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With the recent Oliver v5 8.051 software update, we also launched a new cloud-based platform for LearnPath users to exchange content with one another: the LearnPath Hub.

This new and improved content hub was developed to give LearnPath users a place where they can easily share their great original guides with the LearnPath community, as well as a place to find quality content produced by other members of the community.

How it works

If your Oliver system has received the 8.051 update, you may have already seen the new link in the LearnPath menu that takes you to the LearnPath Hub.

There you'll be able to search for guides on the subject or topic that you are looking for. For instance, if you were looking to expand on the science content in LearnPath, instead of starting from scratch, you could go to the LearnPath Hub, search for science, and take a look at the content that has already been produced by the community.

When you find a guide that you like, it's really easy to grab a copy and import it into your LearnPath for use at your school.

If you copy a guide that you think is good, don't forget to give it a 'like' by clicking the thumbs up button. Liking guides helps other users find quality content, and is a great way to show your appreciation to the guide's author.

This ability for the community to share the guides they have created with one another has potential to save all LearnPath users huge amounts of time. And more people sharing content leads to a richer variety of curated resources available to all.

To publish your own guides to the LearnPath Hub for the community, you'll first need to opt in your school. When you first open LearnPath after receiving the update, you should be presented with a prompt with standard Ts and Cs, and an opt in button. Once you've opted in, you'll be able to share any of the great LearnPath guides that you have created with the click of a button.

The author's name and school are displayed below guides that are shared on the Hub. Users can see other guides created by the same author by clicking their name. Sharing guides on the LearnPath Hub is an excellent way to gain recognition within the school library community.

The other big benefit to sharing your guides with the community, is that others can build on them, expand the resources, and republish the changes. The Hub will keep track of and credit the guide's original author. This collaborative approach can allow everyone to benefit from the combined knowledge and expertise of other LearnPath users, by developing collections of educational resources that have been curated by the school library community.

Have you created an original guide for your school that you're proud of? Why not share it with the community by publishing it to the LearnPath Hub?

Not a LearnPath user?

Find out more...

In this blog post we look at LearnPath as a tool to support online learning and research, provide opportunities for collaboration, and support the curriculum.

Hear from LearnPath user, Elizabeth Lansdown, in this video case study (2:15min). Elizabeth shares how she is collaborating with teaching staff to produce guides and using LearnPath to provide a one-stop-shop for library resources.

In this video case study (5:40min), Jim Gallagher discusses his success using LearnPath guides as a teaching tool, and a number of other benefits of introducing LearnPath at his school.

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With the recent Oliver v5 8.051 software update, we also launched a new cloud-based platform for LearnPath users to exchange content with one another: the LearnPath Hub. This new and improved content hub was developed to give LearnPath users a place where they can easily share their great original guides with the LearnPath community, as well as a place to find quality content produced by other members of the community.

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Oliver processing Issues in Society digital resources.webm

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Magabala Books - First Nations YA fiction

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Magabala Books - First Nations YA fiction

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Magabala Books acknowledges Yawuru, the traditional owners and custodians of Broome. We honour the Yawuru Elders past, present and emerging and are privileged to share and walk this special country together. Artwork: 'Jiljikarraji warna' - Sandhill Pythons, by Jimmy Pike

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The following pages list the historical events, births, deaths, and holidays and observances of the specified day of the year:

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THE DIGITAL LIBRARIAN'S SURVIVAL TOOLKIT IS A FREE 200+ PAGE GUIDE CROWDSOURCED BY 35+ LIBRARIANS FOR LIBRARIANS.

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The Epic eBook of Web Tools & Apps | Find thousands of free educational ebooks for classroom use at read.bookcreator.com

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Children's book lists - our reading book ideas for parents and teachers to encourage reading for pleasure

Children's reading books - our lists aim to make it easier for teachers, parents, and schools to find high quality, engaging and interesting books to instil a reading for pleasure culture in the classroom and encourage primary and secondary aged pupils to read at home.

By Jan Tolkien. This page explaining our reading book lists was last updated on Aug 5, 2021 @ 11:51 pm.

Which books should I read with my child? - Younger primary school readers aged 3-7
Remember, with children's books, children learn to read pictures before they learn to read words.
Children's books can be accessed by even the youngest kids. From a few months of age, infants can look at pictures, listen to voices, and point to objects. Guide your child by saying the names of objects or pictures your child points to in books. By associating words with pictures and objects, your child will begin to appreciate the language.

How can I embrace the interesting sounds of words when reading with my child?

Children are fascinated by sounds, including words before they start to identify words on a page. Reading aloud to children helps develop their imagination and understanding. It also helps language and listening skills and prepares them for the written word. When the sounds and rhythm of language become a part of a child's life, learning to read will become a natural progression.

Why should I talk to my child about reading?

Talking together about words and pictures builds up a bank of vocabulary and improves confidence. Words might be in books, on signs, on the computer or TV, or on packets. Wherever the words are, it will help your child if you talk about them together. Looking at and discussing appropriate children's reading books lists can help with this. A child is much more likely to want to read a book they feel they have chosen.

How to read with your child each day

Reading together for 5-10 minutes, at a regular time of day, helps to get children hooked on books. Developing a daily reading routine is important.

Why should I relate children's books to real life?

When you read together, explain to your child how events or places in books relate to real life. Compare details in stories or non-fiction books with your holidays, places you have visited, or experiences you have shared. These connections and shared experiences help to make reading words on a page seem realistic. For example, 'That's just like when we went to the zoo. Do you remember?'

How can singing and chanting help develop my child's reading?

Nursery rhymes, songs and chanting poems are ideal to read aloud with young children. Children are particularly adept at remembering rhymes and repetitive stories and this can help develop sight recognition of new words.

Why is a variety of new books and old favourites important when choosing children's reading books?

Sometimes children want to read a favourite book again and again. This can be useful to build confidence, and shouldn't be discouraged. However, it's also important to suggest lots of different genres and styles of books of an appropriate reading level while continuing to re-read favourite books. This is where children's reading book lists can be useful. It is important to avoid suggesting books that are too difficult too early. Confidence is key to ensuring your child's reading progresses. Struggling with difficult words too early can lead to frustration with reading.

How to read with children

How to sound out words with your child

Encourage your child to break a word into its sounds to read it and then encourage them to write it out too.

Why you should listen to your child's reading

It's really important for children to read aloud. Reading from carefully chosen reading scheme books that have come home from school ensures progression so your child can become more confident as they move through the scheme.

What to talk about when reading a book with your child

Talking about stories helps to tune your child into books. Talk about the writer, the pictures, the cover, the blurb, the beginning, the end, the story, and graphic elements on the page, such as speech bubbles or captions.

How to find out how much your child has understood when reading

Pictures are useful to help your child's understanding - ask your child about them. Find out if your child can predict what is likely to happen next - can they work it out from the text and pictures? Can you guess the ending together?

How to praise your child's reading

Always remember to praise your child's efforts in reading. Too much pressure might put a child off reading from an early age.

Children's reading book lists for kids aged 7-11 - what to read with your child

How to discuss and project your own reading as a parent

Talk to your child about their reading interests, and their interests outside of reading. This will help inform both of you when picking suitable books. Show your child what you read, and ensure your child sees you reading - whether it's a book, newspaper, Kindle or a magazine. Always encourage your child to 'look at this', or ask 'have you read this?'

How to read with your child and encourage your child to read to others

Your child is never too old to read with, read to, or hear reading. It's also a good idea for older children to read to younger siblings. This encourages them to read to an audience.

Encourage your child to take part in speech and drama activities, LAMDA lessons, or audition for a part in a school production.

Why re-reading your favourite children's books is important

Re-reading books and selecting 'easy' reading material from time to time can help confidence and shouldn't be discouraged. Comparing and sharing your memories of your favourite kid's books can be a good way to expand reading interests.

How singing and performing children's books can boost reading confidence

Learning lyrics, singing songs and performing poems together is a great way to dismantle a lack of confidence when reading aloud or to an audience. It also helps younger readers hear cadences and rhythms in poetry and prose, and develop a love for language and wordplay.

How to make buying a children's book an experience

The UK is full of exciting independent small booksellers and town and village libraries. Making finding a book an exciting trip or experience is a great way to encourage a love of reading. Looking at a reading book list and then taking your child to look for and choose a book can be an empowering experience.

How to read with children - general advice

How children decode and spell words

Children will still use phonic skills to decode words that they cannot recognise instantly, and they should be encouraged to continue to develop these skills. Children should be discouraged from relying on sight recognition alone - ie guessing words based on words they already know. If your child struggles with a new word, show them how to sound out all the parts of the word, including the ending, especially if your child decodes the beginning of the word but guesses the rest.

Reading nonsense words and poetry - for example, Jabberwocky by Lewis Carroll or any text in a foreign language can be a good way to encourage your child to decode all of an unknown word.

Why playing word games helps to improve reading

Games such as Scrabble hangman, countdown, Bananagrams, Boggle or crossword or anagram games in newspapers are great to play with your child.

Questions to ask when reading with your child

How to ask children questions and check their understanding when reading

It's always a good idea to explore stories and books by asking your child questions about what they have read. Ask them about what they reading, why they like it, which character is their favourite, or which setting most appeals to them. See if they can retell the story so far, or predict what is likely to happen next and what they think will happen to a character. Can they compare what they are reading to other kid's books or authors, or their own experiences in real life? Also, it's well worth exploring interesting words, vocabulary, and wordplay - with dictionaries, rhyming dictionaries, thesauruses, and online resources.

What questions should I ask my child when reading fiction books?

Where does the story take place?

When did the story take place?

What did he/she/ it look like?

Would you like to have a friend like this character? Why?

How did you feel during different parts of the story, what made you feel like this?

Through whose eyes was the story told?

What part of the story did you like/dislike the most? Why?

Have you read any other stories which were similar?

Do you know any other authors who write about the same issues?

What do you think these words mean?

Do you think this book was as good as ...?

What part of the book was the saddest, funniest or most interesting?

Did the pictures help you to understand more about the story? Why?

What questions would you like to ask the author?

Do you think all children would like this book?

What are good questions to ask children when reading non-fiction books?

What have you learned from this children's book?

Who do you think would find this book the most interesting?

How would you use the index page to find something out?

(Look at the contents page) What page would you use to find out about ...?

Do you think this book could be improved? Why?

Did you find the diagrams, illustrations or photographs helpful? Why?

What are the best questions to ask children when reading poetry?

Who wrote this poem?

What is the poem about?

What did you like/dislike about the poem? Why?

What poetic features can you identify (rhyme, rhythm, alliteration, onomatopoeia, simile, metaphor, personification ...)?

Did the poem remind you of anything?

How does this poem make you feel? Which words make you feel this way?

What do you think the poet is trying to say?

Does the shape the poem makes or the sounds the poem makes when you read it add to the message?

Does this poem rhyme? Is there a rhyming pattern?

Is this poem rhythmic? Can you describe the rhythm?

How to inspire reluctant readers

Ensure a wide variety of reading material is available.

Reading is more than just books. As well as recommendations from kids books lists, magazines, newspapers, the internet, text-based games, graphic novels and comics all develop reading skills.

Make the book experience multi-sensory. Buy books with settings, authors or characters which can lead to an appreciation of art, visits to locations, internet research, or integration with hobbies. For example, this page details books associated with popular travel destinations. If your child reads Framed by Frank Cottrell Boyce perhaps take them to the National Gallery to see the paintings described. If your child is fascinated by computers, perhaps buy them Hacker by Malorie Blackman

Some children find books more accessible after they know the plot and characters. Consider watching the film or listening to the unabridged audiobook first, and then reading the book. Or read the book and listen to the audiobook at the same time. Many, if not most, of the titles in our reading book lists, have audiobook versions available.

Use iTunes or audible to download audiobooks to play in your car. If you play an audiobook during every school run your primary aged child will accumulate a vast literary knowledge by the end of Year 6.

Buy your child an exciting bookcase! It doesn't have to be boring - try a Kartell Bookworm or a wall art bookcase or DIY.

About Us

The School Reading List is curated and reviewed by a small group of librarians, English teachers and parents who meet in school holidays to discuss books that have worked well with groups of children, new releases within the last 12 months and the shortlists for children's literature awards. Our reading book lists are reviewed and revised monthly.

We also decide on a book of the month which we feature on our 'Book of the Month' page, updated at the start of each month. These titles tend to be books that have been recently released.

The books we recommend in our reading book lists are almost always bought from bookshops - both on the high street and online. Sometimes publishers provide us with pre-release copies via national and local booksellers, authors, agents, or publishers, but the majority of titles are picked off the shelf. We want to replicate our readers' experiences.

How we choose our children's book lists

Only children's books that have been read to children or road-tested with classes are reviewed, suggested or recommended.

Sometimes we are approached by authors, agents or publishers asking how we select books and or to consider a new title for a list. Our only requirement is that a book is in print or online and widely available from bookshops or eBook outlets. We look at all suggestions and add books that have excellent feedback from young readers and teachers.

The School Reading List is happy for any school or organisation to mention our website and children's book list pages, but please don't copy our book descriptions or other content - this is a copyright issue. As we write all our own reviews please respect our hard work! Our site is protected by Copyscape who alerts us to any problems and emails are sent out automatically to websites and hosts.

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School Reading List - Recommended books for children

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Children's reading books - our lists aim to make it easier for teachers, parents, and schools to find high quality, engaging and interesting books to instil a reading for pleasure culture in the classroom and encourage primary and secondary aged pupils to read at home. By Jan Tolkien.

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Curating an inclusive and diverse collection

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Curating an inclusive and diverse collection

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ALA outlines that a diverse collection should include: Content in multiple formats and created by a variety of producers, including self-published and independent authors, and people in marginalized or underrepresented groups. Libraries must remain vigilant about maintaining and updating the collection to ensure resources are catalogued, labeled and displayed in the best way.

Library collections should also include content in all the languages used in the community the library serves and provide material in formats that meet the needs of patrons with varying disabilities.

How can libraries use modern technology to improve the diversity of collections?

Today, librarians have more tools than ever to assist them in curating a diverse collection. Whether a library is building a new collection or analyzing a current one to see what changes should be made, technology and big data can provide insights and understanding to help librarians make strategic decisions.

Creating Data-Driven Displays

At the collectionHQ Forum at ALA 2019, librarians shared their experiences with adding diversity to their collections. For example, in Evanston, Illinois, the Evanston Public Library staff discovered that if books and other materials were displayed, patrons tended to read them more often. The library was able to pull from collectionHQ a Dead on Arrival (DOA) list of titles that had circulated less than two times since purchase to identify themes that could be used in a display, such as displaying DOA books written by authors with a marginalized background. With multiple displays regularly changing subjects at its branches, the library was able to bring awareness of and attention to books that previously were overlooked. Patrons were exposed to more diverse material and voices, and the library was able to more efficiently use its resources.

Supporting Impartial Selection

Another way collectionHQ can strengthen diversity efforts is by removing the personal bias that may exist, knowingly or unknowingly, among staffers. Selections are often based, at least in part, by the value of the selectors. By incorporating a tool such as collectionHQ that relies on analytics, librarians have the benefit of seeing another "perspective" that is based on data.

Sometimes a library may feel it has a strongly diverse collection only to discover it could be doing more. That's what happened at the Harris County Public Library in Houston. Houston is consistently ranked as being one of the most diverse cities in the U.S.A. When the library asked for more money, officials agreed with the caveat that they wanted collections to better reflect the communities the library served.

Adding Additional Languages

The library was a little surprised in that it thought it had already been curating a diverse collection. collectionHQ was able to help the library pinpoint strategic decisions it could make to improve upon its collection efforts. To start, the library added content in languages spoken in its communities and added additional languages. It conducted reverse audits where librarians compared recommended titles in diversity with what was in their collection. Providing deeper insight into what additional steps should be taken, collectionHQ gave suggestions on how to better map data to get statistics on how the language collections were circulating. Librarians were able to pull out language collections according to DOA lists, lists of overused or "Grubby" items, and Turnover rates, to name a few of the searches.

As Betsy Bird, Collection Development Manager with the Evanston Public Library, told the audience, her experience is that people want libraries to curate for them, to make recommendations and offer suggestions. Through their purchasing choices, librarians have the ability to make an important, lasting impact on society and its youngest readers. The ALA Library Bill of Rights provides the foundation for curating a diverse collection, and luckily there are tools that can help librarians as they tackle this important responsibility and help patrons become better citizens for the benefit of all.

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Curating an Inclusive and Diverse Collection - collectionHQ

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ALA outlines that a diverse collection should include: Content in multiple formats and created by a variety of producers, including self-published and independent authors, and people in marginalized or underrepresented groups. Libraries must remain vigilant about maintaining and updating the collection to ensure resources are catalogued, labeled and displayed in the best way.

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Aboriginal and or Torres Strait Islander Resource - NCACL

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Aboriginal and Torres Strait Islander people should be aware that this website may contain images, voices or names of deceased persons.

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Home | Diverse BookFinder Collection Analysis Tool (CAT)

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Read part 2 of the Diversity Audit blog series here! Read the third part of the diversity audit blog series here!
I first heard the term "diversity audit" earlier this past school year. I knew it was something I wanted to do, but I did not know how to approach it. This past spring I was fortunate that my district "sent" me to a virtual mini-institute hosted by Library Journal called "Auditing, Evaluating, and Diversifying the Library Collection."

This mini-institute gave me a lot of excellent information about diverse books, authors, and #ownvoices, which naturally helped reinforce the importance of doing a diversity audit. Unfortunately it did not really provide any practical "how-to" information to help me understand exactly how to do a diversity audit. I've google'd around a bit and stumbled across a few School Library Journal posts and blogs about diversity audits, but again, I have not really found any comprehensive practical guides. So I am figuring it out as I go, and figured I'd write about my process here. There may be better ways to do this, but this is the way I have come up with, and so far it seems to be working!

Getting Started

**I think a diversity audit, much like a genrefication, makes more sense after your collection has been weeded, since it means less titles to audit. However, the case could also be made for doing it before weeding because you could then use the audit info to help in deciding if a book should be weeded of not**

Why do a Diversity Audit?

First I think it is important to do some PD on the We Need Diverse Books and the #Ownvoices movements, if you are not already familiar with them. In this blog post I am not going to cover the reasons it is important to intentionally, and even aggressively, be working to diversify our collections. That conversation could really take up an entire blog series of its own, so I'm going to proceed here with the assumption that the reader already agrees with the necessity and is just looking for a guide to help get started on a diversity audit! If you need more information on why its important to build diverse collections, check out the linked sites above.

You may also want to google around a bit to read up more information on Diversity Audits in general, before you proceed. I believe a diversity audit is a critical step in building truly representative collections, because no matter how well we think we are doing at this, I promise that our unconscious biases are getting in our way, without us knowing.

We may think we are building representative collections, but we need concrete data to be sure. There is a reason that the Master of Library & Information Science is a master's science degree. Librarianship is a science, and data and research should be the fuel driving our collection development, and other, decisions and goals. Regardless of whether you have the MSLIS degree or not, you're here because you are ready to jump into the science of a diversity audit. Yay! So let's get to it.

Choosing Your Categories

After you have decided to move forward, and have gathered your initial background information, it is time to choose your categories. Meaning you need to decide what types of diversity you want to account for in your audit. It can be as simple as just a couple categories like: Author/character ethnicity: white, not white, lgbtqia+ or not etc or it can be more comprehensive as you want.

I chose to do a very, VERY comprehensive audit instead of a simple one, so I currently have 36 different categories. One reason I decided to be comprehensive is that I have committed my professional goal for this year to being truly aggressive about decentralizing whiteness and decolonizing my practice, myself, and my library collection. I also figured that since, no matter how many categories you audit for, you still need to analyze every single book individually, it makes sense to do as many categories as you want. I am always of the mind that if you are going to take the time to do something then you might as well do it the right way (or comprehensively) so you don't have to go back and do it again later. I also had some categories that I knew would be of particular interest to many of my students, such as "1st generation american," "immigrant," "biracial," "adopted," etc. Here are the categories I chose to audit for:

Author:

white, cis, straight, nondisabled, neurotypical male

white, cis, straight, nondisabled, neurotypical female

diverse author (something other than white, cis, straight, nondisabled, neurotypical)

#ownvoices (book is written by a diverse author AND the character has the same ethnic, racial, gender, sexuality, etc identity as the author)

Main Characters:

Initial Identity markers
Male, Female, Nonbinary/Trans, Black, Latinx, Indigenous, Pacific Islander, Asian (broken up by region of asia), biracial or "BIPOC unspecified,"

Additional Identity Markers
plus size, lgbtqia+, immigrant, 1st gen american, physical disability or chronic illness, neurodiverse or learning disability, nonholocaust related Jewish, holocaust related Jewish, Muslim, Homelessness, Adopted, #ownvoices joy, mental health/trauma, addiction, set outside U.S.

Run Your Copy/Titles Report

I am choosing to record my data collection in an excel spreadsheet instead of inputting everything directly into destiny at first. I will be uploading the information from the spreadsheet into Destiny when I am finished. I decided to work in the spreadsheet directly at first because it is much faster than having to open up and manually alter every single MARC record. Its quicker for me to annotate a spreadsheet and then use the spreadsheet later to create .txt files that I can upload directly into Destiny. I will do that at the end to add each of my data points to the copy records as copy categories. I'll go into that part more in depth further down the blog post.

Now, if you doing your audit by genre, you'll want to filter the results so it only shows one genre at a time. You do this by selecting the row showing your categories and then go up to the top of the spreadsheet to click the "sort & filter" button. All of the column headers will now show a white square with an arrow in it (seen above). You can click on the arrow for the sublocation column and then deselect "select all" and only select the genre you want to start with. You'll notice that the spreadsheet now only shows books within the chosen genre. You can later remove this filter by selecting the "sort & filter" button again at any time.

Start Auditing / Researching

Now that everything is set up, it is time to go through the list one book at a time, filling out the audit report. I used a plethora of tools for this. But first I went through and filled out the ones I knew off the top of my head (lord of the rings, harry potter, etc). Then I went back to the top and worked my way down one at a time.

I relied most heavily on goodreads, but I also had to use google a lot to dig deeper. I start by pulling up the book on goodreads and scanning of "ctrl+F"ing to look for keywords such as "diverse," "poc," "lgbt," "ownvoices," "disability," etc. If I did not think I found everything I needed then I went into google and searched things like "book title + diversity rep"or "book title +lgbt" or "author name + diversity" or "author name + ethnicity/lgbt" and etc.

As I went through each book I just noted my findings by entering a "1" into the cell on excel for that category. Once I got into a groove, I found that I went through an entire genre pretty quickly!

Download My Fantasy Audit Info

You can download my fantasy audit info if you want. If your library has a lot of similar titles you may find it helps you get through your's more quickly. I will add the other genres as I complete them! Please note that for the criteria where I audited the character's diversity, I tried not to use side characters, only main characters. I did not want tokenism to skew my results, so just because a book has an underdeveloped side character of color (like Dean in Harry Potter), I did not indicate that on the audit. I only marked off that category if the identity marker belonged to a main or fully developed character. In some books with big casts, like Rick Riordan's recent books, I did include a lot of the characters as long as they were genuinely developed and were not just kind of "token" characters, in my opinion

Reporting Your Findings

Once you finish filling out your audit, you'll next want to compile, analyze, and report your findings. I chose to do this by converting my data into graphs. I have never been much of a numbers person, so the visual component of graphs helps me personally to evaluate the numbers. Graphs are also more successful for sharing on social media, in newsletters, PD sessions, etc.

In order to gather my numbers, I used the "sort & filter" function in excel again. I went through each column one at a time and filtered out the blank cells so that I could capture the number of "tallies" each column/category has. I then input those numbers into a free chart creator I found on google called meta-chart.com. Here are my initial charts:

Add Your Data to Destiny (If you want to)

If you are planning to add your data directly to the destiny records, there are a couple different ways to do that. Some people add the data right into the MARC records. I am still figuring that part out, and figuring out whether that is something I want to do.

I am definitely adding the data to my copy records via copy categories. I am doing this for a couple of reasons. Firstly, patrons can easily browse by copy category, so students looking for books with a specific type of diversity will easily be able to do so on the search page of destiny. Additionally, having the info as copy categories makes it easy to run reports with that info later. It is also very easy to add copy categories in batches using barcode lists, resource lists, sublocation, etc. It is also easy to add them as you catalog new books into destiny. I am a huge fan of copy categories, personally. I use them all the time, even more then I use resource lists of collections.

To create your copy categories go to the "c atalog" page and select the "copy category tab."

Next, add each of your audit categories as a copy category.

Create a .txt file barcode list for each audit category

I do this by going through my excel sheet one column at a time. One by one I filter the spreadhseet by each audit category (column). Then I copy the barcode list and paste it into editpad. org and save it.

First I filter by the first column (audit category)

Then I copy the barcode column

Then I paste the barcode list on an editpad.org and save it. Repeat for each column!

Use barcode list .txt file to batch update Destiny records

Repeat this step for the barcode list for each column category!

What I learned or What I'll Change

One thing I know I'll change is that I will be adding more category columns for the author diversity. My current categories check thoroughly for character diversity inputs, but the author categories are limited to essentially diverse vs nondiverse. I want to have more specific data on the authors so I'll be adding more categories for that.

Happy Diversity Audits, everyone!

I will update this blog post, or maybe write more posts, as I progress further into my audit process. So far I've got about 15% of my fiction collection audited!

If you like my graphic, check out my zazzle store in the link below!

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Read part 2 of the Diversity Audit blog series here!Read the third part of the diversity audit blog series here!I first heard the term "diversity audit" earlier this past school year. I knew it was something I wanted to do, but I did not know how to approach it.

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Worlds of Words Brings Global Literature to Educators and Youth

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Open a book. Open a mind. Open the World! Worlds of Words builds bridges across global cultures through children’s and adolescent literature.

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Better Reading Podcast series

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In episode 1, Bestselling author and academic, Dr Randa Abdel Fattah talks to Cheryl about being Muslim in post 9/11 Australia, the lack of diversity in Australia's school curriculum, and how it's time for Muslim authors to be given a voice.

Dr Randa Abdel Fattah is a prominent Australian Palestinian advocate and a multi award-winning author of 11 books. She is well known for her commentary as a public intellectual, her media appearances and her essay and op-ed writing across a wide range of genres.

In episode 2, Maxine Beneba Clarke and Cheryl discuss growing up as a POC in Australia, what happens when a child is underrepresented in what they read, and how the publishing industry needs to diversify their content.

Maxine Beneba Clarke is a widely published Australian writer of Afro-Caribbean descent. Maxine's short fiction, non-fiction and poetry have been published in numerous publications including Overland, The Age, Meanjin, The Saturday Paper and The Big Issue.

In episode 3, Will Kostakis talks to Cheryl about LGBTQ+ representation in schools, how diversity is constantly changing, and why we must get beyond 'the struggle story' when creating diverse stories for kids.

After dabbling in celebrity journalism and reality TV, Will Kostakis now writes for young adults. His first novel, Loathing Lola, was released when he was just nineteen, and his second, The First Third, won the 2014 Gold Inky Award. It was also shortlisted for the Children's Book Council of Australia Book of the Year and Prime Minister's Literary awards. The Sidekicks is his third and latest novel for young adults.

Laura Bloom is the mother of an autistic son who has an intellectual disability. Here Laura talks to Cheryl about the importance of disabled characters in books, and how both her and her son are active in the Every Australian Counts movement for People With Disability.

Laura Bloom is the author of eight critically acclaimed and bestselling novels for adults and children, and an award winning screenwriter for film and television. Her most recent novel, Mika and Max, about an unlikely friendship which springs up between a young girl and a boy with autism, is published by Walker Books and is on sale now. Her next novel, The Women and The Girls, will be published by Allen and Unwin in 2021.

In episode 5, Deborah Abela talks to Cheryl about the benefits of diversifying children's literature, and her work with young people in Sydney's west with organisations such as WestWords.

After completing a teaching degree, Deborah Abela went to Africa where she was caught in a desert sandstorm, harassed by monkeys and thrown in jail ... twice! She produced and wrote a national kids' TV show before leaving to write twenty-six books including the Max Remy Superspy and Jasper Zammit (Soccer Legend)series and Grimsdon, New City and Final Storm, about kids living in a climate-changed world.

In episode 6, Rachel Bin Salleh from Magabala Books talks to Cheryl about her journey to becoming a publisher, the importance of giving diverse authors a voice, and what the publishing industry can do to support those authors.

Rachel Bin Salleh is descended from the Nimunburr and Yawuru peoples of the Kimberley region of Western Australia. She has worked in publishing for over 20 years and is passionate about Indigenous people telling their stories. Rachel lives in Broome with her family. Alfred's War is her first book.
Listen to the series on Acast. Acknowledgment of Cultural Fund support
Better Reading acknowledges the support provided by the Copyright Agency Cultural Fund.

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Don't miss our 6-Part Podcast Series: A Conversation about Diversity in Children's Books | Better Reading

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Have you listened to our 6-part series, A Conversation on Diversity in Children's Books? With the support of a grant from the Copyright Agency Cultural Fund, Better Reading produced six podcast episodes, where we interviewed Dr Randa Abdel Fattah, Will Kostakis, Maxine Beneba Clarke, Laura Bloom and Deborah Abela about their experiences in publishing.

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Teaching Challenging and Culturally sensitive texts

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Teaching Challenging and Culturally sensitive texts

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If you missed any sessions from this year's AATE/ALEA National Conference, then you're in luck - the recordings will be available until 31 December 2021! Delegates automatically get access to almost 150 sessions, which they can view using their conference login details. Didn't attend at the time? Not to worry - you can still purchase access to the recordings, with discounted rates for AATE, ALEA and ETA members.

The conference organisers have kindly allowed us to share the recording for Teaching challenging and culturally sensitive texts with Reading Australia. This short workshop uses our resources to help teachers engage more fully and meaningfully with challenging and/or culturally sensitive texts, so that they feel more confident and better informed about the perspectives needed to teach such material.

This session was presented jointly by Nirvana Watkins and Phil Page. Nirvana is a teacher of English and Head of Department at Camberwell Girls Grammar School, and a regular presenter at the VATE State Conference and AATE National Conferences. Phil has been closely involved with Reading Australia from its inception in 2013, and is the current AATE Treasurer and co-editor of an upcoming AATE text on inclusive Indigenous teaching practice.

Our thanks to the AATE/ALEA National Conference for granting us permission to share this video. Click the image below to be redirected - it's the perfect length for a lunch break! There are also plenty of other sessions to catch up on, so consider registering for access if you haven't already done so.

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Teaching challenging and culturally sensitive texts - Reading Australia

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If you missed any sessions from this year's AATE/ALEA National Conference, then you're in luck - the recordings will be available until 31 December 2021! Delegates automatically get access to almost 150 sessions, which they can view using their conference login details. Didn't attend at the time?

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Using fiction to support anxieties and trauma events for kids.

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Young Adult literature which portrays mental illness realistically, with positive outcomes, and which introduces readers to the unreliable or fallible narrator and encourages them to see the world through different eyes.

What is Bibliotherapy?

Bibliotherapy is simply the practice of using books or, more broadly, stories to promote wellbeing or as part of the healing process.

Bibliotherapy is a new word for an old practice. The term itself was first coined by Samuel Crothers in 1916 working with soldiers returning from the First World War.

But it's history as a practice goes way back to the time when humans first harnessed fire to extend their functional hours beyond sunset - to the time when, around the campfire, they would gaze at the stars and the weather and create stories to explain and delight.

In 2020, Bibliotherapy can take many forms, from Talking to
Booksellers, Librarians, Counsellors, Friends, Family and Self help, to reading with and for others.

Bibliotherapy embraces Fiction, non-fiction or poetry.

Bibliotherapy is suitable for all ages - from helping a preschooler worried about starting starting school, to helping in the rehabilitation of offenders in prison, or helping someone come to terms with retirement.

Bibliotherapy can be part of a structured course, or can happen during a casual conversation, or can take place while sitting reading under a tree.

Bibliotherapy can help to Foster Resilience, Change Perspective, Validate Experiences, Confront Anxiety and make us feel normal in a chaotic and uncertain world.
"Come, take choice of all my library, and so beguile thy sorrow" says TITUS ANDRONICUS in Shakespeare's play. Circa 1590
But Bibliotherapy is not a panacea

Bibliotherapy, in the treatment of Mental Health Issues, is most effective when used with other treatments. In fact it can enhance the effectiveness of other treatments.

The research and comments on this web site relate to Developmental Bibliotherapy.

Developmental Bibliotherapy is:

Developmental bibliotherapy aims to prepare and guide young people through the issues they, or people close to them, might encounter during the normal course of adolescence, providing them with knowledge, language and skills to address these issues as early as possible, mitigating the disruption to their daily life as much as possible.

In Australia, one in seven young people will experience a mental health issue in any given year, and 25% of Australian adults who live with a mental health issue will have first encountered that issue during adolescence.

Developmental Bibliotherapy can act as a preventative Strategy - mitigating the disruption caused by mental illness by addressing stigmas and stereotypes, replacing fears and misinformation with factual information, strategies and language, aimed at encouraging early intervention.

What does Developmental Bibliotherapy look like?

Many School Librarians will recognise the basic elements of Developmental Bibliotherapy...

Guided Reading of programs for Young Adults

Conducted by Trusted Adults such as Teacher Librarians & Classroom Teachers

Informally during class time or library visits

Using Young Adult Fiction written by trusted and respected authors

Designed to help teens navigate adolescence by

Providing authentic role models

Who can Give Insight & Guidance without preaching

As well as Information & Understanding in simple terms

The Activities and Printables page has Ideas, Activities and Lesson Plans for Implementing Developmental Bibliotherapy,

Developmental Bibliotherapy improves mental health outcomes for Young People by

Encouraging a Growth Mindset that embraces Wellbeing as a worthwhile and achievable goal.

Increasing the Awareness of Developing Mental Health Issues and so Increasing Likelihood of Earlier Intervention

Cultivating Core Confidence by helping to build Hope, Efficacy, Resilience and Optimism

Reframing Eco-Anxiety to shift teens from Maladaptive (Flight and Freeze) responses to the Adaptive (Fight) response to Ecological Grief.

Confronting Fears, Removing Feelings of Isolation & Validating Experiences

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Developmental Bibliotherapy can improve the Mental Health of Young Adults - Like a Wellbeing Vitamin. Young Adult literature which portrays mental illness realistically, with positive outcomes, and which introduces readers to the unreliable or fallible narrator and encourages them to see the world through different eyes. What is Bibliotherapy?

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Cli-Fi (Climate Fiction) novels are usually set in the present or the very near future with effects of climate change as a backdrop and a plot in which catastrophic events unfold amidst social and environmental upheaval

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Cli-Fi (Climate Fiction) novels are usually set in the present or the very near future with effects of climate change as a backdrop and a plot in which catastrophic events unfold amidst social and environmental upheaval

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redkangaroobooks.com
magabala.com
indigenousliteracyfoundation.org.au

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Explore our range of curated reading lists - designed to inspire and support teens in reading towards empowerment.

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Today on the site, I'm welcoming Chrissy Holm, author of the new memoir Finding Sunlight, to discuss find herself and her bisexuality after being raised in purity culture. Here's a little more on the book:

In the inspirational coming-of-age memoir Finding Sunlight (Wise Ink, September 2023), Chrissy Holm separates the pressures of purity culture from all the possibilities of meaningful love. Homeschooled at church and raised by a devout father, Chrissy suppressed her bisexuality and followed all the teachings of purity culture. But when she turned sixteen, her parent's divorce flipped the script. Devastated and unsure of her values, Chrissy embarked on a long journey, often making mistakes, until she figured out just exactly who she is and what she believes in. Raw and hopeful, this liberating memoir is an intimate look at figuring out how to forgive-and love-after purity culture.
Buy it: Bookshop | Amazon
Imagine soaring in the sky on a hot air balloon ride with an ex-boyfriend, wondering if you should've married him while also being interested in pursuing someone else. You feel like you know what you're doing, yet floating up there, you feel unstable and unable to get down. For me, that state of confusion-while thousands of feet in the air-stemmed from purity culture. When I was a kid in the '90s and early '00s, I learned from my church that dating was only intended for marriage. That I needed to "remain pure" and abstain from sex before marriage. As a woman, it meant succumbing to traditional gender roles and submitting to men. And it meant that it was a sin to love anyone of the same sex.

But I knew deep down, after a game of truth or dare with one of my friends who was a girl, that this meant I also had to hide my sexuality and desires. As I continued life, I was homeschooled at my church and learned more about "God's will" and how I could abide by it. Flash forward a few years when I attended a purity conference with my mom and sisters, where speakers talked about making decisions about relationships and sexual health. They encouraged us to maintain purity, especially in a world that promotes sexual promiscuity. One speaker in particular focused on how she became a grandmother at age thirty-six and blamed it on generations of sex before marriage. Though romantic relationships were forbidden in my house until I was sixteen, I still sought out connections with boys. And with every relationship I entered, I had to imagine it was my intention to marry them, even at a young age. I also needed to satisfy them and address their needs, as mine came last. And yet, when I had moments of attraction to women sprinkled throughout my teenage years, I had to hide in shame in hopes that no one would discover my secret. If I forced myself not to think about it, I would be safe, and God wouldn't send me to Hell. When I turned fifteen, I dated someone who I eventually lost my virginity to. Instantly, I felt shame, guilt, and like I had failed as a Christian. I was going to Hell, and nothing would save me - not even Jesus, whom I had accepted into my heart when I was six. At seventeen and eighteen, I kissed two girls, and those small moments allowed me to slowly unbury that part of who I was, though it would take many more years to express it out loud. More clarity would start to arrive as I headed to college a few months after breaking up with my boyfriend and the hot air balloon ride. At school, I learned the differences between sex and gender. I learned about gender roles, societal expectations, and sexuality. During lectures about cohabitation, my throat would close, and my stomach would churn, but I realized that it was okay to live together and be in a sexual relationship without being married. It was the first time I had accepted and understood that. In my college relationships, each moment I embraced sex or intimacy before marriage, I still felt in the pit of my gut telling me it was wrong. But yet, I kept learning and continued embracing my desires. The second night I met my now-husband, we had sex. I had come a long way beyond shame and confusion, and for the first time in my adult life, I felt empowered. Over the next several years, I learned more about well-being, spirituality, and sexuality. I prioritized my health, set boundaries, sought therapy, and found ways to practice self-compassion. I spent time in nature, hiked, and connected with people who understood the harm of restrictive religion.

On one of those long hiking trips, one person inspired me to dedicate myself to writing a book, a passion of mine since I was little. Over the following five years, my memoir became a space to heal and reflect on these aspects of my life - sex, love, purity, religion, sexuality, and more. And though I stepped away from the church, I built a community and found acceptance and empowerment in who I am. I finally had the courage to share and no longer hide my queer identity. While there still may be flashes of shame and guilt that sit in my body, it's finally freeing to know that I can connect the dots and understand where that's coming from. It's liberating to know that I can feel stable, get down from that hot air balloon ride, and ground myself with greater clarity.

***

Chrissy Holm (she/they) is a writer, editor, and project manager. She is the host of the podcast Stirred By Words, where she interviews guests and discusses words, writing, and wellness. Her writing has been featured on Everyday Health, National Council on Aging, and more. She is an alumni at the University of Minnesota, Duluth, where she studied Public Health Education and Promotion. Chrissy lives in Minneapolis, Minnesota with her husband and daughter.

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Queering up your shelf, one rec at a time!

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Welcome to BlackWords: Aboriginal and Torres Strait Islander Writing and Storytelling

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Lucas Maxwell has been working with youth in libraries for over fifteen years. Originally from Nova Scotia, Canada, he's been a high school librarian in London, UK for over a decade. In 2017 he won the UK's School Librarian of the Year award and in 2022 he was named the UK Literacy Association's Reading For Pleasure Teacher Champion. He loves Dungeons & Dragons and is the author of Let's Roll: A Guide for Setting up Tabletop Roleplaying Games in Your School or Public Library. You can follow him on Twitter and on his blog.
View All posts by Lucas Maxwell

Fighting misinformation can feel like a losing battle, especially if you ever spend any time "doom-scrolling" on your phone. Everything seems suspect, every piece of news, even from traditionally trusted sources are being twisted to fit political and ideological means. In my position as a school librarian, it's a worrying trend and can feel like a never-ending, uphill battle. However, I feel the school library is uniquely positioned to fight misinformation through dedicated lessons aimed at students who, in my opinion, fall to misinformation at an early age. My approach has always been to try to make the lessons fun and engaging while also teaching them the seriousness about the issue.

My ultimate goal is to catch them at an early age and give them tools that will stick with them as they get older. We've written before on how to evaluate web sites. We are living in an unprecedented time where, when these students become voting age, they will either be so apathetic towards politics or they will be brainwashed into voting a specific way simply because they've been living in an information vacuum for several years. Either way, we need to be vigilant in ensuring they have a mindset geared towards critical thinking and analysis if they are going to be making informed decisions. Here are some ways I hope to achieve this.

HAVE CONVERSATIONS

Simply talking to them about misinformation has been very eye opening. In the past year, I've spoken to nearly a thousand students about how they feel on the topic. The majority of students feel they don't trust what they see in the media yet at the same time they often feel that many of the things that are leading them astray are jokes or funny things about celebrities that are fake. They often feel that misinformation doesn't affect them because the things that are being presented to them are memes that are made to make them laugh. This may be true, but when they see images shared by celebrities that they like, they are also inclined to believe them based on my conversations with them. My approach is to ask them why people create information that is false, and the answer is often "as a joke" or "to create a hoax." When then discuss the impact of this which can be enlightening because they fully realise that misinformation has a huge impact yet they feel it won't affect them.

TEST THEIR KNOWLEDGE

To test them out, I showed students ages 11-13 a very popular YouTube video depicting a pig saving a goat from drowning at a small petting zoo. I simply asked them how the video made them feel. The majority of responses were that the video made them feel good, it was heart warming and uplifting. A small minority were immediately suspicious of the video, assuming it had to be some sort of prank. When it was revealed that it was indeed fake, many students expressed their disappointment. I then showed additional videos on the response to this staged event, how news outlets around the world ran the video hailing the pig as a hero, resulting in the video having millions of hits and further discussion. The students found this funny and were surprised to see how far it spread. However, I asked them to flip this, what if the video was something harmful, something that was not true but aimed at ruining someone's reputation. They immediately recognised that this would ruin that person's life and be almost impossible to get away from. I feel conversations like this are important in order to drive home the idea that although misinformation, when it doesn't affect you, can be funny, it can also have serious consequences. I also ask them if they've heard of web sites like Snopes or FullFact, both very reliable sites that can be effective weapons against misinformation.

MAKE IT FUN

It's not all doom and gloom, I have to make the lessons fun otherwise, in my opinion, they won't learn anything. I print off funny stories that could be both fake or real, it's hard to tell. These are usually weird news stories like the one where a guy wins the lottery and decides to have thousands of pounds of cow manure dumped on his boss's front lawn. I put the students into groups of five and give each group a different story. Their job is to read the story and work together to determine if it is real or not. Before this, I will have prepped them on the kind of language and grammar to look out for in regards to misinformation - sensational words or bad grammar and so on. The catch is that only one of the stories are true, I get the kids and their English teacher to vote on which one is true. All of the stories are light hearted and weird, which makes the session a lot of fun and creates a good learning opportunity.

In my experience, using these two methods, you can learn a lot about what teens are thinking in regards to misinformation and how it affects them. Yes, there is a level of apathy yet in my opinion there are also many who are hyper-aware of it and who are thinking critically. It is not an easy battle but an essential one and libraries are and should be on the front line.

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Fighting Misinformation in the School Library

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The school library can play a key role in teaching students how to think critically and analyze the information being thrown their way.

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We recently posted, " 10 Ways to Spot a Fake News Article," which highlighted key items to look for on a website when determining its credibility. The infographic found here summarizes the content from the blog post and students can use it as a guide when using news sources in research. Post, print, or share it with your students or others!

Looking for other resources related to website credibility? We've listed some of our favorites below the infographic!

This lesson plan, by Channel One News (a Houghton Mifflin Harcourt company), includes discussion questions, a writing activity, and a video that can be shown to students to help them understand that they shouldn't believe everything that they read or hear. It highlights fake information posted on social media sites and also discusses how "official" looking news sites could actually be fake.

This checklist can be distributed to students to help them determine if a news article is fake or not. We love how they included red flags throughout the checklist. Too many red flags circled? This means that the website the student is rating most likely contains false information!

Have you seen our blog post, "How Savvy Are Your Students?: 7 Fake Websites to Really Test Their Evaluation Skills." ?

The websites listed on this blog post all contain incorrect information. See if your students are able to put the pointers from the infographic to the test and catch on that these sites are not credible.

This page includes the TED-Ed videos, How to Choose Your News , and How False News Can Spread . It also features discussion questions for students to answer, as well as an activity where students are asked to impose a 48-hour news blackout.
Related blog posts:

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Introducing our infographic to help students identify fake news articles. Looking for more resources? We've listed some of our favorites below!

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Fake news has been on Maggie Farley's mind further back than 2016 when President Trump brought the term into the vernacular.

Farley, a veteran journalist, says we've had fake news forever and that "people have always been trying to manipulate information for their own ends," but she calls what we're seeing now "Fake news with a capital F." In other words, extreme in its ambition for financial gain or political power.

"Before, the biggest concern was, 'Are people being confused by opinion; are people being tricked by spin?' " Now, Farley says, the stakes are much higher.

So one day she says an idea came to her: build a game to test users' ability to detect fake news from real.

Voilà, Factitious. Give it a shot. (And take it from us, it's not as easy as you might think!)

The game's interface mimics the dating app Tinder, which made swiping famous. On a phone, players swipe left when they think the article in front of them is fake, and right when they believe it's real.

Depending on how you swipe, Factitious provides feedback. Whether your swipe was correct or incorrect, whether the article cites sources that can be checked, whether the story includes direct quotes from credible sources.

Stumped? If so, there is a clue. You can click to reveal the article's source.

Farley says her target audience was originally middle and high school students, but when she workshopped the idea at the game lab at American University, she says a colleague commented, " 'Hey, my crazy uncle needs to play this too!' " In the end, the target audience was everybody.

Factitious all came together when Farley casually mentioned the idea to game designer Bob Hone in the hallways of American University, where they were both fellows. (Factitious' design was made possible by the Knight Foundation, which also helps to fund NPR.)

"We're not going to solve the fact that there are two different realities being told right now," Hone says. "But if there are people in the middle ... open to asking questions, I want to empower them."

Soon, newsrooms, educators and organizations will be able to adapt the game to their own needs - it's open source. Teachers can ask students to select news stories to input into the game as a way to challenge their classmates. Or, a newspaper might use it to gather data on readers' perceptions of truthful content. The game also provides a way for players to suggest content they think should be included.

Hone imagines a future version of Factitious that enlists players with sharpened media literacy skills to help filter out fake news.

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To Test Your Fake News Judgment, Play This Game

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The journalist who thought up this game says she saw the need before "fake news" was even in the vernacular.

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Morning session: introduction and general explanation

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The NSW Department of Education aims to empower school communities with skills and knowledge to learn, connect, have fun, and be safe online.

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Interactive lessons and activities for all students!

Use digital citizenship lesson plans to address timely topics and prepare students to take ownership of their digital lives. Browse lessons by grade and topic below, or see an overview of the curriculum.
We've got more new lessons! Explore all lesson plans or check our lesson collections!

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DigCit Curriculum | Common Sense Education

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Common Sense Education provides educators and students with the resources they need to harness the power of technology for learning and life. Find a free K-12 Digital Citizenship curriculum, reviews of popular EdTech apps, and resources for protecting student privacy.

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For support resources, also try:

Copyright Australia

Clickview - digital literacy series

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Ramblings: Planning Library Displays for the Year

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Planning Library Displays for the Year I love planning my school library’s displays. Whether working as a library aide or as a teacher librarian, one of my f