ETL 402. Literature Across the Curriculum

As an experienced primary and secondary school teacher I considered ‘Literature Across the Curriculum’ to be an extension of the literacy I incorporated into my teaching programs and planning. However, after working my way through Module 1 I soon realised literacy and literature were two totally different concepts, and the considerable scope of literature and the significant opportunities new technologies offered teacher librarian’s and teacher’s to reshape the way in which narratives are presented to and received by students, so they continue to construct meaning in their lives (Kerlin, 2014, Blog, Module 1). When working through Module 1(2014) I came to realise how digital technology and mobile devices had significantly impacted on the format and content of student’s fiction and reading experiences, and changed the nature of literacy across the school curriculum and libraries, especially with the introduction of E-books, iPads, and multimodal platform like Clickview (Madej, 2003; ETL 402, Overview and introduction to children’s literature). I found Elizabeth Bird’s (2011) article especially interesting regarding Literature Apps as Apps are a large part of my school’s curriculum texts as the students utilise iPad technology throughout the school curriculum (p. 26).

Ensconced in my History teacher world, I realised I had missed out on the cascade of new fiction genres that the students had embraced with such enthusiasm, particularly dystopian (Hunger Games series), Steam Punk, sophisticated/YoungAdult picture books and graphic novels (The Arrival & Maus), the blending of horror and romance such as the Twilight series, and LGBTQ (Lesbian, Gay, Bisexual, Transgender, and Questioning) themes which are so relevant to our 21st century world and an important consideration of school library collections (ETL402, Module 2, 2014). Such a variety of genres and formats allow teachers/teacher librarians to diversify their students’ reading experiences and expand their understanding and interaction with the literary world, as the students move on from traditional linear plots and narrative closure, to preferences for hypertext narratives or digital literature where they can interact with the text and direct their own content or direction (Unsworth, 2005, p.1).

Multi-cultural literature, whole literature programs and curriculum reading environments have become popular with school curriculums and teacher librarian’s with the introduction of the Australian Curriculum’s cross curriculum priority areas, which provide the opportunity for the integration of literary programs incorporating critical, multi and visual literacies and transmedia story telling into learning area curriculums to promote an engaging and enriching literary experience for the students (ETL402, 2015, Assignment 2; Australian Curriculum, Assessment and Reporting Authority (ACARA). (2014). History: Overview. Cross curriculum priorities).

I have acquired considerable knowledge and learning from completing the modules of Literature Across the Curriculum and particularly enjoyed Joyce Valenza’s Manifesto for 21st Century School Librarians revised (2010 ) which I have included on my Blog and includes inspirational gems for future teacher librarians like myself, such as always explore new ways to promote and celebrate reading, make learning an engaging and colourful experience, and lead through strong vision, excitement, engagement, and enthusiasm.



Australian Curriculum, Assessment and Reporting Authority (ACARA). (2014). History: Overview. Cross curriculum priorities. Accessed 23 January 2015 and retrieved from:

Bird, E. (2011). Planet APP. School Library Journal, 57(1), 26. Retrieved from

ETL402 Literature Across the Curriculum. (2014). Assignment 2. A case for literary learning.

ETL402 Literature Across the Curriculum. (2014). Module 1. Overview and Introduction to Children’s Literature. Retrieved February 10, 2015, from Charles Sturt University website:

ETL402 Literature Across the Curriculum. (2014). Module 2.Diversity in Children’s Literature. Retrieved February 10, 2015, from Charles Sturt University website:

Kerlin, J. (2014, December 22nd). Literature Across the Curriculum. [Web log post]. Retrieved from:

Madej, K. (2003). Towards digital narrative for children: from education to entertainment, a historical perspective. ACM Computers and Entertainment, 1(1).  doi: 10.1145/950566.950585

Unsworth, L. (2005). E-Literature and On-Line Literary Resources: Engaging ‘Net-Age’Children with New Forms of Literary Texts. 1-4. Retrieved from:

21st Century Teacher Librarianship – a revised manifesto

An interesting posting by Joyce Valenza on her School Library Journal Blog. December 3rd 2010.

Well into the 21st century, it is clear that the concept of modern teacher librarian practice is not clear. There is no textbook for what effective practice looks like in continually morphing information and communication landscapes.
In the past few years many of us have re-imagined school library for learners using the array of new tools and abilities in front of us today. And in my humble opinion some aspects of emerging practice are non-negotiable.


● You explore new ways to promote and celebrate reading. You are piloting/equipping learners with both traditional, new, and emerging book formats–downloadable audio books, Playaways, Kindles, iPads, Nooks.
● You share ebook apps with students for their iPhones, droids, and iPads and other mobile devices (Check out Gale’s AccessMyLibrary, School Edition)
● You market, and your students share, books using social networking tools like Shelfari, Good Reads, or LibraryThing.
● Your students blog or tweet or network in some way communicate and reflect about what they are reading
● Your desktop screensavers promote great reads, not Dell or Apple or HP.
● You link to available free ebook collections using such tools as Google Books, International Children’s Digital Library.
● You review and promote books in your own blogs and wikis and other websites.
● You embed ebooks on your websites to encourage reading and support learning.
● You work together with learners to create and share digital booktalks or book trailers.

Information Landscape

● You know that searching various areas of the Web requires a variety of search tools. You are the information expert in your building. You are the search expert in your building. You share an every growing and shifting array of search tools that reach into blogs and wikis and Twitter and images and media and scholarly content.
● You open your students to evolving strategies for collecting and evaluating information. You teach about tags, and hashtags, and feeds, and real-time searches and sources, as well as the traditional database approaches you learned way back in library school.
● You organize the Web for learners. You have the skills to create a blog or website or wiki or portal of some other type to pull together resources to meet the specific information needs of your learning community.
● You make sure your learners and teachers can (physically & intellectually) access developmentally and curricularly databases, portals, websites, blogs, videos, and other media.
● Your Web presence reflects your personal and professional voice. It includes your advice and your instruction. You make learning an engaging and colorful hybrid experience.
● You think of your web presence as a knowledge management tool for your entire school. It includes student-produced instruction and archived (celebrated) student work, handouts, policies, and collaboratively built pathfinders to support learning and research in all learning arenas. (Checkout Pathfinder Swap for examples.)
● You help learners put together their own personal information portals and Knowledge Building Centers to support their research and learning, using widgets, embedded media, and personal information portals like iGoogle and NetVibes and wikis and Google Sites.
● You intervene transparently in the research process online while respecting young people’s need for privacy.
● You work with learners to exploit push information technologies like RSS feeds and tags and saved database and search engine searches relevant to their information needs.
● Your own feeds are rich with learning content, evidence of your networking. You embed dynamic widgets (including your own database widgets) wherever students live, work, and play.
● You integrate dynamic interactive features in your library’s website–Google calendars, RSS feeds, delicious bookmarks, photo galleries, online presentations, blogs, surveys, polls, as ways to interact with and teach students.
Communication and publishing and storytelling
● You know that communication is the end-product of research and you teach learners how to communicate and participate creatively and engagingly. You consider new interactive and engaging communication tools for student projects.
● Include and collaborate with your learners. You let them in. You fill your physical and virtual space with student work, student contributions—their video productions, their original music, their art.
● Know and celebrate that students can now publish their written work digitally. (See these pathfinders: DigitalStorytellingTools and DigitalPublishingTools)
Collection Development
● You expand your notion of collection.
● Though you want to offer learners choice, you no longer strive for the standard catalog, long-tail, just-in-case approach. In tight times, with shared catalogs and easy online purchasing, a just-in-time approach may be more effective. You build your own collection collaboratively, with an understanding of the strengths and weaknesses of the available collections around you.
● Your collection includes: ebooks, audiobooks, open source software, streaming media, flash drives, digital video cameras, laptops, tripods, RSS feeds, and much more! And we should seek effective, federated approaches to ensure these diverse formats and platforms are equally and seamlessly accessible.
● You involve your community in collection building using interactive polls and web-based suggestion forms.
● You understand that library is not just a place to get stuff, it is a place to make stuff, collaborate on and share stuff. Not a grocery store, but a kitchen!
● Your collection–on- and offline–includes student work. You use digital publishing tools to help students share and celebrate their written and artistic work.
Facilities, your physical space
● You know your physical space is about books and way more than books. Your space is a libratory. You welcome, and create space for, media production—podcasting, video production, storytelling–producing and presenting.
● You welcome and host telecommunications events and group gathering for planning and research and social networking.
● You cope with ubiquity. No, you learn to love it. Ubiquity changes everything. In one-to-one schools, students may visit the library less frequently. In such environments, in all modern, truly relevant environments, library must also be ubiquitous. Library MUST be everywhere. Librarians must teach everywhere, in and outside of the library.
● You realize you will often have to partner and teach in classroom teachers’ classrooms. One-to-one classrooms change your teaching logistics. You teach virtually. You are available across the school via email and chat.
● You know that laptops can actually walk back to the library for its space and additional resources in all formats.
Access , Equity, Advocacy
● You are concerned about a new digital divide: those who can effectively find quality information in all media formats, and those who cannot.
● You are concerned about a new digital divide: those who have access to the new tools for creation and publishing and those who do not.
● You consider just-in-time, just-for-me learning as your responsibility and are proud that you own real estate your students’ desktops and mobile devices 24/7.
● You grapple with issues of equity. You provide open source alternatives to students and teachers who need them. You lend flash sticks and laptops and cameras and . . . You ensure your students can easily get to the stuff they most need by using kid-friendly terms and by creating pathfinders.
● You ensure that all students have access to readings appropriate for their differentiated needs and offer books in a variety of formats.
● You know that one-to-one classrooms will change your teaching logistics. You realize you will often have to partner and teach in classroom teachers’ classrooms. You will teach virtually. You will be available across and outside the school via email and chat.
● You don’t stop at “no.” You fight for the rights of students to have and use the tools they need. This is an equity issue. Access to the new tools is an intellectual freedom issue.
Audience and collaboration
● You recognize that the work your students create has audience and that they may share newly constructed knowledge globally on powerful networks,. You help them see that they have the potential to make social, cultural, and political impact.
● You recognize that learners may share their ideas and participate in dialogues beyond the walls of the library or classroom.
● You exploit the cloud as a strategy for student collaboration, sharing and publishing.
● You share with students their responsibilities for participating in social networks.
● You see teleconferencing tools like Skype as ways to open your library to authors, experts, book discussion, debates, and more. Consider starting by examining Skype an Author Network.
● You use new tools for collaboration. Your students create together, They synthesize information, enhance their writing through peer review and negotiate content in blogs and wikis and using tools like GoogleDocs, Flickr, Voicethread, Animoto and a variety of other writing or mind mapping and storytelling tools.
● You help students create their own networks for learning and extracurricular activities.
Copyright, Copyleft and Information Ethics
● You teach students to care about their own digital footprints–and monitor them using people search tools.
● You encourage students to develop academic–NOT invisible–digital footprints.
● You teach students about norms for appropriate behavior in wikis and blogs.
● You model respect for intellectual property in a world of shift and change. You encourage and guide documentation for media in all formats.
● You lead students to Web-based citation generators and note-taking tools to guide them in these efforts.
● You recognize and lead students and teachers to the growing number of copyright-friendly or copyleft portals.
● You understand Creative Commons licensing and you are spreading its gospel.
● You encourage learners to apply Creative Commons licenses to their own creations.
● You are revising and expanding your notion of Fair Use in line with the Code of Best Practices in Fair Use for Media Literacy Education. You say “yes” a lot more. You know that in their creative remixes and mash-ups, students may use the copyrighted works of others in their own work without asking permission under certain conditions. You are discussing transformativeness with students and faculty.
● You use a tool for reasoning whether a proposed use is Fair Use. (Tool for reasoning Fair Use.pdf)
You ask students to ask these two questions when they are using the copyrighted work of others in their own media:
1. Did the unlicensed use transform the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original?
2. Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use?
(From the Code of Best Practices in Fair Use for Media Literacy Education)
New Technology Tools
● You consider iPods and iPhones and iPads learning tools as storage devices and reference sources. You know that when you interrupt a student she might be (or may soon be) in the middle of a chapter, recording a podcast, transferring data, taking audio notes. You establish classroom or library academic guidelines and norms for use of personal mobile devices during the school day.
● You know this is only the beginning of social networking. Students will get to their Facebook accounts through proxy servers and their mobile devices despite any efforts to block them. You plan educationally meaningful ways to incorporate student excitement for social networking. You establish classroom or library academic guidelines and norms for their use during the school day.
● You consider your role as info-technology scout. You look to make “learning sense” of the authentic new information and communication tools used in business and academics. You figure out how to use them thoughtfully and you help classroom teachers use them with their classes.
Professional Development and Professionalism
● You seek professional development that will help you grow even if it is not offered by your school district. Even if you don’t get PD credit. You can’t “clock” these hours.
● You build your own personal/professional learning network using social networking tools
● You guide your teacher colleagues in setting up their own professional learning networks.
● You read both edtech journals and edtech blogs, not just the print literature of our own profession.
● You follow selected educators, experts, authors, etc. with microblogging apps like Twitter
● You use Twitter to mine realtime chat about your professional interests. You use hashtags like #tlchat and #edchat
● You learn by visiting the webcast archives of conferences you cannot attend.
● You share your new knowledge with others using social bookmarking tools like Delicious and Diigo.
● You set up feed readers to push the blog of experts and educators you respect to you on a regular basis.
● You join a social network for instance:Classroom 2.0, TeacherLibrarianNing, English Companion, NCTE Conference Ning, ISTE Ning, and Future of Education.
● You are contributing to the development of a new brand for our profession. When your students move on to the next library, they are going to expect visionary service and instruction and caring, helpful relationships.
Teaching and Learning and Reference
● You are figuring out how to be present for your learners and teachers 24/7, at the point of the instructional, research, or communication need. With computers in every classroom and every home, heck with computers in every pocket, how are you going to share your wisdom and collaborate?
● You understand that learning can (and should) be playful.
● You understand that learning should be authentic.
● You understand that learning can be multi-modal, media-rich, customized to the needs of individual learners.
● You know the potential new technologies offer for interaction–learners as both information consumers and producers. You understand that in this world learners have the power to create and share knowledge.
● You are concerned that, when it matters, your students move beyond information satisficing.
● You are concerned that students learn to evaluate, to triangulate information in all media formats. In an increasingly complex world, it is essential that they learn to make information decisions, to evaluate all their information choices, including books, blogs, wikis, streamed media, whatever comes next.
● You continually share new understandings of searching, and evaluation, and analysis and synthesis, and digital citizenship, and communication, integrating and modeling our new standards, dispositions and common beliefs.
● You understand that exploration and freedom are key to engaging students in a virtual environment to promote independent learning.
● You know the potential new technologies offer for interaction–learners as both information consumers and creative information producers.
● You ensure that the library provides an independent learning environment that connects students and teachers in a social, digital, community.
Into the Future (acknowledging the best of the past)
● You unpack the good stuff you carried from your 20th century trunk. Inquiry, high expectations, and information and media fluency matter no matter what the medium. So do excitement, engagement, and enthusiasm.
● You lead. And you look ahead for what is coming down the road. You continually scan the landscape. As the information and communication landscapes continue to shift, you plan. You plan for change. Not for yourself, not just for the library, but for the building and for your learners.
● You see the big picture and let others see you seeing it. It’s about learning and teaching. It’s about engagement.
● You continue to retool and learn.
● You represent our brand (who the teacher-librarian is) as a 21st century information professional. What does the information professional look like today? Ten years from today? If you do not develop strong vision, your vision will be usurped by the visions of others. You will not be able to lead from the center.
You enjoy what you do and let others know it. It’s always better when you do what you love. (And, if you don’t love this new library world, find something else to do.)
● You continue to consider and revise your vision and feed it with imagination. Think outside the box. Heck, there is no box!

Valenza, J. (2010). Manifesto for 21st Century School Librarians. School Library Journal. Retrieved from:



Module 3. Literature and the Collection

The Reading Bill of Rights includes eight “beliefs” that affirm every child’s right to read and what that means in the 21st century… from access to books and great stories, to the ability to analyze, interpret and understand information in the digital age.

Ted Hipple (1996) and Daniel Pennac (1999) suggest reading with subsequent book reports and reviews as part of an educational curricular context, rather than voluntary reading for pleasure, prevents children from holistically enjoying the experience of engaging with a text and immersing themselves within the story. Resulting in students becoming reluctant to read, and totally disinterested in discovering the unique and diverse world of children’s and Young Adults literature in our 21st century.
Pennac believes that by reading to children and adolescents, we (parents, carers, teachers, teacher/librarians) return to them “the gift of reading”, and suggests we invite children to read and grant them the rights and privileges that pertain to our own reading.
Here are Pennac’s Ten, which he calls a “Reader’s Bill of Rights”:
1. The right not to read.
2. The right to skip pages.
3. The right to not finish.
4. The right to reread.
5. The right to read anything.
6. The right to escapism.
7. The right to read anywhere.
8. The right to browse.
9. The right to read out loud.
10. The right to not defend our tastes.

In Better than Life, Daniel Pennac shares his experiences as a parent, a writer and a teacher and asks, how does the love of reading begin? How is it lost? And how can it be regained? This impressive book explores how reading aloud can ensure that a love of books begins, why it is important that children develop a private relationship with books, and what “A Reader’s Bill of Rights” can do to guarantee children value reading(1999).

As a parent, teacher and future teacher librarian, I acknowledge Hipple and Pennac present a very persuasive argument. However, book reports and reviews are only two forms of learning outcomes; the trick is to provide a balanced variety of creative opportunities for students to engage with, when they review texts read for curricular purposes.


Teacher librarian’s face challenges in the provision of e-books to students. These challenges can include the lack of exposure, experience and training by teachers, confusion over copyright, licensing dilemmas when developing e-collections, or justifying the cost of e-books in relation to the cost of print materials. However, there is an increasing trend towards digital material because:

  • E-books provide 24/7 access of traditional print content and make it available to multiple simultaneous users regardless of their physical location.
  • E-books have features such as hyperlinked information, read-aloud capabilities, dictionaries, and multiple language access instantly.
  • E-book content is never lost, damaged, or overdue.
  • E-book files can be downloaded, shared, or saved on handheld devices, flash drives, or notebook computers.
  • E-books do not take up valuable shelf space in overcrowded libraries.
  • E-books can be searched for and accessed from within the online catalog or the library’s website through hyperlinks that direct the user to the content.
  • E-books can be integrated into online bibliographies for special research projects and accessed immediately through digital pathfinders or research modules.
  • E-books can be accessed and shared by students and parents from home at any time and used to supplement instruction or homework assignments.
  • E-books with multiple language options or speech can be used by ESL students both in the classroom and at home to encourage continual language development.
  • E-books can be accessed during the summer months to extend the availability of the school library’s holdings to students and their parents even when school is not in session.
  • E-books can bring online content to students, teachers, and parents in smaller communities without public libraries.
  • Students with reading disabilities such as visual impairments can easily access online content and adjust the fonts or utilize speech software to access reading or research materials (Briscoe, 2011).

From my school library’s perspective, the school’s E-book collection is steadily increasing and students are now regularly accessing e-books for independent reading at school and from home via the school’s intranet. From a teacher’s point-of-view the opinions are divided; with many students unable to download subject e-texts due to family financial constraints, so only half of the students have the necessary texts to use in class. Interestingly, the students actually prefer to read a printed text rather than the e-text. However, teacher’s do happily admit that access to e-texts is instant, require no storage space, and all students are required to have them readily available, (in theory at least), for use in class at any given time. The jury is out on e-books as functional educational texts at the moment, but as fiction, they are a great success! 

Censorship and Book Collection

Teachers and librarians may be questioned about the value of having a particular book, and being prepared to handle these challenges requires knowledge about children’s literature and its potential to diversify the curriculum. Censorship is difficult to define, and varies according to who is defining it (Hunt, 2001), but there is often a need to understand conflicts of intellectual freedom as a process based on age, family background, society’s attitudes, religious beliefs, or profession, with the historical and cultural context surrounding a text usually affecting the level of disapproval it receives (Vandergrift, 1997, para. 9). Vandergrift challenges professional teachers and school librarians to “invite others to read, question, think, criticize, and share their own interpretations … Without this ongoing dialogue and challenge to ideas and beliefs, there is no intellectual freedom” (1997, para. 9).

As teacher librarians, we need to consciously consider both the basis of intellectual freedom in our society, and policies, especially Freedom to Read, that exist through professional associations such as ALIA (Australian Library and Information Association), together with our responsibilities as professional educators to our school communities. A very fine line to walk! 

Australian Library and Information Association (ALIA). (2014). Statement on free access to information. Retrieved from:

Brisco, S. (2011). E-books in the school library. In Polanka, S. (Ed.), No shelf required: E-books in libraries, (pp. 37-54). Chicago: American Library Association.

Elish-Piper, L., Matthews, R. W., Risko, V. J., Johns, J. L., Bass, J., Dasinger, S., Illig-Aviles, B. (n.d.). A Reader’s Bill of Rights. Analyse, Issues and Insights. Retrieved from:


Hipple, T. (1996). A review essay: ‘Better than life’. ALAN Review, 23(3). Retrieved from:

Hunt, P. (2001). Children’s literature. Oxford, UK ; Malden, Mass.: Blackwell Publishers.

Pennac, D. (1999). Better Than Life. Coach House Press. Toronto, Canada:

The Reading Bill of Rights – A Child’s Right to Read. . The Scholastic Channel. Retrieved from:

Robertson, D. (2010, Oct 21). The Reading Bill of Rights – A Child’s Right to Read . Scholastic Channel.

Vandergrift, K. E. (1997). Censorship, the Internet, intellectual freedom, and youth. Retrieved from:

Module 2. Diversity in Children’s Literature

Professional Knowledge Strategies

Some strategies to increase my professional knowledge of children’s literature are, accessing publisher’s book lists in Australia, Europe, and the USA, of recent and popular children’s and Young Adult’s literature. Another strategy would be to access the various professional and children’s choice Literary Awards in Australia as an alternative source when considering children’s literature for the school library.  Together with the student’s own book reviews, which are always a good indicator of popular trends or good reads for a certain age or year level.
For example, reading trends for 2014 at my secondary college school library were:

Year 7, Dystopian fiction such as ‘The Hunger Games’ series, and James Phelan ‘The Last Thirteen’ series & Alone trilogy.
Year 8, Robert Muchamore’s ‘Cherub’, ‘Henderson Boys’, & ‘Aramov’ dystopian series and Kirsty Murray’s ‘Children of the Wind’ series and ‘India Dark’.
Year 9, Fantasy fiction such as the ‘Twilight’ series, Cassandra Clare’s ‘The Mortal Instruments’, Scot Gardner’s ‘Book Mark Days’ girl’s fiction and the popular ‘One Dead Seagull’ and ‘White Ute Dreaming’ boy’s fiction.
Year 10, Fantasy fiction as above, and Archie Fusillo’s ‘Last of the Braves’ and ‘The Yard’.

Children’s Literary Awards

Another children’s literary award that would be useful for educational purposes is The Children’s Book Council of Australia’s (CBCA) Picture Book of the Year Award, awarded ‘to the outstanding book of the Picture Book genre in which the author and illustrator achieve artistic and literary unity, or, in wordless picture books, where the story, theme or concept is unified through illustrations’ (2007-2014, CBCA).The award is an acknowledgement of the invaluable contribution picture books provide within both educational and social contexts.

Contemporary picture books are increasingly popular among older readers, and have become invaluable for teachers to use as opportunities for student’s to make meaning of texts, and develop critical literacy learning in the Australian Curriculum.

Featured image


The top ten reasons why teachers, librarians, and parents should provide picture books for older readers are:

1. Themes are often of universal appeal.
2. Talented artists and illustrators are using picture books as public galleries.
3. Many issues dealt with require a maturity level beyond that of young children.
4. The short and appealing format makes picture books easy to incorporate into whole language or literature-based curricula.
5. Students with learning difficulties or those learning English as a second language will be able to make the visual/verbal connections necessary for successful reading and learning.
6. Picture books can serve as models for fine writing and excellent illustration.
7. Picture books can be used to introduce concepts and sophisticated ideas.
8. Students accustomed to learning visually through television and computers will adapt naturally to the picture book format.
9. The language in picture books is succinct and rich — a terrific way to increase vocabulary.
10. Those lucky students who learn to love picture books will receive a lifetime gift and will be
forever thankful (ETL 402, Module 2, School of Information Studies, CSU, 2014).

Literary Non-fiction

Biographies, autobiographies, memoirs, letters, diaries and journals, travel and exploration narratives, are all examples of literary nonfiction. In The Little Refugee by Anh Do and Suzanne Do, Anh writes with humour and compassion of his life as a refugee (Mod. 2).

Another information book which is a quality example of the genre is Son of the Revolution by Liang Heng, Judith Shapiro, (1984, isbn13: 9780006367505), and published by HarperCollins.
This non-fiction additional resource would support Year 7 students who are studying China as part of their Southeast Asia History curriculum, as it is an autobiography of a young Chinese man whose childhood and adolescence was spent in Mao’s China during the Cultural Revolution.

ETL 402, Module 2. Diversity in Children’s literature. (2014). School of Information Studies, CSU. Wagga Wagga.

The Children’s Book Council of Australia’s (CBCA). (2014) Picture Book of the Year Award. Retrieved from:

Heng L., Shapiro J. (1984). Son of the Revolution. HarperCollins Publishers.

ETL 402 Literature Across the Curriculum

Much of what we teach in schools is concerned with facts. Literature is concerned with feelings and quality of life, but Literature is also a rich engaging art form which can teach concepts and skills throughout all curricular areas.

For teacher librarians it is the reconceptualisation of the audience for children’s literature, and the extraordinary growth, great variety, and growing richness evident in the literary works intended to have children as their primary audience.

Meaning of Childhood?

Literature is a growing thing, reflecting the social realisms of a developing and increasingly demanding world. More recently the impact of technology has enhanced the access to a rich literary experience, encouraging a more positive attitude to the significant opportunities new technologies offer for reshaping the way in which narrative for children is conceived and presented, so that it continues its role of constructing meaning in their lives.

  1. Do you have a vision for the future of children’s literature?  Who will be the drivers of change?

Children’s literature today encompasses a vast range of genre, form and media which takes the reader on an imaginative excursion, reflecting, capturing, finding meaning and even creating meaning, in relation to the world we live in. Works of children’s literature are therefore changing, in tune with what our world is and is becoming. The reader’s relationship to text and the texts themselves have also been clearly expanded, and new opportunities such as phone and tablet apps exist in children’s literature to engage with the powerful images and dramatic forms of multimedia and the Internet. Literature circles, book clubs, and a range of Web.2 technologies encourage a deeper social engagement with literature thereby allowing readers to enjoy and appreciate a book more fully.

What are the key elements for a definition of children’s literature? Note them down in dot points on your blog.

Children’s literature:

  • Is distinguished by its audience, with childhood being a legally defined period from birth to eighteen years.
  • Encompasses a vast range of genre, form and media.
  • Is finding and creating meaning in relation to the world we live in.
  • Is changing in tune with what our world is, and is becoming.
  • Uses new opportunities like phone and tablet apps to engage with the powerful images and dramatic forms of multimedia and the Internet.
  • A great variety and growing richness, evident in the literary works intended to have children as their primary audience.
  • Aids the development of cognition when human minds rely on stories and on story architecture as the primary roadmap for understanding, making sense of, remembering, and planning our lives.
  • Is engaging in a great deal of interesting and comprehensible reading.
  • Can provide an interpretation of the world that children need for developing cultural literacy.
  • Also helps to develop a sense of national identity and extends children’s cultural boundaries.
  • Explores possibilities and allows us to ask ‘what if’ questions, develops children’s imagination and helps them consider nature, people, experiences and ideas in new ways.

 I really like this description of reading as the value of literature in providing knowledge and understanding:

Experiences children have with literature gives them new perspectives, making it possible to feel and live connected to the lives of others. Good writing can transport the reader to other times, in other places where they can vicariously experience historical events, adopt a character’s persona, enjoy adventures, excitement and sometimes struggle with hardships. Such experiences can bring us closer to characters of every nationality and be a potent weapon in the fight against xenophobia. Given the chance to walk in the footsteps of others, readers can develop empathy and understanding. Reading gets us out of our own time and place and out of ourselves but in the end it will return us to ourselves, a little bit different, a little changed by the experience (ETL402 Module 1, 2014).

Interestingly, teacher librarians and teachers alike encounter the reality that in general, motivation for reading tends to decline over the primary school years for the population as a whole, and reading for its own sake, and children’s perceptions of themselves as readers, declines as they get older.

Zipes (2009, p. 17) is also concerned that the  digital technologies will dull children’s senses so that they are no longer capable of being reflective or engaging in prolonged reading events, and that the dominance of design will cause images to become more appealing than words.

Reflection:  Response to Zipe.

(Critics) are not recognising or do not want to recognise that the former traditional approaches to alphabetic literacy through reading print are not meeting the needs of young people who read texts much differently than the generations of teachers and educators who are teaching them.    (p. 42)

Do you agree with Zipe’s comment? Consider the implications for your role as a teacher librarian?

  • Students prefer graphic novels to copious printed texts. Easier to read and the message is conveyed through illustrations rather than print. Graphic novels are in high demand in our secondary college and teacher librarians have recognised their appeal and value and select more for the library collection.
  • Different genres have emerged such as Dystopian, Fantasy and Horror texts that appeal more to secondary students and extend their areas of interest from their online or electronic games.
  • Students would rather read shorter fast-paced stories than voluminous novels containing dense text, and prefer well known authors of teenage books that write action packed spy thrillers such as James Whelan, or read Dystopian series like the Hunger Games or Twilight.
  • E-books are very popular and don’t take up physical space in the library and are easily accessed by students at home or on holiday. Developing an E-library is an important component of all libraries now, but especially at school where they are often used as curricular texts.
  • Magazines especially those appealing to male students usually feature particular sports, hobbies or activities that students like to read. They are more popular in school libraries now rather than non-fiction texts. Students consider them’ light reading’ and engaging.

Recent research in England suggests that opportunities for children’s and young people’s reading for pleasure may have been curtailed as a result of other curriculum imperatives. Under pressure to raise standards, there has been a strong emphasis on meeting objectives and managing the curriculum, but reasons for reading in the first place appear to have been neglected. In particular, little attention has been paid, either in research or policy documentation, to why literature still has a clear role to play in English education (Module 1, 2014).


Charles Sturt University, School of Information Sciences. (2014) ETL402 Module 1, Overview & Introduction to Children’s Literature. Wagga Wagga: N.S.W.

Zipes, J. (2009). Misreading children and the fate of the book in Relentless progress the reconfiguration of children’s literature, fairy tales, and storytelling. London: Routledge.



ETL 507 Portfolio

Teacher Librarian – a learning journey in progress!

As a child I loved going to school because I had an inquiring mind and wanted to learn as much as possible, as well as reading five novels a week to indulge my imagination! As I progressed along my life journey as a mother and teacher, I continued my ‘love affair’ with learning on a daily basis by encouraging my children and students to recognise the value of becoming ‘lifelong learners’, and stressing the relevancy of their learning and how I was learning with them too. Hopefully my enthusiasm for learning has been emulated!  Thus, in 2013 I began my Masters of Education Teacher Librarianship course as a distance education student with Charles Sturt University, as a means to combine my love of reading and literature with learning new knowledge and skills as a teacher librarian in the context of school libraries.

My portfolio is a combination of all the ‘deep learning that has emerged’ of the constantly changing information environment which impacts 21st century school libraries, and how the role of the teacher librarian has become multi-faceted and constantly evolving, as changes occur in how information is delivered and accessed (Barrett, Dr. H, n.d.). It is a big jigsaw-puzzle of learning, beginning with ELT401 Teacher Librarianship as the background, and all of the other units providing the missing pieces, supplemented by Study visits to a selection of Melbourne libraries and a professional practice at Padua College, Mornington (Charles Sturt University, ETL401, 2013).

I consider this my new learning journey in progress; where I have experienced times of exasperation and frustration when not understanding a concept, searching for suitable websites, or navigating the intricacies of the World Wide Web because I wasn’t born a ‘digital native’! As a classroom teacher in a primary school who knew absolutely nothing about school libraries and how they operated, I experienced feeling totally overwhelmed at the complexities of what I had undertaken, especially classification, cataloguing, blogs, wikis, or widgets. Reflecting on feeling helpless and not knowing what to do, and actually failing an assessment because I didn’t ask for help from my coordinator or a teacher librarian from one of the local schools (CSU, ETL503, 2013). Yes, I now know exactly how students feel when faced with searching, finding, selecting, and using information resources from the huge amount of information available to them from Internet websites, and their anxiety of being unsure of what to do and who to ask for help (Kuhlthau, 2004, conclusion). As a student myself, I can now relate to the junior secondary students from my professional practice placement at Padua College Mornington, who often came and asked for help and advice because of the sheer enormity of searching for relevant information, and lacking the skills to find and access what they wanted (CSU, ETL507, Professional Practice Report, 2014). I call these my ‘lightbulb moments’ and will refer to these times of enlightenment throughout my portfolio!lightbulb 4

These experiences have shaped my attitude towards taking an iterative approach when planning inquiry research tasks for my students, and encouraging them to return to a previous stage in the rubric if feeling uncertain of how to proceed, as well as asking their peers or a teacher/teacher librarian for assistance (Herring & Tarter, 2004, & Kuhlthau, 2004). Kuhlthau in her article Building Guided Inquiry Teams for 21st-Century Learners, argued the importance of student attitudinal behaviours towards seeking information, and the introduction of a teaching team designed to implement the information literacy inquiry approach at all educational levels, to meet the needs of 21st century learners (2010, p.18). Information Literacy is now part of the National Curriculum and has been integrated into all areas of the curriculum at Padua College to encourage students to effectively select, evaluate and utilise websites and online resources. It is particularly effective when combined with inquiry based learning as students can use a range of skills and abilities involving higher order thinking skills such as question formulation, evaluating information, and building new knowledge, to complete a task or solve a problem (Collins et al., 2008). I have found that like all initiatives implemented into a school’s curriculum it generally depends on the teacher to integrate it into their learning activities, and this often doesn’t occur especially with the older teaching staff who are resistant to change. However, as in the case at Padua College, the principal is actively involved in supporting the initiative it usually becomes a permanent feature within the learning programs (Padua College, 2014).

I wholeheartedly agree with the Association of College and Research Libraries’ (ACRL)  who consider information literacy to play a central role in the lifelong learning process as essential information skills within a global perspective (Bundy, 2004, p.1). I believe that if teacher librarians introduce information literacy skills which are consistently practiced by students within classroom contexts aswell as research tasks in the library, these skills can be transferred into whatever future life or work context students find themselves in. On the other hand, I have found that with junior students in particular this is an ‘uphill battle’ for both teachers and teacher librarian’s, because even though students have the research structures in place for them to follow and specific search engines to use, they will still automatically use Google (2014) as the preferred search engine because it is easier to access information instantly of whatever quality, and easy to use on any digital or mobile devices inside or outside of school.

This tendency of students to automatically download unfiltered information of uncertain quality information as instant digital sources has been another ‘lightbulb moment’ for melightbulb 4, because as a teacher and future teacher librarian, I struggle with communicating to young adolescents the implications of uploading or downloading information available through multi-media such as InstaSnap and Instagram, and social media Facebook and Twitter. This raises questions about authenticity, validity, and reliability of web sources, and challenges in evaluating, understanding and using information in an ethical and legal manner (Bundy, 2004), p. 2). Students need to understand how to use information effectively in this 21st century digital information world if they want to become responsible global citizens. Especially in the light of recent hacking issues in relation to Apple’s iCloud (Cook, T. 2014) storage facility for digital photographs or information, and student’s failure to understand the repercussions of their digital footprint (Cybersmart Kids, 2014).

As a future teacher librarian I feel we need to show leadership in this regard, and collaborate with staff members at all levels to formulate and implement policies within our school communities, specifically designed to address the important issues of copyright, creative commons, and legal and ethical issues that arise with student’s use of social media and mobile devices within the school context (CSU, ETL503, Module 4, 2013). For example, privacy issues of student’s using smartphones for taking photographs of other students and uploading them to the web (CSU, ETL507, Professional Practice Report, 2014).

Leadership was another lightbulb moment lightbulb 4for me when it was introduced in the unit ETL504 (2013). I had previously only considered leadership as a classroom teacher within a primary school context which included taking on extra responsibilities in  coordinating areas such as Wellbeing, Literacy and Religious Education. However, this unit opened up my eyes to the opportunities a teacher librarian has to work collaboratively with teaching, library and administration staff as a leader to improve student learning outcomes, as well as support the information needs of all staff and students (CSU, ETL504, Module 5, 2013). Planning effectively for the future is another area where a teacher librarian can demonstrate great communication and leadership skills, by initiating strategic plans for the development of the library and its services, as well as any other program such as Clickview (Professional Practice Report, 2014) that will have a positive impact on the role of the school library aswell as learning outcomes (Matthews, 2013). As Padua College has three campuses there are plans in place for all of them, particularly taking into account the school’s implementation of Apple iPad technology and the move towards electronic texts to replace printed texts in the next two years (Professional Practice Report, 2014).

With Web 2.0 technology providing revolutionary new ways of creating, collaborating, editing and sharing user-generated content online, I have witnessed first-hand how effective professional development initiated by teacher librarians for all staff members on the use and mastering of digital tools, technologies and literacies has been, especially when creating pathfinders or wikis (CSU, ETL 501, Module 4, 2013). I agree with Valenza (2013) that wikis are more versatile when building and utilising pathfinders as they are easy to upload and link. I hadn’t thought of the collaborative aspect of wikis other than at school with other staff members, but that’s what’s so great with Web 2.0 tools, the ability to learn and share collaboratively outside the school context, as well as part of a teacher librarian’s role in 21st century digital learning.

By taking such an active part in the professional learning of staff, teacher librarians are positioned as leaders integral to the learning process within the whole school community (Herring, 2007). It is interesting to note that my experience of Padua College’s teacher librarians collaboratively working with teachers to integrate information literacy programs and formulate information resource wikis for teachers from all disciplines, has been a work ‘in progress’ and hasn’t happened over night. The teacher librarians have been aware of the nature of the school culture and the process of change, and it has been both risk-taking and challenging for the library staff to initiate change especially within the curriculum areas which were resistant to change (CSU, ETL 504, Module 7, 2013).

Herring (2007) also stresses that the school library is “a vital part of the school” and the forefront of school life, and this has been my experience at Padua College Library where students don’t just go to the library to find information or research topics, they gather before, during, and after school as a hub for social interaction and to view exhibitions of their peers work, or a particular author who will be visiting in the future, play chess or other board games, and to access the computers at lunchtime (Padua College Library, 2014). On my study visits (CSU, ETL507, 2014) to some of Melbourne’s largest community libraries, such as the City Library, I was astounded to find how many facilities and services they offer their clients, such as music streaming and electronic games facilities, amongst many other services which include different language formats to suit their multi-cultural community needs. The City Library’s new addition at Docklands has a recording studio, creative editing suite, a performance venue for 120 people and community space to suit the needs of the local community, workers and visitors (City Library, The Dock, 2014). Certainly not just a book repository anymore!

lightbulb 4The biggest ‘learning curve’ for me during this course and a large part of my jigsaw puzzle, was engaging with the intricacies of cataloguing and classification in units ETL 503 and ETL505. My limited knowledge of library management and organisation through cataloguing and classifying brought me many frustrating moments and anguish, but I persevered and now feel most of the puzzle pieces are in place! ETL503 Resourcing the Curriculum (2013) introduced me to school library catalogues and how they are constantly changing to meet the needs of their users, predominantly through the use of electronic resources from the Internet from digital technologies.

Part of this the ETL503 unit also introduced the concept of ‘weeding’ a catalogue, and Padua College had weeded thousands of non-fiction texts, videos, DVDs and CDs from their school library collection, and have retained a small reference section in their main library at their Mornington Campus. I found storage problems and continual weeding (discarding unused or out-of-date items) were similar issues with the other libraries I visited on my Melbourne Study Visits (CSU, ETL507, Study Visits, 2014). Fiction texts were also being replaced by e-books and the library had an extensive e-library sourced from their publishers Wheelers (CSU, ETL507, Placement Report, 2014). Increasingly, the library was replacing journals, periodicals, national newspapers and magazines with electronic copies for use by students and staff, and annual subscriptions for access to websites from databases were replacing library acquisitions of information resources. Websites were becoming the research information resource instead of factual texts and Clickview (2014) provides content delivery systems which allow schools to add digital content to their digital library and provide the means for students and teachers to access this content (Placement Report, 2014).

I found a major factor in all the libraries I visited and worked in was the issue of budgets. Expansions, new items and technologies, staffing, and resources were all dependent on budgetary constraints, from the largest community libraries, school libraries, to the smaller more selective libraries such as the Shaw Library and Fairwork Commission Library (CSU, ETL507, Study Visits, 2014). A common thread throughout all the libraries too was the trend towards retaining one hard copy of a text together with an electronic copy, and storing or archiving all other material to create more space. Significantly, all libraries retained hard copies of texts due to demand from users, even though electronic websites and databases satisfied factual information requirements. I found it interesting that the Dewy Decimal Classification scheme (DDC23) for cataloguing library texts had been dropped by the large community libraries because publishing companies were pre-cataloguing texts which enabled librarians to be more time efficient (Study Visits, 2014).The smaller libraries and school libraries such as Padua College still use DDC23 classification for their reference sections as it suited their needs and is more practical.

ETL 505 Describing Educational Resources became the most significant unit for me after my initial introduction to teacher librarianship with ETL 401 at the beginning of my course. This unit finally provided many missing pieces of my jigsaw puzzle and provided me with many ‘lightbulb moments’, particularly after my Study visits to the State Library and Melbourne University, and my placement at Padua College resulted in many frustrating occasions when I was unable to comprehend what the speaker was referring to, and completed the visit in a state of confusion (Study Visits, 2014). I did mention this in my Study Visits Report but have since reflected on these occasions and realised that I was only one of 3 students (all TLs) out of 30 CSU students (the others were Information Studies students) on the visit unable to understand the terminology and concepts, and that I could use this experience to relate to students at school who are similarly frustrated when they don’t understand a process or concept but the rest of the class do. A ‘lightbulb moment’!lightbulb 4

After completing ETL 505 I now understand the terminology of metadata and am familiar with the management systems that were previously mentioned on the study visits. I have a good knowledge of the management system Access-It used by Padua College Library, and I am also familiar with the Schools Catalogue Information Service (2013) that I was introduced to back in ETL 401! (2013). I knew from my placement at Padua College that the library staff used SCIS (2013) to catalogue and classify texts, but I really fully understood how useful it was as an organisational tool for school libraries when I completed the Resource Description and Access (RDA)(2014) Module 4, and DDC23 (2014) Module 5 exercises, which enabled me to work with specific examples of classifying and subject headings within a meaningful context, and the two assessment tasks further enhanced the learning experiences (CSU, ETL 505, Assessment tasks 1 & 2, 2014). When working through the ETL 505 unit I was heavily reliant on the subject text by Philip Hider, Information Resource Description (2012) which became almost like an information ‘bible’ to me, because it was so clearly written and informative especially with the concepts of metadata, and standardised organisation of resource description through RDA and its Functional Requirements for Bibliographic Records (2013), together with Marc2 encoding. The unit forums of ETL 401 and ETL 505 were also particularly helpful to me for guidance and support throughout both units, and I felt a sense of achievement when I completed the very tricky ETL 505 second assessment on SCIS subject headings and WebDewey classification. This is when I really felt my learning jigsaw was almost complete!

When concluding my learning journey in Teacher librarianship as I am close to completing my course, I felt that my first Blog posting would be an appropriate way to end my portfolio.

My initial comments recorded as part of the first week’s activity, demonstrated how I perceived a teacher librarian’s role within a school library to be mainly involved with library management, organising appropriate websites, data collection, and teaching students technology skills to access and use a range of electronic resources when researching inquiry projects. There was a clear assumption that the teacher librarian worked independently as a specialist rather than part of the teaching staff, and took no part in collaboration with the principal or other staff members when planning a library collection or implementing an information literacy program. Through course readings, activities, forum postings and comments, together with Blog Tasks, this perspective has completely changed and a new respect for the multi-faceted and constantly evolving role of a teacher librarian within the 21st Century educational context has emerged’ (Kerlin, WordPress, Blog, 2013).

Of course I can now also mention my use of and familiarity with information organisation tools such as Scootle, Diigo, Pinterest, Flickr, Bing and Noodle Tools, all names I had never heard of prior to beginning this course, let alone use with such familiarity now! I also enjoy accessing Edublogs, TechSmith Learning Lounge, 21st Century Library Blog and Judy O’Connell’s Hey Jude blog, along with many more educational and library orientated websites. However, I know that as technology is changing so is the role of a teacher librarian as an information expert, and I have to continue challenging myself to keep up with the latest information tools and concepts within the school library context.

I know I still have a lot to learn in the information world of Teacher Librarianship – but after all, my learning journey is still in progress!



Barrett, Dr. H. (n.d.). Researching Electronic Portfolios and Learner Engagement: Retrieved from:

Bundy, A. (ed.) (2004). Australian and New Zealand Information Literacy Framework: principles, standards and practice. 2nd ed. Adelaide: Australian and New Zealand Institute for Information Literacy (ANZIIL) and Council of Australian University Librarians (CAUL).

Centre for Information Studies, Charles Sturt University. (2014). Wagga Wagga: NSW: Interact, Subject unit ETL401, Teacher Librarianship, Topics 1, 3.

Centre for Information Studies, Charles Sturt University. Wagga Wagga: NSW: Interact, Subject unit ETL503, Resourcing the Curriculum, Modules 4, 5, 6, 7.

Centre for Information Studies, Charles Sturt University. (2014). Wagga Wagga: NSW: Interact, Subject unit ETL501, Information Environment, Topics 3, 4, 5, 8.

Centre for Information Studies, Charles Sturt University. (2014). Wagga Wagga: NSW: Interact, Subject unit ETL504, Teacher as Leader, Modules 2, 3, 4, 5.

Centre for Information Studies, Charles Sturt University. (2014). Wagga Wagga: NSW: Interact, Subject unit ETL505, Describing Educational Resources, Modules 4, 5.

Centre for Information Studies, Charles Sturt University. (2014). Wagga Wagga: NSW: Interact, Subject unit ETL507, Professional Practice, Study Visits and Professional Placement.

City Library (Melbourne). Retrieved from:

Clickview. (2014). Retrieved from:

Collins, Trevor; Gaved, Mark; Mulholland, Paul; Kerawalla, Cindy; Twiner, Alison; Scanlon, Eileen; Jones, Ann; Littleton, Karen; Conole, Grainne and Blake, Canan (2008). Supporting location-based inquiry learning across school, field and home contexts. In: Proceedings of the MLearn 2008 Conference, 7 – 10 Oct 2008, Ironbridge Gorge, Shropshire, UK.

Cook, T. (2014). 9 to 5 Mac. Tim Cook addresses iCloud photo hacking, says major security improvements coming soon, article September 14 2014. Retrieved from:

Cybersmart Kids. (2014). Get the Facts. Digital footprint. Retrieved from:

Diigo Inc. (2012). Diigo. Retrieved from

Edublogs. (2013). Retrieved from:

Functional Requirements for Bibliographic Records (1998). IFLA Series on Bibliographic Control. Munich: K. G. Saur. Vol. (19) UBCIM publications. Updated June 2014.Retrieved from:

Google. (2014). Retrieved from:

Herring, J. E. & Tarter, A. (2004) Progress in developing information literacy in a secondary school using the PLUS model. Charles Sturt University, Wagga Wagga, Australia and Ripon Grammar School, Ripon, Yorkshire’

Herring, J. (2007). “Teacher Librarians and the School Library.” In Libraries in the Twenty-First Century: Charting New Directions in Information, edited by S Ferguson. Wagga Wagga: Centre for Information Studies, Charles Sturt University.

Hider, P. (2012). Information resource description. London: Facet.

Joint Steering Committee for Development of RDA. Resource Description and Access. (2014). Retrieved from

Kerlin, J. (2013). For my teacher librarian course. Retrieved from:

Kerlin, J. (2014). Ancient Civilisations: Egypt.  Retrieved from:

Kuhlthau, C.C. (2004). Learning as a process, in Seeking meaning: A process approach to library and information services, Westport, Conn.: Libraries Unlimited.

Kuhlthau, C. K. (2010). Building Guided Inquiry Teams for 21st-Century Learners. School Library Monthly, 26(5), 18.

Lib Guides Community. (2014). Retrieved from:

Matthews, Steve. “Library Strategic Planning Process Overview | 21st Century Library Blog.” 21st Century Library Blog | A 21st Century Library Discussion Forum. N.p., n.d. Web. 14 Jan. 2013.

Noodle Tools Inc. (2013). Retrieved from:

O’Connell, J. (2013). Heyjude: Living in an online world. Retrieved from

Online Computer Library Centre. (2011). WebDewey. Retrieved from:

Padua College, Mornington. (2014). Retrieved from:

Padua College Library. (2014). Retrieved from:

Pinterest Inc. (2013). Pinterest. Retrieved from

RDA Toolkit. (2013). Retrieved from:

SCIS standards for cataloguing and data (2013 edn.). Compiled by School Catalogue Information Service. Carlton South, Australia: Education Services Australia Ltd. Retrieved from:

Schools Catalogue Information Service. (2011). Retrieved from:

Valenza, J. (2013). Ten reasons why your next pathfinder should be a wiki. Retrieved from:

Wikispaces Classroom. (2014). Retrieved from:

WordPress. (2014).

Yahoo7 Pty Ltd. (2013). Flickr. Retrieved July 26, 2013 from

Padua College Library


Padua College is served by three library resource centres.  The primary objective of Padua College libraries is to support the information needs of all levels of the College, particularly those demands that arise out of its various teaching programs. Our teacher librarians support students and teachers in developing information and digital fluency skills as part of the curriculum. We also foster a lifelong love of reading and learning through programs with all students in Years 7 – 10. All Libraries have areas dedicated to reading, researching individual work, all within an open plan environment. Our inter-campus loan system gives extensive access to resources for library users. At each Library there is a comprehensive and well-appointed Audio Visual facility.

Opening times:

8:00am – 4:00pm Monday to Friday (Mornington and Rosebud)

8:30am – 3:25pm Monday to Friday (Tyabb)

The Mary MacKillop Resource Centre, Mornington (Years 7-12) is located at the heart of the school. It opens onto the Main Quadrangle which is a central meeting place in the school, encircled by garden beds and protected by shade sails. The Library is a well-appointed and dynamic space which is always well utilised. It includes a Seminar Room which is available for presentations by students, video viewing and group discussion work and meeting area.

The Rosebud Campus Library (Years 7-10) is designed in keeping with the rest of the school. Surrounded by native vegetation, it is a pleasant, homestead-style building which is conducive to study.

The Library at the Tyabb Campus (Years 7-10) complements the newest campus in the Padua Community with state of the art facilities designed to support teaching and learning in the 21st century.

Teaching program to include research and information skills and use of the ICT.

Computers: for Internet searching*, Newspaper and Magazine Indexes, World Book Encyclopaedia, Magazines

Non-fiction books

Fiction collection which is constantly evolving

Extensive collection of eBooks and audio books

Inter-campus loan system

Reference section – including encyclopaedias, atlas, dictionaries, yearbooks

Photocopying & printing assistance

Individual research assistance

Digital equipment borrowing including cameras

The option to request purchase of resources

Lunchtime activities

* Students must complete the ‘Acceptable use of Technology’ Agreement before accessing the Internet

Curriculum and teacher reference materials

Comprehensive and up to date AV resources

DVD selection and accompanying material

Clickview and Campfire subscription access to film and video libraries.

Professional Development materials

Specialist colour photocopying

Literature Clubs offer students in Years 7-10 the opportunity to further their reading experiences and share the company and comments of other students, authors, publishers and reviewers. The groups meet each fortnight in the Library under the direction of the teacher-librarians, aiming to:

  • promote extension work in English literature
  • help balance the reading of books with learning technologies
  • provide enrichment activities that cannot be offered in class time
  • offer an experience that at the present time cannot be offered to the avid reader in class time

Literature Clubs’ Activities

  • Discussion of novels and literary reviews
  • Meeting authors, publishers, reviewers
  • Book buying
  • Author visits
  • Attending literature festivals
  • Participating in literature seminars