Fixing up a cataloguing problem with ChatGPT

At the recent School Library Association of NSW Summit in Parramatta, I attended a workshop focusing on the role of AI in the School Library Context. I was asking a question on how it would improve library management. Then I shared an account of how I manually catalogue an item on ChatGPT, applying the cataloguing procedures used by SCIS. This included uploading the procedures book (pdf format) into the chat, and it did a scan.

This situation arose because SCIS will not accept items without a publication date and needed to have them catalogued. The item was identified in a stocktake of the non-fiction collection as not being catalogued because the barcode was not connected to it.

Ultimately, it fixed a problem that would have left me in a difficult situation.

Click here to view the transcript that aided me in cataloguing the item.

Newspaper Databases Presentation - Year 12 CAFS

Last week, I had the opportunity to present a research skills lesson to a Year 12 Community and Family Studies Class. They are undertaking an assessment task that requires them to locate newspaper articles on homeless people and the aged.

I embraced this opportunity given how I value the role of newspapers in education and would like to see students engage with newspapers (preferably in print form but digitally as a minimum) to locate valuable and reliable material.

The presentation focused on:

• How to access newspaper databases via the State Library of NSW
• Use of Boolean operators and filters within databases to narrow down their search results
• Evaluate the usefulness and reliability of articles using the RAVEN source evaluation model (similar to CRAPP)
• How to save and back up articles relevant to their research for the task.

I focused on the following databases:

• Australia and New Zealand Newsstream (Proquest) - I performed a live demonstration on the screen of how to use filters, e.g. selecting publications, timeframes, etc
• Sydney Morning Herald (Library Edition)
• PressReader
• Newsbank & Factiva (alternatives for broader searches)

I even showed the students how to download, save and email articles to their inboxes and obtain an academic citation for their reference list or bibliography, as databases such as Australia and New Zealand Newstream can prepare them for you in line with referencing systems. 

One key aspect of the presentation was debunking Google or search engines as the best place to find news as databases are:

• More reliable and credible
• Current
• Relevant to Research
• Able to provide better search options
• Able to offer more options such as newspapers, archives and regional news
• Able to filter out "fake news" or unreliable sources

The weaknesses of a Google search are:

• Results are not always reliable
• Based on what it thinks that you, the user wants
• Preference to list "popular" results at the top of search results
• Paywalls

The students certainly enjoyed the presentation and hopefully do well. The students asked me some great questions; many of them are regulars in the library for their study periods or simply visiting during their break times. 

Engaging Reluctant Readers - SLANSW Webinar (February 2025)

The School Library Associaton of NSW (SLANSW), commenced its monthly webinar series this week. The theme was Practical ways to engage reluctant readers and featured contributions from Allison Tait (Author), Jade Arnold (NSW Premier’s Program Officer – Reading and Spelling) & Amanda Craig (Teacher Librarian - Telarah Public School)

I attended because I facilitate a READ group at school for students in Years' 10-12 that struggle to actively participate in the daily 20 minute session, where all students engage a time of silent reading, and wanted to be informed of some strategies applied to by others to encourage reluctant readers to add to my "tool kit".

I know two other READ groups that provide additional support to students in my school, and I should invite those groups to borrow during READ time. I have a small group already, and with my session in the library, I can open up the space to invite groups to borrow during that time and provide the opportunities that my group has access to, such as the lounges and beanbags to encourage them to relax. This would support the suggestion to make all students in a class borrow a book, unless there is a book of their own that interests them.

Reading goals are essential as well to encourage reluctant readers. I applied this strategy with general class groups e.g Litgym at MLC School (2014), but should use this to both groups as well. It has worked for me with regular groups and I cannot see why it would fail with both groups.

Book labels also arose, and I didn't realise the impact they could have on reluctant readers, given that genre labels can guide students in selecting related texts or reading particular stories that interest them. I have been involved in the setup at my school. While it has consumed time and resources, it is a good investment, even if it's not a financial one because my goal is to have students borrowing and reading books that interest them. If students borrow and read more, I will be happy, and feedback from the wider student body will be favourable to date. 

Improving Graphic Novel Collections in schools

In the latest issue of INCITE magazine by ALIA (Australian Library and Information Association), I read a case study on Barker College Library’s efforts to expand and update its graphic novel and manga collections. In 2024, the library undertook a review to ensure those collections align with student interests and to encourage diverse reading experiences. The process involved forming a committee, gathering data and consulting students. 

As a result, they made informed decisions to refresh displays, shorten loan periods (two weeks to one week) and introduce new, age-appropriate titles.  

One of the changes implemented by Barker College has been reducing the loan period from two weeks to one week. At my school, graphic novels are loaned for two weeks, and to encourage greater engagement with graphic novels, I should consider whether a shorter loan period would work for them.

Selecting age-appropriate manga is a challenge that confronts school libraries. While manga titles have a rating system, some of the themes may not be consistent with the rating, so it does need to be scrutinised. It also needs to align with the values and ethos of the school, whether it is a public or private school.