Scan Archive Vols 19-20 (2000-2001)
Appearing below are annotations to Scan articles arranged separately by each issue from Volumes 19 and 20 (2000-2001), arranged alphabetically by author.
Links to other current Volumes and the Scan Archive:
Vol 28 (2009)
Vol 27 (2008)
Scan Archive covering Vols 25-26 (2006-2007)
Scan Archive covering Vols 23-24 (2004-2005)
Scan Archive covering Vols 21-22 (2002-2003)
Scan Archive covering Vols 17-18 (1998-1999)
Links to individual Issues for Scan Archive Vols 19 and 20 (2000-2001):
Vol 19 No 1 February 2000
Vol 19 No 2 May 2000
Vol 19 No 3 August 2000
Vol 19 No 4 November 2000
Vol 20 No 1 February 2001
Vol 20 No 2 May 2001
Vol 20 No 3 August 2001
Vol 20 No 4 November 2001
Vol 19 No 1 February 2000
BOWIE, Bill & MACKINNON, Guri.'Book raps: be tempted' in Scan 19(1) February, 2000, 4-5.
A classroom teacher and a teacher-librarian hosted the School libraries: empowering learning book rap on Brian Caswell's novel, Maddie. Open ended rap points elicited substantial student responses from fourteen schools. Downloadable pro formas supported and encouraged collaborative, specific teaching. Supported by three additional articles by Kaylene Taylor, Anne Sinclair and Anne Longworth.
CARR, Jane. 'WebQuests: beyond information gathering' in Scan 19(1) February, 2000, 23-25.
Teachers can scaffold thinking much as they scaffold writing. The posing of "essential questions" is a sound approach for developing effective research strategies. With WebQuests, students can engage in authentic tasks, for real world feedback, using a range of information technologies.
DODD, Julie & PARKIN, Mary.'Achieving literacy and history outcomes through a study of Ancient Egypt' in Scan 19(1) February, 2000, 12-15.
At Wiley Park Girls' High School, research tasks in history (Stages 4 and 5) are scaffolded to ensure that students experience success through: specially designed pro formas; explicit teaching, such as mind maps, modelled writing and joint construction of text; and self assessment.
GORDON, Carol A. 'Putting the learner in charge: are information literacy skills enough?' in Scan 19(1) February, 2000, 32-39.
From observation of students completing a personal information project emerged a theoretical framework of what a successful, independent, information literate person looks like. The action research was developmental in purpose, with fieldwork grounded in performance based, authentic assessment practice and constructivist learning theory. Group A students worked with concrete outcomes and stated their purpose in terms of product. They sought help when faced with logistical problems. Group B's projects were activist or abstract, with these students more concerned about the process and learning goals. They initiated problem solving, rather than relying on others, and were better divergent thinkers. Teacher-librarians can assist teachers to craft lessons and units with journal writing, rubrics and peer review as components. The involvement of family and community members in advisory and assessment roles makes "one-on-one" contact with students feasible. The teacher-librarian is seen as a researcher and role model, perceived as truly concerned with the process of learning.
KIRK, Mandy.'Achieving student learning outcomes through WebQuests and HyperStudio' in Scan 19(1) February, 2000, 19-22.
A Stage 3 unit about ancient Greek myths and legends involved students at Thomas Acres Public School: taking on specific roles; comparing data from varied sources; and synthesising conflicting opinions. Interactive HyperStudio stacks were used to publish the students' presentations.
LONGWORTH, Anne. 'Book rapping at Hay War Memorial High School' in Scan 19(1) February, 2000, 10-11.
Group work, collaborative teaching, exchanging emails with author Brian Caswell, problem solving (particularly regarding time constraints), and the multicultural theme of the Maddie book rap were important factors leading to the achievement of Stage 4 English outcomes by Hay's student participants.
SINCLAIR, Anne. 'Maddie: a perspective from Deniliquin North Public School' in Scan 19(1) February, 2000, 8-9.
A Stage 4 book rap, via the School libraries: empowering learning web site, was adapted for use with primary students by selecting appropriate Stage 3 English outcomes. Character analysis sheets assisted students to understand the unique vignette structure of Maddie.
TAYLOR, Kaylene. 'The Maddie book rap at Barham High School' in Scan 19(1) February, 2000, 6-7.
As part of an extension program for gifted and talented students, an online book rap was the focus for group problem solving and writing activities, including deconstruction of model book reviews from Scan. Students communicated achieved outcomes through the library noticeboard and school newsletter.
TODD, Ross J. 'Reading the future. Virtual conference: students, the search process and electronic information environments' in Scan 19(1) February, 2000, 26-29.
This summation paper about students' Internet searching synthesises the online discussion (on School libraries: empowering learning)into: learning dilemmas; teaching and learning strategies; and issues for ongoing debate. Teacher-librarians are key players in the development of strategies that empower students.
'Using SCISWeb' in Scan 19(1) February, 2000, 30.
Designed to provide training for teacher-librarians and administrative support staff, this manual assists in: connecting to the Internet; and effective use of SCISWeb and SCIS OPAC cataloguing services. The process for downloading records into OASIS Library, and related issues, are found in the Appendices.
WILLIAMS, Jenny, NELSON, Chris & HARROWELL, Miranda.'KOALA (Kids Own Australian Literature Awards): a purpose for reading, talking and listening' in Scan 19(1) February, 2000, 16-18.
The annual NSW children's choice awards for literature is part of the K-12 literacy plan at Lucas Heights Community School. Supported by teaching and learning activities, students nominate favourite Australian books and vote in the awards. Self esteem improves when opinions are valued.
Vol 19 No 2 May 2000
CALLOW, Jon.'Reading the future. Looking ahead: the future of visual literacy is here now' in Scan 19(2) May, 2000, 8-11.
The term "literacy" has widened to include viewing of visual texts and navigating within hypermedia environments. Students can be taught, using evolving critical tools such as functional semiotics, to use, create and critique images (both real and virtual).
GLASSCOCK, Alison. 'Teaching and learning for Year 7 at Turramurra High School' in Scan 19(2) May, 2000, 17-19.
Collaboratively planned and taught units in Term One provide student orientation to the facilities of their school library and NT network. Science is multimedia is a successful program that fosters students' confidence, self esteem and independence through scaffolded learning activities.
JENKINS, Doug. 'Updating subject headings and subject reference structure in OASIS Version Y2K' in Scan 19(2) May, 2000, 32-34.
The release of SCIS subject headings (4th edition) necessitates that teacher-librarians ensure OASIS Library data conforms to the new, replaced and cancelled subject headings. Processes described include: using the Subject authority file to update subject headings; checking subject reference structure; and generating Seereferences.
KEELEY, Neville. 'The Literacy 97-99 CD-ROM' in Scan 19(2) May, 2000, 36.
This archive of NSW DET publications supports the State Literacy Strategy and the Literacy and Numeracy Plan. Material is formatted as PDFs, opened via Adobe Acrobat reader. Cutting and pasting is permitted. Support has been positive, with many schools installing the CD-ROM on networks.
MAHER, Damian & FIELD, Toni.'Plant a rainforest, build a web page: achieving literacy outcomes through a community project' in Scan 19(2) May, 2000, 20-25.
A rainforest planting project inspired collaboratively planned and taught literacy activities (Stages 3 and 4) involving: note taking from videos; brainstorming; joint and paired construction of factual texts; and poetry writing. The creation of a class web page about rainforests was an important outcome.
MAXWELL, Elizabeth. 'Integrating information skills and exposition texts into the Year 7 science program' in Scan 19(2) May, 2000, 27-31.
Literacy skills are the determining factor by which today's students will achieve success in the future. Students must be articulate in oral, aural, written and evaluative skills. Added visual and technological literacies, required by rapid expansion of the media and technology, have direct implications for school libraries in fostering these skills. An action research project sought to evaluate the validity and viability of collaboratively teaching a draft support document to accompany Teaching literacy in science in Year 7. In the context of learning about water management, the unit sought to move students sequentially from concrete, cognitive responses to those requiring abstract or inferential presentation of understanding. Results of an introductory survey suggested the incorporation of remedial lessons to ensure that students had a working knowledge of information skills. The program enhanced student confidence by developing superior skills. The final examples of exposition texts successfully employed scientific language in presenting a sustained argument.
MCLEAN, Ian. 'An interview with Boori Pryor and Meme McDonald' in Scan 19(2) May, 2000, 4-7.
Through a collaborative partnership that has produced several books, including My girragundji, Boori and Meme enable a wide audience to experience Aboriginal culture. Boori is the "designated" storyteller of his family, and family members are the "first editors" for each book.
MOLINE, Steve. 'Visualising information' in Scan 19(2) May, 2000, 12-16.
Visual literacy, part of information literacy, includes an understanding of tables, flow diagrams, storyboards, and the icons used in computer software and web sites. These visual "tools" can be used by students to summarise, plan, illustrate and integrate written information texts.
SEALEY, Jocelyne. 'ETIS: Education & Training Information Service' in Scan 19(2) May, 2000, 35.
Open Training & Education Network - Distance Education (OTEN-DE) is located at Strathfield, Sydney. ETIS has over 10000 monographs and 500 journal titles, focussing on: vocational education; distance education; and educational management. These are available via interlibrary loans. Intranet services and links to online catalogues are at: http://detwww.det.nsw.edu.au/library/info_services/
Vol 19 No 3 August 2000
CALLOW, Jon.'Reading the future. The literacy demands of visual text: deconstructing a web page' in Scan 19(3) August, 2000, 15-16.
To understand, appreciate and critique visual texts, students need to explore the images and design elements with teachers. Critical questions can be posed about choices made by web designers, and what is implied about their perceptions of the intended audience.
EDMONDS, Victoria. 'Information networking: the PANDORA Archive and the National Library of Australia' in Scan 19(3) August, 2000, 34-35.
The National Library in Canberra is a useful source of Australian and international documentary material, and the Internet has enhanced community access to the collection through Australian libraries gateway. The PANDORA Archive preserves a comprehensive collection of authoritative Australian Internet sites.
'KIDMAP: software to support teaching and learning' in Scan 19(3) August, 2000, 36.
KIDMAP is a curriculum and management tool that supports teaching and learning using an outcomes in stages approach. It enables: comprehensive record keeping; tracking and monitoring of student progress; access to resources; preparation of individual and class programs; and efficient reporting to parents.
LAHOUD, Ann. 'New Disadvantaged Schools Program materials' in Scan 19(3) August, 2000, 37.
Recent publications include: DSP targeted program materials: the four roles of the reader in the classroom (reading K-12); School community partnerships: case studies of congruence (literacy development); and Raising expectations: achieving quality education for all (student, teacher and parent expectations).
PARKIN, Mary. 'Literacy and Numeracy Plus: peer tutoring at Wiley Park Girls High' in Scan 19(3) August, 2000, 17-19.
Twelve senior students participated in a pilot literacy program, leading to them qualifying for a TAFE accredited certificate. Peer tutors and their reading partners read from authentic texts that supported classroom learning. The article is prefaced by Bronwyn Hafey, a NSW DET Project Officer.
PERICLES, Kim & INGLE, Bronwyn.'Achieving literacy outcomes for Kindergarten through a science and technology unit' in Scan 19(3) August, 2000, 20-25.
A teacher at Belmore South collaborated with the teacher-librarian to provide structured talking and listening opportunities for Early Stage 1 students. To differentiate between fiction and non fiction books about animals, a range of oral description games, labelling activities, and factual writing scaffolds were used.
SCHUTZ, Helen. 'Information literacy in action: improving student learning outcomes' in Scan 19(3) August, 2000, 27-32.
A secondary teacher-librarian collaborated with English and science faculties to foster Year 7 students' development of information and critical literacies in an action research project. A unit, Net language, was an authentic learning task consisting of ten lessons about the World Wide Web. Students reported that, as their knowledge about the Internet grew, they became more focussed on specific learning skills and their level of comfort increased. Follow up research with Year 7 science students learning about volcanoes was designed to test and reinforce knowledge of information literacy skills by developing cognitive processes. Information literacy skills instruction made a significant impact on the mastery of content, and the development and transference of information literacy skills. To achieve an information literate school community, there is a need for all educators to: share a common understanding of information literacy; be information literate themselves; plan and teach the skills collaboratively; and document the outcomes.
WASSON, Lindsay. 'Libraries 2000 - Books and all: school libraries in the new millennium' in Scan 19(3) August, 2000, 4-9.
How do teacher-librarians, teachers, school executives and the Department collaborate to drive better student outcomes? Research has identified as key factors: an aligned instructional system; high expectations for all; and welfare processes tied to a framework of success in learning.
ZAMMIT, Katina. 'Reading the future. The literacy demands of visual text: working with new learning environments' in Scan 19(3) August, 2000, 10-14.
Images in multimodal texts do more than just illustrate. Students using electronic learning environments create their own text by piecing together information via hotlinks and icons. To teach students to evaluate visual texts, a critical literacy slant can be taken.
Vol 19 No 4 November 2000
DOWLING, Anne. 'Web site cataloguing and SCIS' in Scan 19(4) November, 2000, 32-33.
Many cataloguing issues regarding web sites are unique. Schools Catalogue Information Service (SCIS) is adding records of sites being used in schools to the national database. Records can be located on SCISWeb or SCISCD by either screen title or metadata title.
EADE, Jan & HOUGH, Frances.'Live video conferencing with Web in a box: the Green and Golden Bell Frog' in Scan 19(4) November, 2000, 4-10.
Students at Turramurra North Primary used Internet based video conference equipment to consult with experts from the Australian Museum about a rare frog species found at Homebush Bay's Olympic site. Stage 2 English and Science Technology outcomes were achieved.
FERSON, Cherie & CONNOR, Tanya.'Blayney Public School's Museum: literacy, information technology and cooperative learning' in Scan 19(4) November, 2000, 11-15.
Adapting an existing WebQuest, a teacher-librarian and a computer coordinator used cooperative learning strategies to implement an integrated unit on regions of the world. Groups of students were supported to practise organising and presenting skills, culminating in interactive exhibits and displays.
HAFEY, Bronwyn. 'A guide for school literacy support teams' in Scan 19(4) November, 2000, 34-35.
Developed as a component of Literacy and Numeracy Plus, now Linkages Years 5-8, this resource provides activities to facilitate the training and development of teachers over eight sessions, and supports use of the Teaching literacy in. in Year 7 series.
NEWTON, Denise & FIELD, Sue.'Our community: using the outcomes approach to write your own HSIE unit' in Scan 19(4) November, 2000, 16-19.
The unit design process was followed to formulate a Human Society and Its Environment unit for Early Stage 1 students. Incorporating an excursion through the local community, this unit includes activities on: social aspects; rules; looking after the environment; and transport.
PIPER, Doug. 'Good WWW page design. by accident or design?' in Scan 19(4) November, 2000, 23-25.
Schools are addressing curriculum and training and development implications of the Internet. As a web publisher, the school home page committee can incorporate a philosophy of 'universal accessibility', good design features and online tools to improve equity of access to their web site.
RICHER, Sue.'Moving forward: knowledge management in action. Reading the future' in Scan 19(4) November, 2000, 27-31.
Dynamic exchanges of ideas and knowing can produce a superior educational product, thereby improving the administrative system through interactive cooperation. A small action research project in knowledge management, focussing on improving communication, created a more effective, sharing environment for staff at Newington College, Sydney. A staff questionnaire designed by the teacher-librarian provided information in ten categories, which was tabulated in Excel and stored on the school's intranet, and in two print documents: a Technology help sheet; and Staff Pink pages. Reactions to the project were positive, and improved a buddy system for new staff members. Future plans are to include: publishing examples of best practice lessons in a database; and electronic discussion forums. Barriers included problems with technology and pressures of time. An ongoing challenge is the need to continually update the databases. Teacher-librarians can spread the knowledge management message, helping to sell the idea that teachers' knowledge should be shared.
SHAW, Jonathan. 'The School Magazine' in Scan 19(4) November, 2000, 36-37.
Since 1916, The School Magazine has introduced primary students to quality Australian and international short stories, serials, poems, plays, non fiction articles and book reviews. Recently, issues have been complemented by Literacy teaching units featuring explicit and systematic suggestions for teaching and learning.
UNDERHILL, Kerry & LOVELL, Gillian. 'How teacher-librarians can support Stage 6 English teachers and students' in Scan 19(4) November, 2000, 20-22.
Changes to Stage 6 English requires that students develop appreciation of how texts make meaning, considering form, content, purpose and audience. Teacher-librarians are well placed to collaborate with teachers, and to locate resources such as Curriculum Support and HSC On-line.
Vol 20 No 1 February 2001
ATKINS, Helen. 'Community participation through book raps at Nowra Public School' in Scan 20(1) February, 2001, 13-15.
The Mygirragundjibook rap was a catalyst for Stage 3 students and teachers to incorporate technology into learning, and to reinforce ties with the local community. Ruth Simms, Aboriginal Education Assistant (AEA), and her family shared cultural knowledge with book rappers.
'Catalogue records for Internet sites reviewed in Scan (2000)' in Scan 20(1) February, 2001, 38-39.
Further to an article on web site cataloguing for school libraries, in Scan 19(4), a list of Internet sites reviewed during 2000 has been compiled, complete with SCIS numbers. Records for these sites can be downloaded from SCISWeb into OASIS.
'Curriculum Support Directorate is now online' in Scan 20(1) February, 2001, 35.
The Internet site at www.curriculumsupport.nsw.edu.au ensures that New South Wales teachers have access to curriculum support 24 hours a day. Advice, teaching ideas, resources, current policies and support documents are included. The site encourages participation in global classroom projects and collaborative research.
DOWLING, Anne. 'Subject headings, reference structure and the SCIS authority file' in Scan 20(1) February, 2001, 32-34.
SCISAF lists all SCIS headings, plus the reference structure for each heading. This authority file automatically adds all appropriate references for SCIS subjects and names to the school library catalogue. References assist users to locate resources, regardless of the search term used.
FRENCH, Ruth. 'Reading and writing reviews with Stage 2 and Stage 3 students' in Scan 20(1) February, 2001, 4-9.
At Stanmore Public School, teachers have experienced that reading and writing reviews with students is a powerful way to demonstrate critical literacy skills. Students deconstructed professional book reviews, discussed social purpose and audience, and jointly constructed reviews of picture books.
HAWKES, Jackie C. & DUNK, Helen.'The Personal Interest Project (PIP): planning and programming for student success in the Higher School Certificate' in Scan 20(1) February, 2001, 10-12.
PIPs demand of students a commitment to exploring a personally relevant area of study. St Clair High School's teacher-librarian and Society & Culture teacher modelled brainstorming and mind map sessions, and revised the information skills process, to assist Preliminary students in identifying major concepts.
MARSH, Lynne. 'Author studies at Chester Hill High School: technology and the school library' in Scan 20(1) February, 2001, 20-23.
Composers of texts include book authors, film producers and directors, web coordinators, graphic artists, and CD-ROM compilers. Stage 4 students used email to interact efficiently with novelist Sally Odgers, achieving outcomes in reading and writing through participation in various web based projects.
MASON, Susan. 'Murder under the microscope: achieving outcomes through cooperative learning' in Scan 20(1) February, 2001, 16-19.
Classroom teacher, Marlene Morrison, and the teacher-librarian, used a collaborative, integrated unit approach and an annual student Internet project, to enable Gol Gol Public School's Stage 3 students to solve an environmental "crime". The theme for 2000 was Evil in the estuary.
VINE, Pamela. 'Research assignments and staff development: an action research approach' in Scan 20(1) February, 2001, 25-31.
Written research tasks can challenge students into higher order thinking processes by making more direct links with concepts of information literacy, and leading students beyond the knowledge level. Authentic learning tasks cover both subject content and the skills needed by students to become effective information users. The purpose was to focus on student research tasks, including presentation and ongoing support, with the aim of bringing about changes to teachers' thinking. Working with one Technology & Applied Studies (TAS) teacher at Macarthur Girls High School, the teacher-librarian helped to plan, implement and analyse the process, and then to present key findings to the whole faculty. Outcomes achieved by students in the target class demonstrate that, with appropriate support and guidance, they are able to develop information skills necessary for effective research work. As such skills were highlighted, discussed and extended, student perceptions began to change, and the majority showed marked improvement.
Vol 20 No 2 May 2001
BRANCH, Jennifer L. 'Helping students become better searchers in the new learning environments' in Scan 20(2) May, 2001, 25-29.
Today, a large amount of information is available to students from digital sources. Students need considerable support to recognise, select and use the information that most meets their needs. This research project examined information seeking processes employed by junior high students at Samuel Hearne Secondary School, Inuvik, Canada, when using CD-ROM encyclopedias. Three main problem areas identified are: disorientation; inefficient navigation; and cognitive overload. A triangulation of data collection methods included verbal protocol analysis, interviewing, observation, and videotaping. The findings support the notion that students need explicit teaching to make them better searchers. Teachers and teacher-librarians need to examine how they prepare for, facilitate, and evaluate and reflect on their students' information seeking processes. Recommendations include the use of: small group and whole group discussions about search terms and search strategies; and encouragement of students to engage in self talk, talk with peers, or talk with teachers and teacher-librarians, while searching.
'Catalogue records for Internet sites reviewed in Scan (1999)' in Scan 20(2) May, 2001, 36-37.
Further to an article on web site cataloguing, in Scan 19(4), a list of Internet sites reviewed during 1999 has been compiled, complete with SCIS numbers. Records can be downloaded from SCISWeb into OASIS. A list for 2000 appears in the previous issue.
DOWLING, Anne. 'Cataloguing resources that have no ISBN: videorecordings and computer software' in Scan 20(2) May, 2001, 33.
A Title search on the SCIS OPAC supplies a SCIS number that can be used in SCISWeb to order catalogue records for resources without ISBNs. Note that SCIS catalogues such items by screen title, not container title.
HAWKES, Jackie C. & DUNK, Helen.'Society and Culture Stage 6 Personal Interest Projects: continuing the research process' in Scan 20(2) May, 2001, 8-11.
In Part II of their report, St Clair High School's teacher-librarian and a Society & Culture teacher focus upon PIP assessment considerations with their Higher School Certificate students. Aspects include: revisiting outcomes; in-school, five minute speeches; and a second mini survey.
HUTTON, Penny. 'Using authentic texts: Virtual conference 2001 extract' in Scan 20(2) May, 2001, 16-17.
Students need to be able to interact with, construct meanings from and manipulate a plethora of texts, including printed, electronic, digital, multimedia and visual, to achieve multiple purposes. The online paper and discussion points have been uploaded to School libraries: empowering learning.
JENKINS, Doug. 'Improvements to OASIS Library: enhancements to downloading SCIS records' in Scan 20(2) May, 2001, 30-33.
The April OASIS CD update for NSW DET schools enhances the ability of OASIS Library to accept bibliographic data from SCISWeb and SCISCD. The major improvement is the ability to load all relevant information for catalogue records for web sites.
KALLENBERGER, Niki. 'Reading the future. From place to space: towards a digital library environment' in Scan 20(2) May, 2001, 18-23.
Digital technologies mean that provision of information is no longer constrained by time and place. In school libraries, users' future information needs, and technologies required to satisfy them, might be evaluated through five key concepts: context; clients; collections; capabilities; and communication.
OWENS, Jan & LOUIS, Yvonne.'Creative arts and KOALA.with a bang!' in Scan 20(2) May, 2001, 12-15.
The art room, school library and adjoining corridors of Chatswood Public School are regularly transformed into an exhibition space. Through collaboratively planned visual arts units, the students also prepare displays for the annual Kids Own Australian Literature Awards presentation ceremony.
RASAIAH, Sally. 'Simple machines: selecting and using Internet sites to support Stage 2 science and technology outcomes' in Scan 20(2) May, 2001, 4-7.
Using resources such as selected web sites and an online "virtual corkboard", the teacher-librarian at Balgowlah North Public School collaborated with Year 4 teachers on the unit Making it easy. Students were supported to read and interpret print and electronic information.
Vol 20 No 3 August 2001
DEECE, Barbara & DUNNE, Anne.'Successful spine labels using OASIS' in Scan 20(3) August, 2001, 36-37.
Spine labels can be produced efficiently, in Barcode or Location, classification sequence, using a new OASIS Library Sample report. Instructions developed by Sandra Jackson, School Technology Support, include: Running the report in OASIS; and Creating the spine labels in Microsoft 2000.
'Integrating technology in teaching and learning: reflections on recent book raps' in Scan 20(3) August, 2001, 8-14.
Book raps engage students in quality literature and purposeful use of ICT (information and communication technologies). Program and planning on the School libraries: empowering learning web site provides links to syllabus outcomes, and models strategies for explicit teaching. Introduced by Bernadette Thorne, the contributions by Wendy Chapman, Rosemary Clarke, Anne Longworth, Jenny Scheffers, Vicki Douglass, and Noel Grannall, encapsulate the exciting learning of students and teachers. Lesley Fitzpatrick and Judith Mee provide an ESL perspective.
KUHLTHAU, Carol Collier. 'Inquiry based learning and school reform' in Scan 20(3) August, 2001, 27-33.
Constructivist theory is a foundation for restructuring teaching and learning programs. Improved learning outcomes are achieved when reform efforts centre on inquiry. Children learn by: being actively engaged and reflecting on experiences, and building on what they already know. Higher order thinking, through guidance at critical points in the learning process, occurs in stages. Children have different ways of learning, including through social interaction with others. The 'six Cs' of collaborating, conversing, continuing, choosing, charting, and composing, are strategies adapted for the Information Search Process (ISP) to engage students of all ages in inquiry. The challenge is to educate students for living and learning in an information rich technological world, and to adapt and apply basic skills of reading, writing, and calculating to new technologies. Students need to develop the ability to learn from abundant information, going beyond finding facts to creating their own understanding at a deep level.
LITTLE, Jane.'Information networking: Infocus and the State Library of New South Wales' in Scan 20(3) August, 2001, 34-35.
Infocus: linking people and information supports NSW Higher School Certificate (HSC) syllabuses. Items are searchable online, with access to other databases provided through ilanetweb. The State Library also collects award winning Society and Culture Stage 6 personal interest projects (PIPs).
McNAMARA, Michael & SYMONS, Sheryn.'Pathways from school to work' in Scan 20(3) August, 2001, 37-39.
School to Work aims to equip students with skills, understandings and attributes enabling them to better plan for and manage their transition from school to further education, training and employment. Teacher-librarians can play a crucial supporting role in the program's implementation.
PATTERSON, Teeny & FITZGERALD, Sandy.'Dismantling the scaffold without falling off: students learning to write independently' in Scan 20(3) August, 2001, 4-7.
Collaborative planning between teachers and teacher-librarians; developing proformas or writing criteria with student input; and developing flexibility and critical understanding: these crucial elements of explicit teaching and modelling can enable students to construct their own texts rather than simply reproduce information.
RAADSMA, Megan. 'Using Discovering Democracy in the classroom' in Scan 20(3) August, 2001, 16-18.
OC students at Camden South Public School undertook a Stage 3 HSIE unit, Think, choose, act!, and investigated popular movements in which Australian citizens combined to secure rights. Student work samples feature mock newspaper and television items about the 1965 Freedom Ride.
SINGLETON, Lianne.'Discovering Democracy: redefining civics and citizenship education in New South Wales' in Scan 20(3) August, 2001, 19-23.
Resources in the Discovering Democracy primary kit focus on four themes, and literacy links ensure that the topics are not taught in isolation. Tables accompanying this article illustrate the "curriculum fit". The NSW program is supported by a web site at: www.abc.net.au/civics/democracy.
TODD, Ross J. 'Collaboration and the information age school: an interview with Carol Collier Kuhlthau' in Scan 20(3) August, 2001, 24-25.
Professor Kuhlthau, of Rutgers University, believes that collaboration between teacher-librarian and teachers is essential so that students can: have authentic experiences of learning; construct their own understandings; and transfer skills. Information age schools prepare students for challenges of the global information society.
Vol 20 No 4 November 2001
BARRANOIK, Lois. 'Meaningful research projects for high school students' in Scan 20(4) November, 2001, 23-29.
Students are faced with daunting amounts of information. They need skills to analyse, synthesise and evaluate what is relevant. Many become overwhelmed, while others take to the challenge; they can grasp the question, focus the search, process the information, and eventually make it a part of their knowledge base. These students can construct meaning and develop understanding. What do high school students view as meaningful in curriculum based research projects? The possible research categories were open ended, and allowed students to make choices based on personal interests. Students were required to: identify their research focus; list the steps taken in the research process; write a report in first person narrative; and include bibliographic citations. Findings included that research purpose is different for students and teachers. An important consideration is perceived research value. It was clear from this study that current relevance is an essential ingredient of a meaningful curriculum based research project.
BLACKWELL, Sally. 'Using ICT in the classroom: information and communication technologies' in Scan 20(4) November, 2001, 32-33.
Online snapshots of classroom and school practice at Professional Support and Curriculum Directorate's web site provide teachers with practical curriculum support for effective integration of ICT. Recent pages feature: Mosaic project; Backyard biodiversity; and a Virtual museum project about cultural heritage.
CHARLES, Rosie. 'National Literacy and Numeracy Week 2001' in Scan 20(4) November, 2001, 30-31.
During this annual event, schools across Australia celebrate the success of literacy and numeracy programs with their communities. In NSW, outstanding primary schools were recognised for their exceptional programs and received achievement awards. Information kits were distributed to schools and libraries.
DAVIS, Meg. 'Connecting school and the real world through community readers' in Scan 20(4) November, 2001, 16.
Inviting community readers into classrooms can assist students to achieve reading outcomes in English K-6. Students act as text users, text participants and text analysts. They can investigate different purposes for reading and writing, and examine relationships between writers and audiences.
DOWLING, Anne. 'New search screens for SCIS OPAC' in Scan 20(4) November, 2001, 34-35.
Following the upgrade of the Voyager software, the redesigned SCISOPAC search screens provide a Basic search and a Guided search (formerly known as Builder). Onscreen search hints contain further information on how to use the SCISOPAC effectively.
HAWKES, Jackie C. 'Supporting senior assessment for the Higher School Certificate' in Scan 20(4) November, 2001, 8-13.
Building upon two earlier articles, essential skills and considerations are consolidated for staff at a St Clair High School professional development day. How to help senior students become more effective learners, and strategies for ensuring research projects are relevant, were explored.
HUTTON, Penny. 'Using authentic texts: reflections and implications from the virtual conference' in 20(4) November, 2001, 4-7.
The Young Australians reading: from keen to reluctant readers report is a timely contribution when analysing discussion from the virtual conference on School libraries: empowering learning. Apprenticing students to texts provides educators with opportunities to develop critical literacy skills.
KNIGHT, Sue. 'Celebrating literacy: community readers at Moruya Public School' in Scan 20(4) November, 2001, 14-17.
Values and attitudes outcomes statements in English K-6 provided the breadth of focus for a collaborative activity to enhance the whole school literacy program. Local community members, from a range of occupations, read aloud from their favourite books during Literacy Week.
MULDER, Lynda & PAULL, Nigel.'Working collaboratively: exploring new approaches' in Scan 20(4) November, 2001, 18-21.
An ongoing partnership between a district literacy consultant and South Grafton Public's teacher-librarian led to collaborative teaching and learning situations, benefiting students in Clarence/Coffs Harbour District. Workshops focused on the literacy demands of visual texts. Author/illustrator Colin Thompson visited schools.
'OASIS CD Update v1.04' in Scan 20(4) November, 2001, 36.
For NSW government schools, SCIS Subject authority file was loaded onto OASIS as part of this update. The most accurate, up to date sources of help are: School Technology Support (phone 13 23 48); articles in Scan; and FAQs on School libraries: empowering learning.
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