From paddock to plate: SCIS no: 1592635

Finding scientific solutions: SCIS no: 1592636

 

ABC Splash

ABC Splash is now live at splash.abc.net.au

This is the first release of ABC Splash which currently contains video resources, learning objects and a sample of teacher resources and featured collections presented as e-books.

This is an exciting partnership  between the Australian Broadcasting Corporation and Education Services Australia who are picking content from the ABC archives and contemporary shows to help teachers plan for the Australian Curriculum.  All the resources on the site are free to watch and can be accessed from home or from school

The following featured collections have a variety of resources for teaching and learning

Earthquakes: when the Earth shakes   SCIS No: 1592751

Upper primary: Year 6 | Secondary: Years 7, 8

Palaeontology: Unlocking secrets of the past   SCIS No: 1592754

Upper primary: Years 5, 6 | Secondary: Years 7, 8

From fossils to fuels   SCIS No: 1592762

Upper primary: Year 6 | Secondary: Years 7, 8

The evolution of the Australian family home   SCIS No: 1592758

Secondary: Years 9, 10

Democracies in action   SCIS No: 1592763

Secondary: Years 9, 10

Rights and freedoms   SCIS No: 1592765

Secondary: Years 10

Renewable energy   SCIS No: 1592769

Secondary: Years 9, 10

Great Barrier Reef: Under Threat   SCIS No: 15927568

Upper primary: Years 5, 6 | Secondary: Years 7, 8

Great Barrier Reef: Under Threat
Great Barrier Reef: Under Threat

 

 

 

 

 

 

 

You can follow Splash on twitter and on Facebook for updates.

Connections 76

You can now read the latest issue of Connections online. Copies have been mailed to all Australian schools. There are articles of interest for everyone involved in school library activities.

An introduction to the Australian Curriculum

Dr Grette Toner outlines the structure, implications and opportunities for teacher librarians of the Australian Curriculum. As well as new content, the curriculum will involve new skills and new tools.

Harnessing the e-book juggernaut

Kerrie Smith traces the rise in interest and use of e-readers in Australia during 2010 and discusses the issues facing school libraries considering adoption of e-book technology. She explains what is currently available and lists criteria for consideration before purchasing a device.

The KnowledgeBank: Next Generation Project

Katrina Reynen describes a Victorian Department of Education and Early Childhood Development digital teaching and learning resources project. FUSE (Find Use Share Education) is a portal of 30,000 pieces of content from a number of partners. She outlines policy challenges addressed, as well as research undertaken into patterns of student use of FUSE.

School library blog value

Emily Pyers points out how a blog can be used as an effective tool to communicate the library’s activities and the value of its resources to staff, students and parents.

From little things big things grow

The fourth instalment of Nigel Paull’s account of a new BER library looks at the challenges for users during operations from a temporary library.

Print complete issue of Connections 76, term 1 2011