The COVID-19 pandemic has highlighted that using time efficiently and having well-organised resources underpin a school librarian’s ability to support their community.
Resourcing can present a particular challenge to primary school librarians when managing their libraries. Robyn Byrne from Traralgon Primary School (Stockdale Road) explains how SCIS helps her overcome these challenges.
‘Unfortunately, many primary school libraries are now managed by a sole education support staff member, with no formal training and in a part-time capacity. My school is no exception, so I have benefited greatly from having a SCIS subscription.’
With standing orders, books received through a rewards program and purchases from local stores and booksellers, the school acquires a substantial number of new books.
‘Cataloguing of the books – with the limited hours the library is staffed and with my hit and miss knowledge of cataloguing – is only possible due to SCIS. It works with our library system, and I would say 99.5% of my requests are matched, ensuring those books are out on the shelves in a timely manner and catalogued in a consistent way,’ says Byrne.
Collection development and professional learning
Joumana Soufan from Lalor North Primary School moved to a position in her school library last year and recently started to explore SCIS. She’s found it helpful for cataloguing but has also enjoyed the collection development tools that SCIS provides.
‘I have been enjoying looking for new apps that maybe useful to use for the library. I recently discovered that the Canva app is free to all school staff, which is a big bonus! I have been busy creating posters and resources for upcoming events. I have also just become aware that there are heaps of free e-books, so I’ll be busy downloading some as soon as I get time.’
‘I recently attended the workshop on making the most of SCIS,’ she says. ‘It was a very informative and really enjoyed it.’
SCIS provides school librarians with community through the Connections school library journal and its social media pages. Robyn Byrne has found this particularly beneficial.
‘I work alone in the school library so look forward to Connections, the SCIS publication, to keep me up-to-date with what is happening in other school libraries, get inspiration and information. Connections, the recent SCIS workshop I attended, and my local SLAV branch meetings are a great support network for me.’
Now serving school libraries across Australia and internationally for almost 40 years, SCIS is working hard to continue supporting librarians in a changing world, through quality cataloguing and cultivating a community of practice that helps librarians bring more to their schools. If you wish to know more about how SCIS can help your school library, email firstname.lastname@example.org.
Have you ever thought “where can I find a resource for teaching?”, then started from scratch, reinvented the wheel and later found something on the internet that would have been perfect? Sometimes there are some great things out there that we’ve forgotten about or that have just gotten lost in the noise.
We’ve put together a small list of things that might be helpful – and we’d love you to continue the discussion in the comments with resources and pages you’ve found useful yourself in your library and internet
The Little Bookroom is a children’s bookshop in Melbourne and they’ve created a thriving and dynamic reading community, offering resources, events and advice for children, families and libraries to identify and choose books suited to their needs. Their website is a great resource because it has book lists and articles which give information and recommendations about topics that sometimes can be difficult to identify appropriate resources for, like:
Books for reluctant readers
Books with neurodiverse characters
Books for advanced younger readers
Books about consent, boundaries and respectful relationships
Books about families and rainbow families
Books about First Nations and People of Colour
…among many others. The Little Bookroom also has a newsletter for teachers and librarians. You can subscribe to hear about current events and contemporary topics in children’s literature.
This one is so useful in a library administrative sense, if you want to know more about how other libraries are classifying books (checking on a dewey number etc) or if you’re searching for a resource and you want to know which libraries have it. Then, of course, it has digitised newspapers, archived websites and some maps and images can be viewed online. It’s literally a treasure trove of information!
Is this one even hidden? But it’s sometimes forgotten, so we’ve included it here. You’ll never have to make a library orientation scavenger hunt checklist, set up a makerspace or make a poster about how to care for library books from scratch ever again if you use Pinterest for ideas! Just go to Pinterest and search something like “resources for school libraries” or you can be more specific if you want book lists, printables, lesson plans or games. There are so many free resources out there, it’s outrageous!
This one has lots of interactions and interviews with YA authors, and is a great way to stay up to date with news, events and trends in Australian Young Adult literature – a great resource both for teaching and for collection development.
The State Libraries
So. Many. Resources.
Sure, Trove is the National Library of Australia, but the State Libraries and the National Library of New Zealand have so much specifically for families, students and teachers…
Highlights: https://natlib.govt.nz/schools which contains lots of resources for schools and students, including epic readers and topic explorers, professional development and a blog with current news and insights.
The website for ACMI has heaps of free learning resources and lessons for teachers and students on their “Schools and Teachers” page, and they’re here to support you not only through onsite incursions but virtually as well – take a look, especially if you’re interested in gamification in the classroom, as there’s a fantastic Game Lessons library that’s just been launched. Amazing!
My own kids prefer to get their reading recommendations from #booktok than from me – check it out to see what teens are reading and recommending, and what they’re talking about. If you want to focus on inclusivity and diversity in your library acquisitions, this is a great place to start. See the article from SCIS Connections Magazine issue 115, “Tiktok and Libraries: a powerful connection” for more information about Librarians on Tiktok.
The #Bookstagram hashtag will show you similar content, but on Instagram. Highlights include the accounts @booksfordiversity and @helpingkidsrise for diverse and uplifting content and @laneysbookcorner and @brookes.bookstagram for great Australian content.
These librarians and readers will inspire you and your students, presenting information about what librarians do and can do, as well as book recommendations, and generally promoting books, libraries and reading in a relatable way. They may also inspire you to start your own Tiktok – and there are plenty of “how-to” guides for this on the internet, including one by Kelsey Bogan herself.
The SCIS database is well known for its high-quality catalogue records. We sometimes receive queries from SCIS subscribers about inconsistencies in our records. However, these are often the result of standards changes that have occurred over SCIS’s lifetime. This article highlights some changes that have affected SCIS records, and other factors that may contribute to inconsistency in some records.
Cataloguing rules for resource description have changed
The earliest SCIS records were created in the 1980s, when we used AACR2 (Anglo-American cataloguing rules) to create our records. Over the years, AACR2 changed and we amended our processes with it. In 2013, SCIS implemented international standard, RDA (Resource Description and Access), which created many new changes in records. These include the following:
There is no longer a rule of three. If there are more than three authors, the first named person is given main entry. In AACR2, this would have been title main entry. SCIS applies the RDA option to name only the first person,
or corporate body in the statement of responsibility if there are more than three, and to spell out the number of the others; for example, ‘Susan Jones [and four others]’.
There are no more abbreviations, unless they appear on the work itself. For example, the edition statement will vary according to how it appears on the item, such as ‘Second edition’ or ‘2nd edition’.
GMD (General Material Designation) is no longer in use. This has been replaced by three new RDA MARC fields — 336, 337 and 338 — for information on content, media and carrier. Using these three RDA fields, SCIS has developed a ‘Resource type’ vocabulary to help our subscribers easily identify the resource type for each record.
The 260 MARC field is no longer used for publication data. It has been replaced by MARC field 264, which makes a distinction between the functions of publication, distribution, manufacture, and copyright. Most SCIS records record publication details; for example, Sydney, NSW: HarperCollins Publishers, 2013.
Square brackets are only used in RDA when information is not found on the item in hand. For example, The Girl and the Ghost, published by the author Ebony McKenna has no place of publication to be found on the resource itself. The place of publication is recorded as [Melbourne, Victoria], as information taken from Amazon shows that the author lives in Melbourne.
The implementation of diacritics
From January 2018, SCIS has applied diacritical marks in subject, name and series authorities. Diacritics have not been applied for SCIS records in the past, for example for Māori terms, as some library software could not display them. However, this is no longer an issue for vendors.
Changes in SCIS standards
SCIS standards are continuously reviewed and updated in order to meet customer demands as well as internal cataloguing needs. Where possible, we do run processes to apply these revisions to older catalogue records. However, we are not always in a position to make amendments to works that were catalogued before the standards were revised. Some examples follow.
Fictional works in rhyme, such as those by Dr Seuss, are no longer classified as poetry and their subject headings are no longer given Poetry subdivisions. They are now classified as F for Fiction, with the Fiction subdivision being used, and the additional genre heading ‘Stories in rhyme’.
Series sequential numbering terms such as Bk., Book, No., Number, Pt., Part, Vol., Volume and Issue are no longer included in the series heading, MARC field 830. RDA requires us to copy information from the book in hand exactly, although this can lead to inconsistencies in series filing. For example, what might be Bk. 1 in one country becomes Vol. 1 in another. In order to remove these inconsistencies, SCIS revised its cataloguing standards in May 2018 to simply record the series number and not record the designation (book, volume, etc.). An exception to this policy is to use the term ‘episode’ with numbering of television series.
SCIS adheres to RDA, which states that cataloguers need to record data from the resource, as it appears. This can lead, in some cases, to inconsistencies due to the way information is recorded on each particular item. For example, differing terms are used among publishers for the place of publication, for example NSW, N.S.W. or New South Wales. Because the RDA instruction is to record data from the resource itself, as it appears, publisher names and places of publication cannot be standardised.
Another common issue is the use of duplicate ISBNs. Sometimes publishers will give the same ISBNs to multiple titles they have published. RDA requires us to record this information as is.
Items in a series present special problems to cataloguers, often because of decisions made by publishers. Some examples follow.
Changes in the series title when published in another country: For example, the series ‘The Saga of Darren Shan’, first published in the UK, is known in the US as ‘Cirque du Freak’.
Classification: In general, all books in a series should have the same type of classification — either fiction or non-fiction. However, the content of the item is the most important part of determining the classification so there have been rare occasions when this has not happened (for example, a series on countries having a mixture of history and geography numbers). These records with inconsistent classifications are being amended as we become aware of them.
Subject heading inconsistencies in fiction series: Although most fiction series have the same characters and common themes, the content of the item will determine the subject headings. For example, the series Pippa’s Island has additional subject headings, as well as the same headings such as ‘Islands–Fiction’ and ‘School stories’. The second book, Cub Reporters, has the headings ‘Reporters and reporting–Fiction’, ‘Journalists’ and ‘School publications’, whereas Book 4, Camp Castaway, has the headings ‘Outdoor education’ and ‘School campsites’.
Differing sequences for subseries, especially in reading sets; for example, a variety of sequences for levels, colours, and numbering: These differing sequences make it difficult for users searching series titles. Again, since RDA requires us to transcribe the item as is, we must copy the information as the publisher presents it in the series statement, MARC field 490.
Where possible, we are standardising the series headings, MARC field 830, for users’ benefit. In 2018 SCIS introduced series authority files to address these publisher inconsistencies in series titles. We are undertaking retrospective authorising to series headings allocated in the past 10 years.
Changes to subject headings
To meet users’ needs, SCIS cataloguers are constantly revising subject headings and establishing new ones for terms in common usage; for example, ‘Cyberbullying’, and new curriculum terms such as ‘STEM education’. However, early works on these topics may not have the most specific subject headings because they had not been established at the time.
It sometimes appears that resources with similar content have different, or inconsistent, DDC numbers. However, there are reasons for this:
Classification varies according to the content of the item: For example, general works on the incidence of COVID-19 (614.592414) and medical works on COVID-19 (616.2414), have different content so will have different Dewey numbers.
There are also differences in classification due to updates of DDC: For example, in DDC edition 22, graphic arts were classed in 760 (Printmaking and prints), but are now, in DDC edition 23, classed in 740 (Graphic arts and decorative arts).
Differences occur due to cataloguer interpretation: For example, a book about trees and flowers could be classed under Trees, 582.16 — or Flowers, 582.13 — depending on how much of the content is, in the cataloguer’s opinion, about trees or flowers.
Prepublication and catalogue request items
With an increasing amount of SCIS records being produced from information sourced from online cataloguing requests and publishers’ websites, there may be differences between the information given in the SCIS record and that found in the actual resource. Cataloguers create the best possible record based on the data presented to them. This is why we prefer to catalogue from the item in hand and, where this is not possible, request scanned images of the publisher information pages, title page, etc. If that information is not given, we must wait until we receive the item at one of our offices to update the record and confirm that everything is correct.
We run regular quality assurance tests to help us identify and correct any inconsistencies in records. To help us maintain the high quality of our records, we would appreciate it if you would let us know any errors or inconsistencies that fall outside the areas mentioned above. Please contact us at email@example.com
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.’
Written by Julie Styles, Cataloguing Librarian, SCIS
With the end of the year fast approaching, now is an excellent time to consider stocktaking your library collection. You may want to stocktake the whole collection at once or do the fiction this year and the non-fiction next year. It all depends on how much time you have available and how much labour you have at your disposal.
Advantages of stocktaking
In handling each resource, you learn a lot about what you have and have not in your collection.
It may be time to ‘weed’ out outdated or little-used material. The ever-changing subject areas of computer science, science and geography are always a good place to start.
Books in a poor state of repair may need to be repaired or replaced.
You are likely to find at least a few books that have been incorrectly shelved and missing for a long time.
Gaps in subject areas will be discovered. You may have nothing or very little on 3D printing. You may alternatively decide you have quite enough on ancient civilisations.
Due to popularity, you may decide to buy additional copies of some titles.
Best of all, your collection will be all organised and ready to start the next school year.
How to go about doing a library stocktake
As always, we recommend that you speak to your library management software vendor for specific instructions on how to complete a stocktake.
Stocktaking and SCIS records
The SCIS catalogue, like every other library catalogue, is continually evolving. It reflects changing international standards in cataloguing and internal policy decisions. Many of these internal changes come as a result of your feedback and often enhance the usability of the catalogue. Usually, we implement changes from a certain date and do not worry about previous records. However, in some circumstances, it is considered necessary to change older records also. When this is the situation, in many cases, we can make ‘blanket’ or ‘global’ changes to our older records. As this is a big job, we usually concentrate our efforts on records created in the last ten years.
Changes that impact SCIS records
In 2015 we stopped treating stories with rhyming text as poetry, changing the Dewey number from the number for poetry to F for fiction. And the subject headings for all these titles now had Fiction as a subdivision instead of Poetry. The SCIS genre heading Stories in rhyme and the SCOT Verse stories was also added to the record. Global changes were made to records made in and after 2012.
Before 2018 series titles were recorded as presented on the item, resulting in inconsistencies across records. Selecting consistent and authorised series authorities, and updating records has been a significant project and work continues to ensure that older records are linked with the correct series term.
From January 2018, we started adding diacritical marks to name and series authorities. This particularly made a difference to names and titles in the Māori language. We continue to update older records to reflect these new authorities.
Series sequential numbering terms such as Bk., Book, No., Number, Pt, Part, Vol., Volume and Issue are no longer included in the series statement.
RDA cataloguing rules require cataloguers to enter the information exactly as it appears on the book. But this can cause inconsistencies in series filing as the sequential terms used often vary amongst publishers. It was for this reason that SCIS revised its cataloguing standards in May 2018 to record the series number without the sequential term. Older records are now being stripped of these terms.
In addition to these major bulk changes, we occasionally pick up spelling errors, Dewey number errors, and cataloguing errors in individual records which we correct immediately.
Finally, if you prefer to take on a smaller project, we have recently deleted nearly two thousand records for websites that no longer exist and updated nearly 800 URL’s on records that have been re-directed. It may be time to review your website records against the records we have or no longer have on our database.
At SCIS, we have worked hard to make changes to records to improve the functionality of your library catalogue. However, if you still have many of the old records, your library users will not be gaining the full benefit of all these improvements.
Libraries that wish to update their SCIS records to pick up enhancements may decide to re-download the record for each of the titles handled during a stocktake. Yes, it will add to the process, but it is certainly not something you will have to do every year. However, I emphasise, if you want to do a big ‘clean up’ overwriting existing records with SCIS records, you need to confirm with your library management software vendor first to make sure you are doing it correctly. We do not want you to end up with duplicate records or deleted records inadvertently.
Please feel free to share your stocktaking experiences.
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!
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.
‘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.’
‘I wouldn’t have such a high functioning system if I didn’t have SCIS, because it’s like having an assistant librarian whose job is just to catalogue, and who does that job really well. It’s an essential part of the library catalogue for me.’
‘SCIS makes a consistent catalogue. If all the primary schools around New Zealand are using SCIS, they are all getting the same information. This means that students can move from school to school and know that they are still going to get good, consistent search results.’
‘Yesterday, a student asked for a book on Emmanuel Macron. It will be delivered today, and I will be able to catalogue it within five minutes because SCIS is quick. I’ll have it in her hands this afternoon.’
For more information about the Schools Catalogue Information Service (SCIS) please contact firstname.lastname@example.org.
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.