Scan Archive Vols 23-24 (2004-2005)
Appearing below are annotations to Scan articles arranged separately by each issue from Volumes 23 and 24 (2004-2005), alphabetically arranged 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 21-22 (2002-2003)
Scan Archive covering Vols 19-20 (2000-2001)
Scan Archive covering Vols 17-18 (1998-1999)
Links to individual Issues for Scan Archive Vols 23 and 24 (2004-2005):
Vol 23 No 1 January 2004
Vol 23 No 2 May 2004
Vol 23 No 3 August 2004
Vol 23 No 4 November 2004
Vol 24 No 1 February 2005
Vol 24 No 2 May 2005
Vol 24 No 3 August 2005
Vol 24 No 4 November 2005
Vol 23 No 1 January 2004
Birch, Robyn and Preedy, Jacqui (2004) ‘Community and Family Studies HSC Core: parenting and caring: support for parents and carers’ in Scan23(1) February, pp. 22–25.
Part of a broader article, a teacher-librarian and teacher, participants in the Quality Teacher Program 3.8 – Linking syllabus outcomes and information skills, share aspects of their unit supporting a topic in the Community and Family Studies HSC Core. A selection from this unit of work is presented here, showing the roles of each partner, resources required (including web sites), and the teaching and learning sequences planned and taught.
Bremner, Sue and Speirs, Greg (2004) ‘The School Magazine and teaching units’ in Scan 23(1) February, pp. 35–36.
The School Magazine has been in continuous publication since 1916. The teaching units support the teaching of reading and give teachers expert teaching strategies to use with their students in Stages 2 and 3. The units are written by literacy experts and are produced to support every even numbered issue of the magazine.
Callister, Elizabeth (2004) ‘Resources to support the PDHPE Years 7–10 syllabus and PDHPE K–6 syllabus’ in Scan 23(1) February, pp. 40–41.
Cannabis: know the risks! and Marijuana: information for students are two new resources to support the PDHPEYears7–10 syllabus. The Out of reach! and Doctor Gemma kits are to support PDHPE K–6. All of these resources are available for purchase from DET Sales.
Charles, Rosie (2004) ‘Everything you wanted to know about the Premier’s Reading Challenge in 2003 and 2004’ in Scan 23(1) February, pp. 38–39.
Giving an overview of the highlights of the Premier’s Reading Challenge in 2003, and what is proposed for 2004, Rosie Charles lists the 11 schools which received awards for outstanding levels of participation in 2002 and 2003. The Premier announced the inclusion of newspaper texts in students’ personal choices for the 5–8 Challenge, and officially launched a new Challenge for Years 3 and 4.
Dowling, Anne(2004) ‘Schools Catalogue Information Service in NSW (SCIS)’ in Scan 23(1) February, p. 43.
Anne highlights the services provided by the SCIS cataloguing unit in NSW and the procedures for sending resources to be catalogued by SCIS.
Gould, Peter (2004) ‘The language of working mathematically’ in Scan 23(1) February, pp. 4–7.
The nuances of the English language impact on the literacy demands of mathematics. Peter explains some of the unique language structures of mathematics. This assists understandings of the importance of language use in mathematics to support students in questioning, applying strategies, communicating, reasoning and reflecting.
Gould, Peter (2004) ‘Mathematics resources K–6’ in Scan 23(1) February, p. 37.
Three new resources have been produced to support the new Mathematics K–6 syllabus. Teaching about angles Stage 2 is a practical resource which assists with teaching two dimensional space. Teaching measurement Early Stage 1 and Stage 1 provides practical programs for teaching the measurement strand of the new syllabus, and Fractions: pikelets and lamingtons includes a CD-ROM to assist with teaching the concept of fractions from Kindergarten to Year 6. Further information is at Mathematics.
Hannigan, Susan (2004) ‘Linking syllabus outcomes in Stage 6 Biology with information skills’ in Scan 23(1) February, pp. 16–17.
Being involved with Quality Teacher Programs as a participant and online facilitator, Susan has seen the benefits of this collaborative professional activity from different perspectives. Susan, teacher-librarian, has worked with Biology teachers integrating information skills with the planning of two Biology modules for Stage 6. This is part of a broader article.
Harada, Dr Violet (2004) ‘Action research: how teacher-librarians can build evidence of student learning’ in Scan 23(1) February, pp. 27–33.
Dr Harada, Associate Professor in the Library & Information Science Program at the University of Hawaii, documents action research which captured evidence of learning taking place in a Kindergarten class in Hawaii . Helpful hints for undertaking action research are included. Introduction and comments are by Ross Todd.
Kallenberger, Niki (2004) ‘State Library of NSW inside Infocus’ in Scan 23(1) February, pp. 41–43.
Infocus is designed to give HSC students relevant information and extend the range of resources available to them through school and public libraries. The resources in Infocus can be found on the database at Infocus.
Keane, Cath and Douglas, Julie (2004) ‘Quality Teacher Program 3.8 – Linking syllabus outcomes and information skillsin PDHPE K–6’ in Scan 23(1) February, pp. 17–18.
The teacher-librarian and Stage 3 teacher found that managing their time efficiently was crucial during their participation in a Quality Teacher Program. In this article, Cath and Julie present the results of the strategies that they adopted and the importance of teacher-librarians and teachers developing shared understandings.
Kesby, Elissa (2004) ‘Ready for work.Vocational learning in all key learning areas for Stage 5 and Stage 6’ in Scan 23(1) February, pp. 44–45.
VET in Schools Directorate produced eight documents which support vocational learning across all the key learning areas. School to Work programs in schools have been supported with Schools to Work training and evaluation sessions. An Employment related skills logbook for Years 9 to 12 has been provided for a cross curriculum approach to teaching work related skills.
Lowery, Vicki (2004) ‘Technical support Linking syllabus outcomes and information skills online courses’ in Scan 23(1) February, p. 15.
The provision of immediate online technical support for participants in online courses such as Quality Teacher Program 3.8 – Linking syllabus outcomes and information skills, allows participants to gain confidence in the use of ICT, learn a range of ICT skills and successfully achieve their objectives. Part of a broader article.
McPherson, Deb (2004) ‘Quality Teaching and implementing the new English Years 7–10 syllabus’ in Scan 23(1) February, pp. 8–12.
The new English Years 7–10 syllabus, implemented in 2004 for Years 7 and 8, will prepare students for Stage 6 English while building on the English K–6 syllabus. This new syllabus requires a range of types of texts and media, links directly to Quality Teaching, and integrates the use of ICT. This article reveals the many collaborative opportunities that exist for teacher-librarians and English teachers to plan and teach this new syllabus together.
Mason, Wendy (2004) ‘Continuing the focus on pedagogy’ in Scan 23(1) February, pp. 34–35.
The Department’s model of pedagogy, Quality teaching in NSW public schools was introduced to schools in 2003. In the August edition of Scan, Robert Randall discussed the background to this model and the rationale for the renewed focus on pedagogy. In November 2003, the second phase of support materials was made available to NSW public schools on request. Phase 2 resources are available from Quality Teaching.
Maxwell, Elizabeth and Rasaiah, Sally (2004) ‘An overview of the Quality Teacher Program 3.8 – Linking syllabus outcomes and information skills, across the key learning areas’ in Scan 23(1) February, pp. 14–15.
From their experience as online facilitators, Elizabeth and Sally provide an overview of professional learning and collaboration between teachers and teacher-librarians enabled by these courses. This is followed by experiences of primary and secondary teachers involved in Quality Teacher Program 3.8 - Linking syllabus outcomes and information skills.
Middlebrook, Katrina (2004) ‘Facilitating a Quality Teacher Program’ in Scan 23(1) February, pp. 20–21.
Being involved in the Quality Teacher Program 3.8 – Linking syllabus outcomes and information skills course as a facilitator was a new experience for Katrina, who had been a participant in previous courses. As facilitator, Katrina provided critical feedback during each stage of the online course; encouraging and affirming the quality of the resulting units of work. This captures the enthusiasm of the experience and pointers for successful online learning.
Peisker, Malcolm and Belcher, Ann (2004) ‘Participation in a Quality Teacher Program (QTP) at Great Lakes College ’ in Scan 23(1) February, pp. 18–19.
Participation in the course enabled the teacher and teacher-librarian to link syllabus outcomes and information skills to develop a teaching and learning activity for Community and Family Studies. Malcolm and Ann successfully worked out the logistics of collaborative planning at this split site campus, with the result that the topic will be studied in future using this model.
Todd, Ross (2004) ‘Research columns 1’ in Scan 23(1) February, pp. 26–27.
Presenting the movement towards evidence based practice in forums across the world, Ross describes the United States’ No Child Left Behind Act of 2001, which makes a clear call for accountable practice. He introduces an example of action research: how teacher-librarians can build evidence of student learning.
Vol 23 No 2 May 2004
BARRANOIK, Lois (2004) ‘Students and their research: architects of meaning’ in Scan23(2) May, pp. 33–37.
This study focuses on the constructivist approach to planning research tasks in secondary schools. Lois Barranoik’s data analysis provided the basis for replanning, acting and observing, and reflecting the steps common to action research.
BEVERIDGE, Sue (2004) ‘Quality teaching in NSW public schools: modelling the model’ in Scan23(2) May, pp. 8–11.
Continuing the focus on pedagogy, Sue presents ways of using the Quality Teaching document to enhance teacher professional learning. This article highlights research that reveals how classroom differences can be reduced if teachers work collaboratively and observe each other’s practice.
BUIST, Beryl and MITTON, Leslee (2004) ‘Engaging boys in the Challenge’ in Scan23(2) May, pp. 13–15.
Years 7 and 8 students at Sir Joseph Banks High School are all involved in the Premier’s Reading Challenge as part of their literacy program. The Challenge was used as a tool to teach essential learning habits, raise expectations about students’ own responsibility and accountability for learning, and work towards relevant Stage 4 English outcomes.
CHARLES, Rosemary (2004) ‘Students experience success in the Premier’s Reading Challenge’ in Scan23(2) May, p. 12.
More schools and students are registered in 2004, than ever before in the Challenge. Rosemary provides contact details for information about the Challenge at NSW Premier’s Reading Challenge.
DORBIS, Chris (2004) ‘A shared history’ in Scan23(2) May, p. 43.
This web site is designed to support the teaching of Aboriginal perspectives in the NSW HSIEK–6 syllabus. The article provides background and rationale, and an outline of essential information, available at the web site. Further information can be obtained from A shared history.
DORNEY, Robyn and CAREY, Margaret (2004) ‘Quality Teaching: mentoring beginning teachers at Merriwa Central School ’ in Scan23(2) May, pp. 4–7.
Reporting on the exciting action research project in which the school was involved, the teacher–librarian and Deputy Principal at Merriwa Central School explain how the elements of Quality Teaching support beginning teachers through this important collaborative program.
FOSTER, Lyndall and SHEPPARD, Wendy (2004) ‘Collaborating to support new Technology (Mandatory) Years 7–8 syllabus’ in Scan23(2) May, pp. 38–42.
Opportunities exist in the new Technology (Mandatory) Years 7–8 syllabus for teacher-librarians and teachers to collaborate in implementing this new syllabus in 2005 and 2006. Information skills are embedded in this syllabus which also requires new, current and relevant information to support class and individual projects and related learning.
Granville Artlinks project team (2004) ‘Artlinks in the Granville School Education Area (SEA) in Scan23(2) May, pp. 28–31.
Linking primary and secondary teachers in a common goal of making and responding to art works, this multicultural Linkages and Creative Arts project for the Middle Years involved: Bronwyn Bancroft (an Aboriginal artist and designer); Consultants from Linkages and Creative Arts; the Multicultural Programs Unit; and teachers and students from schools in the Granville SEA.
‘An interview with Julie Vivas’ (2004) in Scan23(2) May, pp. 22–27.
2004 marked the 21 st anniversary of the publication of Possum magic. Julie Vivas, illustrator of Possum magic and other picture books, spoke to the Editor of Scan about her techniques and aspects of visual literacy in her work (other articles dealing with visual literacy have appeared in Scan in past years). A book rap for Possum magic was held in May 2004, with Julie answering student questions online. Archives of this rap can be accessed at Possum magic book rap.
RUSHTON, Kathy (2004) ‘Using texts from key learning areas in the literacy program’ in Scan23(2) May, pp. 17–21.
Supporting students in a cross curriculum literacy program using real world texts is the focus of this article. Here Kathy defines the process of teaching reading with authentic texts, drawing on the elements of Quality Teaching. Reviews of Indijreaders accompany this article. Teacher-librarians can support this literacy approach by providing texts such as Indijreaders which develop an Aboriginal perspective, while developing understandings in HSIE and English.
TODD, Ross (2004) ‘Research columns 2’ in Scan23(2) May, p. 32.
Learning research is the subject of Ross’ column as he introduces the recent study, Student learning through Ohio school libraries (to be included in Scan 23(3)) and the study by Dr. Lois Barranoik in this issue. This column focuses on understanding how students engage in research tasks to build understanding and meaning, and their need to know how to engage in a range of different sources and formats of information.
TURNBULL, Susan (2004) ‘Get on board the Premier’s Reading Challenge’ in Scan23(2) May, pp. 15–16.
The teacher-librarian at East Hills Boys Technology High details her school’s involvement in the Challenge. This resulted in the school being recognised by the Premier as the secondary school with the highest participation rate in the Challenge in 2003. Susan outlines some management strategies that she uses to facilitate the running of the program.
Vol 23 No 3 August 2004
BANNON, Roz (2004) ‘Planning units integrating ICT using Quality Teaching at Tathra Public School’ in Scan 23(3) August, pp. 16–18.
Roz worked with the Stage 1 teachers at Tathra Public School to plan rich learning tasks for K–2 students integrating ICT and the elements of Quality Teaching. Following the completion of the tasks, collected data determined that powerful learning had taken place, that the students were engaged and demonstrated deep understanding of the HSIE unit, Wet and dry environments.
CROTTY, Roy (2004) ‘Using the Internet with Stage 1 students at Bradbury Public School’ in Scan 23(3) August, pp. 19–20.
Roy was involved in an online activity using email with Year 2 students. This collaborative unit supported the literacy program and integrated ITC in a meaningful way at Bradbury Public School. This activity supported writing outcomes in the English K–6 syllabus.
DOWLING, Anne (2004) ‘Cataloguing web sites and SCIS’ in Scan 23(3) August, pp. 44–45.
Approximately 6000 educational web sites are included on the national SCIS database. Anne shows teachers and teacher-librarians how to access and use this growing resource for maximum effectiveness in teaching and learning.
GORE, John (2004) ‘Quality Teaching and implementing the new HSIE Years 7–10 syllabuses’ in Scan 23(3) August, pp. 4–8.
The implementation of the new HSIE syllabuses has significant implications for teacher-librarians. In this feature article, John explains a range of teaching opportunities for teacher-librarians supporting colleagues in this process. The importance of pedagogy is reiterated. The way that the elements of Quality Teaching can be integrated into planning and teaching in HSIE is a feature of the article. Read more about Quality Teaching. Visit Human Societyand Its Environment
LAWRENSON, Alison (2004) ‘ How a school’s intranet can support teachers and K–2 students’, in Scan23(3) August, pp. 21–22.
Explicit teaching of ICT skills in the context of syllabus outcomes was an essential part of introducing the Internet to Stage 1 students at Bilgola Plateau Public School. Using these acquired skills, the students were able to use the school’s intranet in collaborative teaching situations, achieving syllabus outcomes across the primary curriculum.
LOCKWOOD, Anne (2004) ‘Using online databases and periodicals in a secondary school’, in Scan23(3) August, pp. 26–27.
Using periodicals and online databases in a secondary school library requires careful consideration of what teaching and organisational strategies to adopt. Anne describes her school’s way of addressing these issues. Managing subscriptions, using serials in key learning areas, and financial considerations are addressed here.
McCULLAGH, Terry ‘Using iSELECTat Wollumbin High School’ in Scan23(3) August, pp. 23–24.
Students at Wollumbin High use iSELECT to access current information. This research tool is a valuable resource for teachers and students. Here the teacher-librarian describes how the skills of effective searching were modelled using iSELECT in a collaborative lesson. For further information go to ilanetweb.
McLEAN, Ian (2004) ‘Book rap diary: Possum magic at Penrith Public School’ in Scan23(3) August, pp. 9–13.
During the book rap, students at Penrith Public worked with their classroom teacher and the teacher-librarian on a range of teaching and learning activities enriching the literacy program, including constructing storyboards and creating bush magic poetry. Examples of this class’ engaging posts to the rap are included in this article. Visit Possum magic book rap for more examples of student messages and a range of teaching and learning resources.
MARTIN, Sue (2004) ‘NSW HSC Online: an update’ in Scan23(3) August, p. 44.
Sue provides an update of NSW HSC Online which currently has 48 subject nodes covering 76 courses for Stage 6. Beyond the HSC contains resources and opportunities for teachers to enhance their skills and knowledge in online learning and teaching as well as the development of professional portfolios.
SCHEFFERS, Jenny (2004) ‘Developing Internet skills with Year 1 students’ in Scan23(3) August, pp. 14–16.
The teacher-librarian and Year 1 teachers at Marayong Public collaboratively planned and taught a unit supporting outcomes in Science and Technology K–6. One of the tasks planned was for the students to access an Internet site to research African animals in the context of a planned visit to the zoo. Some sequential teaching strategies of how to use the Internet to achieve syllabus outcomes with Stage 1 students are included in the article.
SCHEFFERS, Jenny (2004) ‘Travelling possums join the Possum magic book rap!’ in Scan23(3) August, p. 45.
Seven classes participated in the Possum magic book rap at Marayong Public. Jenny Scheffers, teacher-librarian at Marayong, describes some of the activities and interactions with the Support class and illustrator, Julie Vivas, and the visit from the travelling possums, Grandma Poss and Hush.
SINGLETON, Lianne (2004) ‘Programming Civics and Citizenship education: writing learning sequences in HSIE K–6’ in Scan23(3) August, pp. 40–43.
In this article, Lianne explains an approach to programming for outcomes in HSIEK–6 syllabus. The advantage of this approach is that teachers are more able to understand each outcome: encouraging professional dialogue and discussion about what teachers are teaching. The elements of Quality Teaching are embedded in this approach. For further details visit Quality Teaching.
SPENCE, Bill (2004) ‘Quality Teaching Support Unit’ in Scan23(3) August, pp 36–37.
This Unit has statewide responsibility for the implementation and support of the Department’s initiative, Quality teaching in NSW public schools. Details of the members of the unit and the Pedagogy in Practice conference is contained in the article.
TODD, Ross (2004) ‘Learning through information technology: insights from Student learning from through Ohio school libraries research study’ in Scan23(3) August, pp. 29–35.
Ross completed a major study in 2002 and 2003 with Dr Carol Kuhlthau in Ohio which provides data about aspects of school library use of information technology to assist student learning. This study has significant implications for teacher-librarians. Ross says that: The integration of networked information technology into the fabric of teaching and learning provides an opportunity for all teachers and teacher-librarians to reflect on how pedagogy is interpreted, implemented and supported to ensure the development of deep knowledge. (Todd, p. 29)
TODD, Ross (2004) ‘Research columns 3’ in Scan23(3) August, p. 28.
From a conference in Ireland, Ross gleaned many ideas about the power of the story and the role of school libraries in motivating and engaging readers. The pervasive theme of many sessions was that of supporting students in reading and the notion of scaffolding. Ross referred to three main types of scaffolding: Reception, Transformation, and Production. This supports the significance of the role of the teacher-librarian in their school literacy program.
WHITE, Maggie (2004) ‘iSELECT’ in Scan23(3) August, p. 25.
Maggie, a Service Development Officer at the NSW State Library, explains how iSELECT is a school specific version of ILANET, delivering affordable access to online information and resources, coupled with advice, training and user support for students and teachers.
ZIEMS, Suzanne and IGOE, Eleanor (2004) ‘Resources to support science and technology in the primary classroom’ in Scan23(3) August, pp. 37–39.
In this article, Suzanne and Eleanor describe how a new interactive CD-ROMcan support students and teachers. Supporting SciTech in the primary classroom provides a range of sequenced activities that assist in the achievement of outcomes and the associated Bigideas for Science & Technology K–6. The materials contained in Supporting SciTech in the primary classroom are available.
Vol 23 No 4 November 2004
BLACKWELL, Sally (2004) ‘2004 Annual Schools Web Design Awards’ in Scan23(4) November, p. 42.
The theme for the 2004 Annual Schools Web Design Awards was Future World and the list of winning schools is included in this article. Information about the Annual Schools Web Design Awards is available.
DAVIES, Owen (2004) ‘The State Literacy Strategy Evaluation’ in Scan23(4) November, pp. 28–29.
Dr Davies presents the significant findings of the 2003 evaluation process and provides some background for the State Literacy Strategy (SLS), starting from 1997. Data was gathered through case studies, surveys, focus group interviews, and interviews with managers of specific literacy programs and the findings were used to determine how, and to what extent, the SLS had achieved its goals, and to make recommendations for future directions.
DOWLING, Anne (2004) ‘Making the most of SCIS OPAC’ in Scan23(4) November, p. 39.
Enhancements to the SCIS OPAC allow more flexibility in the use of search results; here Anne demonstrates these enhancements including the Save/print option for a bibliographic record display.
FIELD, Sue (2004) ‘New syllabuses for HSIE in Years 7–10: starting with the sample programs in HSIE’ in Scan23(4) November, pp. 32–34.
The new HSIE syllabuses for Years 7–10 are due for implementation in 2005 for Years 7 and 9. The sample programs will help teachers to prepare for these courses. These sample programs are continually being updated and added to, and comments are welcome through the HSIE Unit email at hsie@det.nsw.edu.au or by faxing (02) 9886 7305.
GIORGI, Daniela (2004) ‘Australia’s oldest parliament: on site for the teaching of History and Civics and Citizenship’ in Scan23(4) November, pp. 36–37.
The Parliamentary Education and Community Relations Section of the Parliament of NSW conducts programs for students and teachers. Activities include: student tours and role plays in Parliament; forums; conventions and mock parliaments; secondary school; leadership programs; professional development programs for teachers; public tours; and open days.
JENKINS, Doug (2004) ‘Stocktake enhancements after OASIS V1.06’ in Scan23(4) November, pp. 40–41.
The OASIS V1.06 update assists with stocktake as it enables users to verify the timing and range of the previous stocktakes and ensure previous stocktakes have been appropriately finalised before undertaking a new stocktake. Summary stocktake pointers are provided. Further information about OASIS Library stocktake is available.
LA MARCA, Susan (2004) ‘An enabling adult: the role of the teacher-librarian in creating a reading environment’ in Scan23(4) November, pp. 21–27.
This research project investigated the attitudinal and contextual factors that influence the role of the teacher-librarian as an enabling adult in creating a reading environment in secondary school libraries. (p. 21)
This can be across a range of formats including electronic forms of text, and teacher-librarians need to be aware of the many possibilities to better serve the needs of their communities. The research reinforces the importance of supporting reading in a literacy program and related use of explicit teaching strategies. Recent research material is provided for additional reading on this challenging and timely issue.
NOAD, Betty (2004) ‘Does critical literacy have an image problem?’ in Scan23(4) November, pp. 4–11.
A teacher research project was carried out in the Dubbo School Education Area (SEA) in 2003. Betty worked with a collaborative team from this SEA to identify a model for teacher professional learning that: linked theory and practice in the teaching of critical literacy; and provided frameworks for teaching about the understanding of multimodal texts and for teaching students to become critically literate. Diagrams and teaching ideas are included in the article which explain the features of a variety of texts and which enabled teachers to develop multifunctional frameworks to focus student understanding of a diverse range of texts.
NYHOLM, Melissa (2004) ‘National Literacy and Numeracy Week’ in Scan23(4) November, pp. 30–31.
National Literacy and Numeracy Week (NLNW) provides opportunities for schools to celebrate the teaching and learning of literacy and numeracy in government and non government schools.
PLUMMER, Frances (2004) ‘Putting teacher and student learning first in implementing Quality Teaching: the North Sydney Demonstration experience’ in Scan23(4) November, pp. 12–14.
The Principal and teacher-librarian at North Sydney Demonstration School (NSDS) were interviewed by Frances to reflect on their school’s collaborative journey and how they used an evidence based practice approach to action learning to effect transformational learning for teachers and students. Improvements in teaching and learning follow commitment to professional learning and this belief underpinned the initiative at NSDS. The action learning project required teachers to explore the elements of Quality Teaching to design challenging learning activities for students. Teaching ideas are included.
SLY, Cathy (2004) ‘J.C. Burke visits Barrenjoey HS to talk about her new novel The red cardigan’in Scan23(4) November, pp. 17–19.
An author visit and reading and writing workshops inspired the staff and students at Barrenjoey High and lead to the implementation of some of the requirements of the new English Years 7–10 syllabus. Jane Burke talked to students about the writing process and encouraged them to keep a writer’s journal of entries which could then be included in their personal creative writing activities. A review of Jane’s novel is included in this issue of Scan.
TODD, Ross (2004) ‘Research columns 4’ in Scan23(4) November, p. 20.
Ross leads into the research carried out by Susan La Marca in a discussion of how Quality Teaching supports literacy. Ross’ own work on evidence based practice links into this research showing the importance of teacher-librarians being actively engaged in whole school planning for literacy improvement.
TOWNSEND, Renette (2004) ‘Aboriginal Studies in context: schools working with Aboriginal communities’ in Scan23(4) November, p. 38.
This program supports teachers of Aboriginal Studies in implementing the new Aboriginal Studies Years 7–10 syllabus. The program recognises that students need to engage in the learning of Aboriginal Studies to strengthen an awareness of Aboriginal culture. Gilgandra High and Cowra High collaborated with the Aboriginal Studies Team in writing and implementing units for the new syllabus.
Vol 24 No 1 February 2005
CHARLES, Rosie (2005) ‘Premier’s Reading Challenge 2004 – a huge success!!’ inScan24(1) February, pp. 12–13.
Reporting on the continuing success of this statewide literacy program, Rosie lists the 20 schools with the highest level of participation in the 2004 Premier’s Reading Challenge. The Challenge has been expanded to include students from K–9.
CLEARY, Anne (2005) ‘The power of the circle’ in Scan24(1) February, pp. 4–7.
Anne, teacher-librarian, shares her passion for literature circles supporting enthusiasm for reading and developing higher-order thinking in primary and secondary schools. Teaching strategies and suggestions for resources are included in this article.
CUTLER, Lee (2005) ‘Book raps supporting literacy in the English Years 7–10 syllabus’ in Scan24(1) February, pp. 8–11.
The teacher-librarian describes the enthusiasm of writing and implementing The rabbits book rap, supporting literacy in the English Years 7–10 syllabus. The exciting learning that took place during this book rap included student interactions with Shaun Tan.
DOWNIE, Andrew (2005) ‘Educational technologies for students who have disabilities’ in Scan24(1) February, pp. 30–31.
Andrew describes suitable technologies which equitably provide opportunities for TAFE and school students with disabilities. Included are related reviews and brief scenarios. For these and other reviews visit Resource reviews.
GEE, Jane (2005) ‘Providing learning opportunities at Barnier Public School: integrating information skills and ICT’ in Scan24(1) February, pp. 22–29.
Staff at this school have undergone training, including Intel ® Teach to the Future, to harness the potential of ICT to enhance teaching and learning.Jane, teacher-librarian and computer coordinator, provides some planning and teaching materials in this article.
JENKINS, Doug. (2005) ‘Making the most of OASIS Library’ in Scan24(1) February, pp. 46–47.
Doug presents the first of a series of articles supporting the effective use of OASIS Library. Included are details of support services to schools, previous Scan articles supporting OASIS Library and SCIS, and forthcoming articles on OASIS Library. Visit School Systems and School Libraries and Information Literacy on the Department’s intranet, for further information.
JOHNSON, Christine (2005) ‘My first community: student literacy project’, inScan24(1) February, pp. 32–35.
Students produced a multicultural community resource: a recipe book and calendar, as part of the school’s literacy program. Experience the students’ excitement and sense of achievement in this article.
LEE, Daisy (2005) ‘The teacher-librarian collaborating to implement the Premier’s Reading Challenge at Darlington Public School’ inScan24(1) February, pp. 14–15.
Students and teachers across NSW have eagerly embraced the Premier’s Reading Challenge. Teacher-librarian, Daisy Lee, explains her tips and tricks for engaging staff and students in the Challenge and how she supports teachers in implementing the Challenge at her school.
LORKING, Peter (2005) ‘Time to teach-time to learn: progress on the implementation of the Eltis report recommendations’ in Scan24(1) February, p. 45.
The recommendations in this report have guided the development of draft statements of expectations in curriculum programming, assessing, and reporting to parents.
NEWITT, Reg (2005) ‘Teacher-librarians supporting implementation of the new Years 7–10 syllabuses for Creative Arts’ in Scan24(1) February, pp. 40–42.
Reg explores ways that teacher-librarians can support teachers in implementing the six new Creative Arts syllabuses. This is another valuable article about teacher-librarians supporting the new Years 7–10 syllabuses. Included is a list of references for Dance, Drama, Music, and Visual Arts.
VASSILA, Harry (2005) ‘The information process supporting investigating scientifically’ in Scan24(1) February, pp. 16–22.
Harry explores how the information process and the investigating scientifically process complement and support each other. He provides some valuable charts to illustrate this, along with some useful teaching ideas and proformas. More information can be obtained from Science and Technology K–6.
WHITE, Karen (2005) ‘Centre for Learning Innovation
http://www.tale.edu.au promoting and fostering innovation in teaching and learning’ in Scan24 (1) February, pp. 43–44.
The Centre for Learning Innovation focuses on the development and implementation of teaching and learning resources, and initiatives using new technologies through connected learning. The Teaching and Learning Exchange (TaLE), providing quality professional resources for teacher and teacher-librarians, is available from this site.
Vol 24 No 2 May 2005
BLACKWELL, Sally (2005) ‘Intel® Teach to the Future’ in Scan24(2) May, p. 38.
This collaborative project between the Department and Intel was implemented throughout NSW in 2005. Consisting of a 40 hour course offering face-to-face instruction on the essentials of effective ICT integration, this train the trainer model has been accredited by Deakin University towards a Masters degree.
Joanne Wilkinson became a Master Trainer under this program and writes about the program in this issue; see Leadership in ICT: a teacher-librarian becomes a Master Trainer, pp. 39–40.
BERWICK, Cindy (2005) ‘The Review of Aboriginal Education’ in Scan24(2) May, pp. 30–31.
The Report on the Review of Aboriginal Education contains 71 recommendations on ways to improve education for Aboriginal students. This report can be accessed at https://www.det.nsw.edu.au/reviews/aboriginaledu/the_report.htm
Key findings in this review are detailed in: preschool; early years of primary school; junior secondary school; education for 15–19year olds; and vocational education and training and employment.
CHASE, Lizzie & MANSFIELD, Lynden (2005) ‘Collaboration to support gifted and talented students in Stage 4’ in Scan24(2) May, pp. 13–17.
Lizzie Chase, Literacy Consultant and Lynden Mansfield, teacher-librarian at Pendle Hill High School, discuss two possible models that teachers could use in identifying and planning for gifted and talented students in Stage 4. The Williams cognitive-affective interaction model was used to frame a unit of work on Themysteriesof Harris Burdick and a philosophy unit was based on Thequestfor the stone of wisdom.
CHESSMAN, Angela (2005) ‘What’s new in gifted and talented education’ in Scan24(2) May, pp. 36–38.
Two significant documents were introduced in 2005 which replace the 1991 policy and implementation strategies documents. These publications: Policy and implementation strategies for the education of gifted and talented students and Guidelines for the use of strategies to support gifted and talented students, adopt Gagné’s Differentiated model of giftedness and talent (2003). Sample units of work which illustrate how programs can be adjusted to accommodate the needs of gifted and talented students are outlined in support packages sent to schools, and online at the Gifted and Talented Education website.
FOLEY, Colleen (2005) ‘Research columns two, 2005’ in Scan24(2) May, pp. 22.
Colleen introduces ongoing research by Sandra Ryan and Vicki Hudson, teacher-librarians at Santa Maria College. Sandra and Vicki use an evidence based practice approach with school library teaching programs integrated into the school curriculum.
JENKINS, Doug (2005) ‘Using locations in OASIS Library’ in Scan24(2) May, p. 44.
In this second article in the series on using OASIS Library, Doug provides an overview of using locations, authority files, and the relationship between locations and the Resource Loan Category in OASIS Library.
McLOUGHLIN, Sean (2005) ‘Video readings of picture books’ in Scan24(2) May, pp. 11–12.
Stage 3 students created videos of themselves reading picture books to Kindergarten students. This integrated ICT activity was part of the literacy program at Lalor Park Public School.
NOAD, Betty (2005) ‘Bidialectal pilot research paper’ in Scan24(2) May, pp. 32–35.
The Bidialectal approach to teaching Standard Australian Englishpilot project was conducted in three Dubbo area schools from 2002 to 2004. The aim was to research teaching strategies and learning conditions that would support Aboriginal English speakers in learning to use Standard Australian English. The full report and findings will be available to schools in 2005.
REYNOLDS, Jan (2005) ‘ICT: integral to the curriculum’ in Scan24(2) May, pp. 4–7, 18–21.
Developing an ICT matrix at Hassall Grove Public School was an integral part of the whole school plan to integrate ICT and information skills across the curriculum. The dimensions of Quality Teaching underpinned the planning of the matrix. The full matrix, and how it informed the planning and development of a unit of work in HSIE, is provided with this article.
RYAN, Sandra & HUDSON, Vicki (2005) ‘Teacher-librarians making a difference: providing the evidence’ in Scan24(2) May, pp. 23–29.
Action research carried out over five years into the impact that the Santa Maria College Information Literacy Program has had on Year 7 students, has produced valuable data. Sandra and Vicki used the data from this research study to show the difference that explicit teaching of information literacy has had on student learning outcomes and teaching practice.
SANDERS, Gavin (2005) ‘The intranet: more than just an access point to the Internet’ in Scan24(2) May, pp. 8–10.
Students at Maclean High School have access to videos, online databases, and a digitised collection of resources such as journals, newspapers and reference books from the intranet at school. This use of the intranet as an information resource has revolutionised the way that the school’s web site is being used by staff, students and parents.
WILKINSON, Joanne (2005) ‘Leadership in ICT: a teacher-librarian becomes a master trainer’ in Scan24(2) May, pp. 39–40.
The Intel ® Teach to the Future program was introduced to the staff at Winmalee Public School when Joanne became a Master Trainer. The results have been encouraging, as staff gained confidence in using ICT and planned collaborative lessons, with Joanne, integrating ICT. See also Sally Blackwell’s article in this issue, Intel® Teach to the Future’ p. 38.
Vol 24 No 3 August 2005
AIMES, Veneta & BROWN, Philip (2005) ‘Providing cognitive ramps to the curriculum: cognitively inclusive library programs for students with moderate to severe intellectual disability’ in Scan24(3) August, pp. 4–15.
Philip Brown, teacher-librarian, and Veneta Aimes, Executive Teacher, at Black Mountain School in the ACT, have developed practical teaching strategies for students with moderate to severe intellectual disability. The information literacy support for students is based on extensive research findings into the learning characteristics of students with intellectual disability and appropriate use of assistive technologies. This article contains diagrams and images illustrating the range of teaching and learning devices used at Black Mountain School. See also Brian Smyth King’s article in this issue, How do we meet the challenge of diversity? pp. 16–19.
BUSCH, Michele (2005) ‘Resources supporting teaching and learning: using resources and reviews in the classroom’ in Scan24(3) August, pp. 20–21.
Review coordinator, Michele Busch, provides an overview of the review program including some ways that this valuable selection aid assists teachers and teacher-librarians. Some sample reviews are included with this article.
BROWN, Lee and van Westenbrugge, Annalies (2005) ‘Connected Outcomes Group (COGs) making teaching manageable and meaningful’ in Scan24(3) August, pp. 41–43.
Following the recommendations from the Eltis evaluation of outcomes assessment and reporting, Curriculum K–12 Directorate has developed a programming framework which maps all syllabus outcomes from HSIE, SciTech, Creative Arts and PDHPE, and forms groups of connected outcomes linked by key ideas and concepts. A description of COGs and a sample of a unit of work are provided in this article. Materials will be published as they are finalised, on Curriculum Support at www.curriculumsupport.education.nsw.gov.au/
DOYLE, Therese (2005) ‘Quality teaching in NSW public schools: phase three, assessment practice’ in Scan24(3) August, pp. 43–44.
The third in the series of material supporting the NSW pedagogy model has been released to schools. These materials are: Quality teaching in NSW public schools: an assessment practice guide and Quality teaching in NSW public schools: continuing the discussion about assessment practice.
HAWKES, Jackie (2005) ‘Balancing a new curriculum, ICT and resources’ in Scan24(3) August, pp. 22–23.
Jackie Hawkes, teacher-librarian at St Clair High School has developed reading packs for staff based on the resource reviews and articles in Scan. These packs inform collection development and support teachers implementing the new Years 7–10 syllabuses. To search for appropriate Internet sites, Jackie uses the Resources reviews database at http://www.schools.nsw.edu.au/resourcereviews/
HULL, Bronwyn (2005) ‘Evaluating and using resources in teaching and learning’ in Scan24(3) August, pp. 24–26.
Bronwyn Hull, teacher-librarian at Goulburn High School, outlines the criteria that she uses to select appropriate Internet sites which support the curriculum and for reviewing in Scan. A suggested checklist for evaluating sites is included, which teachers could adapt to suit their individual requirements. Bronwyn also searches the cumulative index in issue 4 of Scan and on the Resources reviews database for suitable sites, at http://www.schools.nsw.edu.au/resourcereviews/
JENKINS, Doug (2005) ‘Running reports in OASIS Library’ in Scan24(3) August, p. 45–47.
In the third article in the series ‘Making the most of OASIS Library’, Doug explains the functions and applications of the two basic types of reports in OASIS Library: B4 Reports/utilities and F2 Sample reports. Examples given include producing: a Shelf list report; a Barcode borrower list; a Catalogue report by subject, Used subject headings, and how to access sample reports.
JENSEN, Shelley (2005) ‘Web site review lesson ideas’ in Scan24(3) August, p. 29.
Teacher-librarian at Berala Public School, Shelley Jensen, describes some lesson ideas to assist students to understand concepts such as: bookmarking; searching the Internet using a browser; and understanding web addresses. Shelley uses Scan reviews to select suitable sites to support units of work.
KEANE, Cath (2005) ‘Sample teaching ideas for using Scaninteachingand learning’ in Scan24(3) August, pp. 26–28.
Cath Keane, teacher-librarian, uses Scan reviews to maximise teaching and learning outcomes at Parramatta East Public School. Proformas for note taking, an assessment rubric and part of a collaboratively planned and taught unit of work for Stage 2 HSIE, are included with this article.
PERCIVAL, Bob (2005) ‘Science in Context (SiC): schools working with Aboriginal communities’ in Scan24(3) August, pp. 44–45.
This program is in response to the identified need for Aboriginal students to engage in the learning of Aboriginal community knowledge and the importance of contextual learning and teaching. An outline of the program can be found at http://www.anu.edu.au/livingknowledge/html/educators/sic/index.htm
PLUMMER, Frances (2005) ‘Integrating ICT in teaching and learning online modules’ in Scan24(3) August, p. 30.
The Australian Government Quality Teacher Program(AGQTP) supports professional learning for teachers and has identified the integration of ICT as a priority area. As a result, a web site has been developed to host resources supporting teachers in this. The site, Integrating ICT in teaching and learning online course modules at https://detwww.det.nsw.edu.au/ict contains online, self paced tutorials for each course module.
RIDGE, Judith (2005) ‘Old tales, new readers’ in Scan24(3) August, pp. 39–41.
This paper was based on a presentation given by Judith at a seminar for the International Board on Books for Young People (IBBY). In this article, Judith discusses the timelessness of fairytales and how the retelling of these original stories, for example, Themagiccircle (Hansel and Gretel) and Rapunzel (Zel), appeals to today’s older readers. See also Subverting fairytales by Kerry Underhilll on p. 38 of this issue.
SMYTH KING, Brian (2005) ‘How do we meet the challenge of diversity?’ in Scan24(3) August, pp. 16–19.
The Director of Disability Programs, Brian Smyth King, explains the 2005 clarification of the Disability Standards for Education 2004. The Standards underpin the Commonwealth Disability Discrimination Act and focus on a student with a disability being treated on the same basis as a student without a disability. This article includes some of the adjustments that teachers make to support learning by students with diverse learning needs. Also provided is a valuable explanation of adaptive technologies and software applications available that facilitate student learning.
TODD, Ross (2005) Research columns 3 ‘Teacher-librarians and the leading of learning’ inScan24(3) August, pp. 34–37.
Ross explains that…Quality Teaching …provides a philosophical and professional basis for developing high quality learning outcomes and acknowledges that the teacher is the most important element influencing conceptual development and values and attitudes of students. Teacher-librarians play a vital role in instructional intervention and collaborative partnerships to enhance learning outcomes. Ross describes the model of the school library as a dynamic agent of learning.
UNDERHILL, Kerry (2005) ‘Subverting fairytales’ in Scan24(3) August, p. 38.
In this article, Kerry outlines the demands of the English syllabuses in relation to the study of visual texts. The playful retelling of fairytales offers an ideal opportunity for students to learn about stereotypes, gendered roles, and their various subversions, in irreverent parodies such as Who’safraidof the big bad book? and Shrek. See also Old tales, new readers by Judith Ridge in this issue, pp. 39–41.
WOOD, Kerin (2005) ‘Online modules engage teachers and students developing critical literacy’ in Scan24(3) August, p. 31–33.
Using ICT to add value to the students’ learning experiences is the aim of the online modules available at the AGQTP site at
http://www.qtp.nsw.edu.au/index.cfm
Digital exhibition is one of the online modules described in this article, where Stage 3 students were required to use the Internet, digital cameras, and Microsoft PowerPoint, to make an artwork with English writing outcomes. Another module involved a WebQuest as a vehicle for teaching Year 10 students about the Vietnam War.
Vol 24 No 4 November 2005
ALFORD, Wendy (2005) ‘Child protection education’ in Scan24(4) November, pp. 42–43.
An important aspect of child protection education is the incorporation of literature into teaching and learning. Reviews in Scan are one way of identifying resources for consideration. Wendy provides a list of possible keywords to use as search terms when using the Resource reviews database to identify suitable child protection resources. More information about the Anti-bullying plan for schools and about child protection is available on the intranet.
ANDERSON, Andrew (2005) ‘Boys’ education initiatives’ in Scan24(4) November, pp. 37–38.
The Gender Equity Programs Unit is developing a Boys’ Education and Girls’ Education Policy for implementation in NSW government schools in 2006. This unit is working with schools on the development of programs to enhance the participation and performance of boys in NSW public schools.
BARTLESON, Hélène (2005) ‘Le Français au travail-creation d’un site webVocationallearningin French’ inScan24(4) November, p. 43.
Three NSW government high schools trialled materials and strategies in an online resource focusing on engagement, motivation and the diverse language needs of boys, girls and Life Skills students. The web site was developed at the Languages Unit supported by the Vocational Education in Schools Directorate.
BLACKWELL, Sally (2005) ‘Reflecting on web success’ in Scan24(4) November, pp. 44–45.
The theme for the 2005 Annual Web Design Awards was Reflections and inspired students to create web sites ranging from racism and national identity, to public transport and peer pressure. The primary school winner was The Sports Mirror team from St Ives Park Public School, and the secondary school winner was the Phlat team from Castle Hill High School.
CHARLES, Rosie (2005) ‘Including all students in the Premier’s Reading Challenge’ in Scan24(4) November, pp. 18–19.
Inclusivity is one of the attractions of the Premier’s Reading Challenge. Rosie describes some of the strategies teachers can adopt to ensure that the Challenge is available to all students regardless of disability or maturity level. Two case studies are included from a support unit teacher and an early childhood teacher. The article also explains how pre-school students entering Kindergarten the following year can enter the Challenge.
HING, Marion (2005) ‘One small step: evidence based practice at Warilla High School’ (2005) in Scan24(4) November, pp. 10–13.
Science staff at Warilla High worked with the teacher-librarian to survey the information literacy skills of Year 7 students. The results formed the baseline for action research into the understanding of the information skills process by teachers and students using an evidence based practice approach. This research will be ongoing at Warilla, tracking the progress of this Year 7 cohort.
HODGMAN, Charmayne (2005) ‘Multiliteracies: another dimension of information literacy’ in Scan24(4) November, pp. 20–23.
Mona Vale Public School is an advisory school for the Australian Children’s Television Foundation (ACTF). The teacher-librarian collaborates with teachers in teaching critical literacy, ICT skills, creative thinking, communication skills, personal and group skills, and problem solving, using the resources of the ACTF. The school’s commitment to Quality Teaching, The National Schools Network, Restorative Justice and the teaching of multiliteracies fits well with the principles of the ACTF. Part of a philosophy unit, Fairness, and a review of Noah and Saskia is included with this article.
JENKINS, Doug (2005) ‘Library usage: reporting on loan history and loan statistics’ in Scan24(4) November, p. 46.
In this last article in the series, ‘Making the most of OASIS Library’ Doug describes the functions of the Circulation and Report/Utilities modules in OASIS Library. Loan history reports and Loan statistics reports are explained in this article.
JOHNSTON, Di (2005) ‘Integrating literacy strategies and ICT skills to support the Premier’s Reading Challenge’ in Scan24(4) November, pp. 14–17.
Teacher-librarian and computer coordinator at Cambridge Park Public School, Di Johnston, integrates ICT into the management of the Premier’s Reading Challenge. Di lists some of the management and literacy strategies that she has developed to support staff and students in the Challenge. Reviews are included with this article.
KIRK, Mandy (2005) ‘Establishing a new library’ in Scan24(4) November, pp. 30–32.
John Edmondson High School opened in 2005. Teacher-librarian Mandy Kirk describes some of the challenges that were faced in the establishment of a new secondary school library. Issues regarding management, resources, teaching and learning, and integrating ICT (including the use of a digital video/DVD delivery system accessible from any computer in the school) are discussed in the article. Principal, Gary Joannides adds a principal’s perspective to the role of the teacher-librarian in a new school.
MASON, Ruth (2005) ‘Gateways to learning’ in Scan24(4) November, pp. 40–41.
Project Officer at the Centre for Learning Innovation, Ruth outlines some of the online resources available to teachers through TaLE. The Le@rning Federation has been developing online curriculum content and these learning objects are also accessible through TaLE.
PRYOR, Bernard (2005) ‘ National Literacy and Numeracy week 2005’ in Scan24(4) November, pp. 38–39.
Held between 29 August and 4 September 2005, National Literacy and Numeracy Week (NLNW) showcased literacy and numeracy throughout Australian schools. The winners of the NSW NLNW Excellence Awards were Belmore Boys High School, Bishop Druitt College Primary School and St Mary’s Primary School Rydalmere. An outline of the Literacy program at Belmore Boys High accompanies this article.
RUSHTON, Kathy, MOMDJIAN, Kareena, and HARRISON, Cathie (2005) ‘Teachers working together to develop quality teaching at Belmore Boys High School’ in Scan24(4) November, pp. 4–9.
Featuring a collaborative model of teaching, this feature article was written by the teacher-librarian, ESL teacher and English teacher at Belmore Boys High School (BBHS). The literacy program at BBHS was focused on developing teaching which supported all students through a mainstream program. Recognising that some students had significant language needs, Kathy Rushton developed an intensive language program. This was taught in conjunction with the specific teaching of information skills in the context of a set assessment task based on the novel, Sparringwithshadows. The unit and vocabulary support material is provided.
SKINNER, Janelle (2005) ‘Journey into Stage 6’ in Scan24(4) November, pp. 26–27.
Janelle, teacher-librarian at Grafton High School, writes about the support that teacher-librarians can provide in the teaching of the Area of Study: The journey in Stage 6. A list of suggested related resources, including web sites, accompanies the article.
TODD, Ross (2005) ‘The leading of learning and evidence based practice’ in Scan24(4) November, pp. 33–36.
In Part 2 of Ross’s two part article on the way that collaboration between teacher-librarians and teachers can contribute to student learning, Ross explains how the dimensions of Quality Teaching can form the basis for collaboration and instructional interventions, leading to quality learning. Ross also provides an overview of a collaborative research leading of learning project at Gill St Bernard’s School in New Jersey.
TURNBULL, Susan and STUART-MUIRK, Lynda (2005) ‘Taking peer tutoring one step further at East Hills Boys High School’ in Scan24(4) November, pp. 28–29.
The successful peer tutoring program has been taken to a new level at East Hills Boys High (EHBH) with the involvement of the Padstow TAFE literacy/numeracy teacher. The tutors are trained at the TAFE campus in collaboration with the teacher-librarian and ESL teacher from EHBH. This partnership has been well received by the students. Improved literacy results at the school can be attributed in part to this popular program. EHBH also hosted a successful attempt on the Australian Reading Record during which more than 1327 students took part in a simultaneous reading of James Maloney’s Thebookoflies.
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