Teaching Availability for 2019

At this stage, I am still available for employment as a Teacher Librarian in 2019 whether it may be on a casual/temporary basis, part time or full time.

Details of my availability can be located here or you may wish to contact me directly.

Students, CNN and Fake News

I recently read a posting by a Teacher Librarian on the OZTL_NET forums about students perceiving American news channel CNN to be "fake news".

This is concerning given that I believe that such perceptions have been shaped by US President Donald Trump's comments at the reporting by CNN about him and the presidency.

The comment "fake news" has been misused as pointed out by some media outlets including The Guardian to discredit the information. Trump is amongst them, even applying the term to journalists.

Fake News refers to a story that is created to deliberately misinform or deceive readers. The events or information is simply untrue. Information is not verified.

Such articles can also be biased e.g. alleging that individuals were involved or connected to the event when it was not true. This can then be used to advocate a particular argument or justify an argument.

In the United States and Australia, we are blessed to have freedom of the press. News outlets are free to pursue whatever agenda that interests them. To protect the community, there are also standards imposed on how information is presented. Government departments like The Australian Communications and Media Authority (ACMA) and the Australian Press Council regulate the media to ensure that viewers or readers are presented with information that is true and accurate.

There is bound to be bias in media outlets and journalists in presenting information. They will have a tendency to usually support one side of the political spectrum. Some will not be afraid to change sides e.g. The Daily Telegraph advised its readers to elect Prime Ministers Gough Whitlam (1972) and Kevin Rudd (2007) despite historically leaning towards the Liberal Party.

So how do we respond to this? We should tell our students to:

1. Verify the information - Check other sources. Are the facts correct? 
2. Consider the audience that it is being written for?
3. Is there bias in the article? Are other perspectives presented?
4. Is the author reputable?
5. Consider the presentation of the content - Is it well written? Is the discussion balanced and fair? Can you understand concepts and ideas? Consider spelling and grammar.

Is CNN Fake News?

I have access to CNN and CNN International at home. I tend to prefer CNN which is the flagship channel of the networks that form CNN. The content is largely talk based focusing on discussion of news issues by various presenters including Anderson Cooper, Don Lemon and Chris Cumno. CNN will also screen special reports and documentaries.

Like any media outlet, CNN has been guilty of controversies on its reporting but it is a reputable source for news and information. Personally, I use it alongside other sources including The New York Times, MSNBC, One America News, NBC and CBS to obtain news on events in the United States and around the world. 

CNN will draw on other news sources including global television networks and news agencies including Reuters and Associated Press. They will go to some effort to verify their sources!!!

There is definitely some bias in its reporting but competitors do the same. However, this becomes less of an issue as long as you obtain other perspectives from other sources.

NSW PRC Reading Log - electronic version

This term, I have been working part-time with the library team at Killara High School. One of the projects that I am working on is the promotion of the PRC for 2019.

I have created a log that students can use to record books that they may read as part of the NSW PRC from September 1 until official registrations take place in March next year.

The version that I have shared is a generic version, which is presented in pdf form. If you wish to obtain a word doc template so you can modify the layout and formatting to your school needs, please email me as creating the form in a pdf format is quite simple with Adobe Acrobat reader.

Apart from recording the books read, each entry must include a short book review. This will aid in the verification process and can also be published as reviews on OLIVER and the bookmark style reviews on the shelves.

It will be good to see how the students make use of it.

The 2019 NSW PRC - Not too early to start!!!

The official period for the NSW Premier's Reading Challenge commences in early march, but students are not often aware that any book that they start reading on September 1 of the previous year can count.

I have seen the look on students faces when they hear this. Reading 20 books in six months can be daunting, especially when mixed in with the other committments that go in the life of a school student. Being asked to read one book per week can be a little difficult

This year the NSW Premier's Reading Challenge concluded on August 31, giving students one year to meet the challenge of reading 20 books if they were in Year's 7-9 which I will focus on given my secondary training.

But how can we help them to get there?

Averaging it out, students would need to read at least one book every two and half weeks. If the reading was done in school time, a book per fortnight.

I would begin any promotion for the PRC in 2019 now. Encourage your students to keep reading. 

Keeping a record of books read from now until March is going to be a tough challenge. 

In some schools, students are required to keep a reading log as part of their wide reading program. While there is a template provided by the organisers of the PRC, you may wish to create your own. 

For verification, students should provide a one paragraph review listing:

• What the book was about
• Who should the book be recommended to.

Even have the review published on the library catalogue. Softlink Oliver enables this function.

Games as Text

Last week, I attended the School Library Association of NSW conference at the State Library of NSW I had the opportunity to attend a seminar presented by Bill Cohen (Teacher Librarian, Asquith Girls' High School) titled: Games as Text.

I remember in primary school playing educational games like Punch & Judy and Granny's Garden on what I think were Acorn Computers.

In the past 25 years, such games have come a long way. I was introduced to a popular interactive fiction game known as 80 days, where you can set the plot line.

Some might see computer games as lacking educational relevance, but one should identify the relevance of the game and what you want them to learn.

Games that are inspired by real events or situations like The Westport Independent can teach skills in ethics associated with publishing and apply business principles i.e. advertising.

Another game that took my interest was Paper's Please, based on the checkpoints between East and West Berlin in the 1980's. The player must assess each person's suitability to cross the border. Literacy skills are developed in the viewing of information but also supports the development of critical thinking skills. As the game progresses, more information is presented, and the situations become more complex. The player has to consider each situation in more depth before making a final decision.

The question now, is how I am going to encourage their use in the classroom in line with school technology policies?

Students Need School Libraries (Campaign)

This week, state and national school library associations along with the Australian Library & Information Association teamed up to launch the Students Need School Libraries campaign.

The aims are simple:

• Every school should provide access to high-quality library resources and services.
• That school libraries are staffed by qualified professionals, led by a teacher librarian.

It also advocates that each school should appoint a teacher librarian as equip students with skills essential for lifelong learning including:

• Research Skills 
• Cybersafety
• Information Literacy Skills
• Instilling a love of reading

The campaign has resulted from Australia's ranking falling in educational standards against OECD nations. Some schools have neglected the role of libraries as part of the learning process, questioning their relevance. Concerns have also been raised over staffing of school libraries i.e. unqualified staff or not appointing teacher librarians, which has meant that students are missing out on opportunities to develop skills required for lifelong learning.

The website for the Students Need School Libraries campaign can be accessed here. 

Accommodating for students with a disability

I have been a keen advocate for providing equitable access to library services and recently accepted an opportunity to undertake some free professional development provided online through the Association of Independent Schools.

The course Disability Legislation Online Module on the impact of legislation of the following:

• Disability Discrimination Act (1992)
• Disability Standards for Education (2005)

I would encourage Teacher Librarians to enroll in this course. It is free for those in Association of Independent Schools but non-member schools will charge a fee.

As Teacher Librarians, we do collaborate in the programming of units of work across each key learning area. We do need to remember that we need to accommodate various learning needs for those who may be disabled.

It also affects how we provide library services including resources and furniture. We should ensure that any activities that we provide can include those with a disability. If not we need to provide an alternative.

We should also liaise with learning support as to how the school library can improve its provision of library service to those with disabilities. 

Interpersonal skills for Teacher Librarians - a checklist

I came across this article recently on the interpersonal skills that a person needs for effective library management. I am using this as a checklist to ensure that I am applying the interpersonal skills that Teacher Librarians require.

Educational Technology Leadership

I have been reflecting on how we can be innovative in our role as Teacher Librarians and was surprised that we can innovative without having to do much at all.

I read about Educational Technology Leadership as an example of innovation in teaching,

As would be aware, students need to learn how to use technology wisely i.e. digital citizenship.

How can we express it?

• Remind students that use of technology in the classroom is a privilege. It can be taken away if not used correctly.
• Monitor student use of technology. If I see someone using technology incorrectly, I remind them of the real purpose, especially if it is a learning task.
• Involve students in the basic upkeep of devices e.g. library monitors checking out/returning devices and ensuring that they are charged.

One element however was missing in that article and it relates to etiquette and expressing appropriate behaviours when using technology. As educational leaders, we also need to role model appropriate behaviours when using technology. If we don't role model our behaviour, students may end up using technology in an unsafe and inappropriate manner.

For example I have applied this when speaking to students about copyright issues associated with the downloading and viewing of eBooks and eAudiobooks. For instance a person should delete the mp4 files associated with a borrowed eAudiobook. I am surprised that eAudiobooks provided by libraries can easily be copied and reproduced.

But what about in the research process? How can we apply it?

There is so much information out there so we need to tell the students how they should approach research. Consider the following:

• Teaching advanced search skills on Google.
• Website evaluation e.g. usefulness, purpose, currency of information
• Locations to obtain information e.g. State Library of NSW databases.
• Accessing the Library catalogue from home.
• Recording and citing information sourced from an electronic location.

New Scheme Teacher Mapping Grid

Last week, I presented some of my strategies at a School Library Association of NSW Webinar on Accreditation. I provided some tips that new scheme teacher librarians should apply if seeking accreditation at Proficient level.

Those who attended were most interested by a mapping grid that can be used to document how each sample meets the standards. This can be done as you collect your evidence. It will help you identify where you may still need to collect evidence.

Remember for each standard, you need to demonstrate at least one of the standard descriptors has been applied in your teaching. You do not need to demonstrate each standard descriptor.

I have decided to make this grid available for download for any teacher (not just Teacher Librarians) which I will encourage you to use.

In addition, please feel free to contact me if you need any direction with your accreditation at Proficient level.

Being a Positive Motivator as a Teacher Librarian

Over the years I have received positive feedback from colleagues for my preparation and delivery of library lessons, whether they may be a workshop, timetabled lesson or wide reading session.

Recently, a casual teacher went in-depth as to how well I executed a wide reading session with a group of Year 7 students. I had been supporting them with the NSW Premier's Reading Challenge, facilitating a wide reading session and spending time individually with students; particularly those that were struggling to reach the target of twenty books, giving them attention and providing strategies.

She commented on the "little things" - behaviour expectations, procedures, actvities or tasks to complete and being present for the students.

I went home and thought the compliment(s) and there was a message for Teacher Librarians.

It might be odd, but the video of a misbehaving boy backanswering his teacher when ejected from a lesson, also had a message in it for us (I will not condone his behaviour). 

We need to remember that we need to be positive motivators in our role as it would be expected in a classroom teaching role.

We need to inspire and make students interested in learning and that is spending time with them. Telling them to do just worksheets or in our case (read) doesn't help.

We need to consider our purpose for being with the student? How can we improve their learning? Do they need direction? Do they need resources?

Also, we should ask ourselves if we show passion for reading. Are we able to share with our students what we read and what we think about literature? If we dont share the passion, how can students replicate that?

Also, do we enjoy sharing our knowledge and what that means to us? If we don't, students will not be motivated to learn.

Accreditation of Teacher Librarians - Upcoming webinar of interest

Next week, the School Library Association of NSW (SLANSW) will conduct the first of its series in Online Webinars.

I am currently on the committee as a Metropolitan Representative and will as part of a Q&A session, present my insights into gaining my proficient accreditation with BOSTES (NESA). Margo Pickworth will facilitate the session as she has gained accreditation at a Highly Accomplished Level.

I have commented in 2014 and 2015 but I would like to as a follow up reexplore my experience but also hear from that of Margo.

If you are a member of SLANSW, attendance is free, but will cost $35 for non-members.

Click here to visit the School Library Association of New South Wales website to learn more about the association.

Sorting fiction items by genre

Schools have been embracing genrefication of the fiction collections. In my practice, I can see the benefits.

• Allows students to locate fiction items more easily.
• Students can locate items by personal interests and identify related texts.
• As a Teacher Librarian, I can easily located related texts on the shelves without having to refer to the catalogue. 
• Can be modelled on the genres already in use by the library. 
• Case studies show more engagement with genrefication e.g. more borrowing.
• Can stimulate ideas for new displays that revolve around genres. 

However, there are disadvantages

• May require more shelving.
• May not accommodate books that are tied to more than one genre. The question that has be asked as to which genre should the item be placed in.
• Time consuming - especially if genre labels have not been placed on books. This can restrict access to resources for students.
• Identifying which genres should be allocated shelving and what types of literature would be listed under them.

Never be limited by what genres may be listed in cataloguing systems or the labels that be provided by suppliers such as RAECO. If you feel the need to have a "Quick Reads" genre, which is one idea I would like to try, do it if you believe that it would support reading programs. My idea of the "Quick Reads" genre stems from the need to accommodate weak or reluctant readers who may be challenged by longer or more challenging literature.

Assessment Tasks & Library Services

In Term 2 of 2017,  I enjoyed a session with colleagues where the focus was on improving assessment tasks. One concept that was emphasised was the need to be explicit in assessment of learning.

There are many factors to consider when organising an assessment task like outcomes, task descriptions and marking criteria.

But one thing I have observed is that assessment tasks may require people to use a list of prescribed resources or sources e.g. primary sources in history.

When I was at university, an assessment task would include recommended readings or locations to source your information.

It made me think, should a school be required as part of an assessment policy suggest some resources to aid students in locating, selecting and utilising the right resources plus available library services?

Or at the very least (and helps develop independence with research) is to guide students as to what the library collections offer e.g. Sources on Medieval Europe are located on the 930's shelves in the library.

I have also had the idea too that it should be mandated that students utilise several printed resources as a requirement for an assessment task, given the dependence by many students on just internet sites for their research. It is good to suggest one printed source, but for a challenge, make it three sources.

It is something I would like to do in a full time appointment, work with Teachers and heads of Department to inform students of library services for the assessment task of available resources and support services.

All My Own Work

One of my projects as the Teacher Librarian (Acting) at Mary MacKillop Catholic College, Wakeley in Term 4, 2017 was to oversee the completion of the All My Own Work modules.

Every school will have their own method or approach. Some schools will require that the students complete it in their own time at home. They then will be required to submit a printout of their results module by module to the school.

Some will allocate time for the students to work independently with no presentation/s etc.

I delivered the course over one day with the Year 10 cohort in the final week of Term 4 last year. The model was that the day was split into three parts with two modules in focus for each session. This worked well for a six period day.

Each session began with a 20 minute presentation, where an overview was provided of the key concepts in each module. Short activities using mentimeter were applied with student responses submitted presented on the screen live. Two examples are below.

This was providing me with live feedback on student understanding and knowledge. Even though I was strapped for time, I was impressed.

I also think showing clips of scenes from comedy shows like Mr Bean made a difference in understanding what can be seen by some as complex ideas.

E.g. Girls were asked to identify examples of Malpractice in this clip from Mr. Bean.

Then they were divided into their house groups, where the under the supervision of a teacher they were working through their modules. I set the pass mark as 85% for each module. Learning Support Students had a modified mark of 70% but they generally managed to get to 85% as well. The supervising teacher would initial that the student had completed the module and had cited the mark on the screen.

A registry was created and then sent through to the members of the school executive for processing with NESA.

Several students were absent, with a follow up session organised two days later. One student had actually done it at home and it was merely for me to sign off their confirmation slips.

A big thank you to those who assisted me on the day!!!

I have uploaded my powerpoint slides from the day for those who may need some direction on how to organise the day.

NSW PRC and SCIS - Please Note

I am commenting on observations that I have made as I have been in the process of allocating genres to Fiction books on the school NSW Premier's Reading Challenge (PRC) list and placing the appropriate sticker/s on them.

• Alot of books are not necessarily allocated a genre under genre. I used SCIS and ScOT Terms to formally allocate a genre.
• I read blurbs and notes if required.
• If I had doubt, I would refer to the listing of the item on Trove and look at the headings.
• Before making any changes, I would use OLIVER Software to "enhance" the resource by obtaining the most recent details listed on the Schools Cataloging Information Service (SCIS) .

Even after the changes, books that were not originally catalogued as being on the PRC list needed to be manually added in by using the details available on the NSW PRC website.

My tip for Teacher Librarians and support staff in school libraries, undertake a check to ensure that all items are properly catalogued if not already done so on your library system.

So far, I have located 200 books that needed their records updated to ensure that they appear as PRC books on the system. 

Library Monitors in 2018

I wrote about library monitors last year as I began to introduce it in one school while in caretaker mode. Twelve months, I am doing it again at another school.

For the time being, I am based at Strathfield Girls High School and have in collaboration with the school's Learning and Engagement Faculty worked on creating a library monitor program to promote leadership opportunities for students but also to allow students to engage in community service.

Two students will oversee the monitors as "Student Librarians" who will coordinate the monitors e.g. train them etc.

Since the opportunity has availed, I have had a great response with 10 dedicated students already signing up. Apart from typical monitor duties like manning the circulation desk and shelving, they have been working with me to place genre labels on our fiction items as part of the Premier's Reading Challenge. We have had a production line where I (or a monitor under supervision) for instance will scan the item in OLIVER, then identify the genre/s. If there are cataloging issues or a genre cannot be determine, they are pulled aside so I can do some further research in between breaks before advising the monitors through a Post It notice.

Once stickered, they are contacted before being marked off.

It has proven to be a good exercise, because I have found 150 books that were not correctly labelled on OLIVER to add to 251 books that did not have a PRC sticker placed on them in the first place. Over 400 books are now on the school's PRC that there were not there.

I have also had to spend some time also updating cataloging records with a genre as I felt that they were being overlooked in SCIS uncatalogued records.

The introduction of library monitors has also had a spin off in that a book club is being created to meet once a week next term. A group of monitors will facilitate activities etc. I am keen to see how it goes.

I will have to update everyone further on this.

This BOOK Changed My Life

Trinity Grammar in Sydney recently produced a set of video clips inviting students and staff to identify the book that changed their lives.

It's worth viewing. Click here to view it.

I have been left to answer the question myself. Was there a book that I learn't something whether it is about myself or others? Did it help me make a crucial decision in life? Has there been a book that has come to define my career?

If I was asked this question, I would I have to say that the book that has stuck out most was Matilda by Roald Dahl.

Why?

• Matilda has a love for books, just like me. She likes to spend time in the library, just like me.
• The quest for independence in life.
• As a kid, I could relate to her sense of maturity and thinking.
• Just like me, she was an academic achiever. 

I think the book empowers me to overcome the demons that one faces in life, and the difficulties in human relationships, but being able to overcome them. 

Newspapers in the library - 2018

Two years ago, I reflected on the need for students to access newspapers in the school library and use it to support their learning.

My current school used to provide newspapers to students, but no longer do.

However, I am in the process of seeking the return of at least one daily newspaper.

I am currently surveying staff who have rallied behind the idea. I have asked them to identify which newspaper/s should be available and then asked them if they would use each of the major newspapers in the classroom. I am looking forward to what the survey results are.

It is encouraging to see classroom teachers valuing the relevance of newspapers to student learning!!!

What sort of Teacher Librarian are you?

This week I read through Mandy Lupton's 2016 article from School Libraries Worldwide - Adding Value: Principals' Perceptions of the Role of the Teacher Librarian.

What took my interest was at the appendix at the end of her article which provided a set of profiles that could be used to classify work practices and characteristics of Teacher Librarians.

I will not disclose where I am at, but have had an opportunity to reflect on it and identify what I might need to do to reach the ideal profile which is identified by Lupton as "Superhero".

I have cited the article below for those interested in reading the article.

Lupton, Mandy. 2016. Adding value: Principals' perceptions of the role of the teacher-librarian. School Libraries Worldwide 22, (1) (01): 49-61, https://search-proquest-com.ezproxy.sl.nsw.gov.au/docview/1785389866?accountid=13902 (accessed May 24, 2018).

Embracing Challenging Texts & Books that highlight themes

I recently read an article by author Will Kostakis in the March 2018 edition of ACCESS. Kostakis challenge those in school libraries to cultivate a diverse collection and not to ignore themes or issues that affect young people today. He cited how some schools refuse to include his novels in their library collection because of homosexual themes.

I have spent the past two days organising resources for Year 7 students to use for an English Assessment task where they will present a speech on one of the following themes:

• Gender Stereotypes
• Environmental Management
• Cultural Identity
• Human Rights

Related texts like novels, picture books, films and poetry must be referred to within the speech to support their argument.

I have enjoyed this challenge in curating related texts, because its giving me insight as to how my collection address these themes. If I feel there are not enough texts in my fiction collection for instance on these topics, it may mean having to purchase texts with the themes embedded. 

Today I had one group booked into the library for a session on the related texts obtained so far. I told the students that they need to consider how an author might represent those issues. Books by authors such as Jeannie Baker contain notes at the end of the story where she explains her motivation for writing the book. Baker for instance highlights themes associated with Environmental Management in her books.

I have even encouraged students in any analysis to consider researching the author because there is often a motivation for why it is written. They need to identify the possible purpose for the compling the text. Will Kostakis has been motivated to write his novels to highlight the challenges facing gay youth and relating it to his own experiences. 

Sometimes this might not be so clear and requires anaylsis. It is a matter of reading the texts and identifying possible messages conveyed. 

 

The use of "Graphic Novels" & "Picture Books" in tertiary institutions - Survey Results

As promised to the member's of the OZTL_NET forum, I would publish results of my recent survey.

As of May 11, 130 responses had been received and the results are listed below:




Overwhelmingly, 88 % of schools  refer to their Graphic Novels collection as Graphic Novels. Just 1.5 % of schools refer to their Graphic Novels collection as Graphic Texts. There is general consensus that Graphic Novels be referred to as Graphic Novels.




There was also general consensus with more than 90 % referring to their Picture Book collection as Picture Books. Other responses included Junior Fiction (which can work in K-12 school libraries and is widely used in public libraries), Children's Fiction and Picture Fiction. 1.5 % only refer to the Picture Book collection as Visual Texts (see below for further comment).




More than 80% of respondents felt it could cause confusion for students if the Graphic Novels collection was named as Graphic Texts and that if the  Picture Books collection was named as Visual texts.


I invited participants to provide additional comments which was an optional response. A selection has been included:

Even in public libraries, where students visit during holidays, or as an extension to their school library, the terms "Graphic Novels" , and "Picture Books" are used. This will be consistent with what they know in other libraries, to keep the terms you want. Also, not all students will go onto University, but it will be interesting to hear if all universities use the terms that you mention. I would be interested to hear what feedback you receive. Good luck with your project!

CBCA [Children’s Book Council of Australia]  use the term Picture Books

Graphic novels is the name used by the industry therefore it is the most appropriate to use in the library, just like how picture books are no longer called picture story books. Collection/genre names are a part of literacy education and should therefore stick to terms that can be understood in a broad range of circumstances, if you were to ask about graphic texts at a book store or a comic book store you may get some puzzled looks, not to mention that many people may not make the connection between that term and graphic novels. Also visual texts is something of a tautology as all texts are visual.

I personally dislike the word 'text', particularly in the main library area. Something about it feels harsh and uninviting. 
We tend to use 'text' just for our book hire/textbook resources.

We are an Indigenous school in the middle of the NT. Terms such as 'Graphic texts' and 'Visual text's would most definitely confuse our students. I would have lost the reading battle before i even got started. KISS principle rules here.

Yes, becuase Year 7 have a unit in English on Graphic Novels, and from talking with students in their Library introduction lessons, they know the term Picture Books from primary school and refer to them using this term.

Remember we they are children, not corporate people. Simplify!

These terms, particularly visual texts, are not ones that children would normally use so I feel using these would be quite confusing.

A graphic novel IS CALLED a graphic novel. Same with a Picture Book. That's what they're called in the trade. Graphic Text sounds like a chart with pictures. So does Visual Text. Horrible terms that you shouldn't even consider. I've never seen them in a school. If you want to put Graphic Text and Visual Text into catalogue records somewhere, fine, but wouldn't re-name collections to these.

I have never heard of either of these terms to describe these formats of books at my school library (and other school libraries I've worked at) nor the public library where I also work.

Although I am now in a secondary school library, I worked in a university for many years and picture books were always picture books! There were no graphic novels held at that time, but I doubt that they would be named graphic texts

I don't think they'd be confused if they were taught what the terms refer to; however, students know graphic novels as graphic novels and picture books as picture books. Therefore, calling them anything else seems a bit ridiculous. These are syllabus terms, not library terms.

The terms "Graphic novels" and "picture books" follow that old golden rule: The rule of "common sense".

Everyone knows what Graphic Novels and Picture Books are - why create confusion? The terms "Graphic Texts" and "Visual Texts" could apply to anything from comics, graphic novels, picture books, films, cartoon strips...
( "Comics" could also be used for Graphic Novels if you wanted to. Graphic Novels are generally in trade paperback format and are often a collection of previously published, serial 'comics' .)

We need to use terms appropriate to our clients. If our clients are students in Years 7 - 12, then using terms like "Graphic texts" is not appropriate.

There are lots of different sorts of visual texts, including graphic novels, posters, websites, big chunks of the non-fiction collection and even poems with strong visual imagery

Final Findings

• Schools prefer to name their Graphic Novel Collection as Graphic Novels.
• Schools prefer to name their Picture Book Collection as Picture Books. 
• Very few schools refer to the Graphic Novels Collection as Graphic Texts.
• Very few schools refer to the Picture Books Collection as Visual Texts.
• We need to apply “common sense” and standard library practice. 
• We need to avoid confusion. 
• Providing names such as Visual Texts and Graphic Texts are seen to possibly confuse students. As pointed out last week referring to Graphic Novels as Graphic Texts is in fact misleading. 

Can Visual Texts be used to name a Picture Book collection?

An email arrived in my inbox from a senior Teacher Librarian after I shared some preliminary results one week ago on the OZTL-NET Forum. A picture book collection can have the name Visual Texts applied as it is a curriculum term. It does encompass more than picture books. It can include TV shows, films, websites etc. 

However, I would not use it if the collection had picture books only, but was prepared to include a variety of formats under that umbrella.