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School Library Association ofNew Zealand Aotearoa Conference CONCURRENT SESSIONS abstract / biographies COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 Wellington High School, Upper Taranaki Street, Wellington intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007


ANETTE AINSWORTh
A Fortunate Life — The Journey
ABSTRACT
The joy of being a teacher librarian has provided the opportunity to listen to many authors
and illustrators discuss their books and to gain an understanding of the background to
the stories. Come with me on a journey visiting Australian authors and illustrators and
the remarkable work that they produce. Many of these books are then linked to the use of
Literature Circles with primary school students. Explore the use of this form of reading unit
to engage students with literature.
(A) Primary Intermediate Secondary BIOGRAPhYAnette is the President of the Australian School Library Association and Assistant Head of Library and ICT, John Septimus Roe Anglican Community School, Perth, Western Australia.
After being a class room primary school teacher for many years, she was given the opportunity to work as a teacher in a school library. Having loved the role, she studied a Gradate Diploma of Teacher Librarianship at Edith Cowan University in Western Australia, graduating in 1994. She has worked in various government school libraries before moving to current position. She became involved in the Western Australian School Library Association, later becoming President. At the point of retirement from community service she became President of the Australian School Library Association. Being involved in the wider school library community has broadened her knowledge and allowed her to be involved in many initiatives in future education.
intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007


SARONA AIONO-IOSEFA
The identity crisis in children's literature
ABSTRACT
During this session I will cover the browning of NZ's schools and the increasing need to
reflect this in children's literature; how literature can help bridge the gap between different
values systems; the importance of ready-to-read literature to give children a confident start
and introduce multi-culturalism as normal; how a wider selection of stories across cultures
helps build confident societies; and the need to encourage more writers from other cultures
to write for their children.
(P) Primary intermediate BIOGRAPhYA New Zealand-born Samoan children's author and communication and consultation adviser to the Christchurch City Council, with 18 years experience as a newspaper reporter and sub-editor, and two years as casual reporter for TVNZ's Tagata Pasifika programme. Born in Christchurch on 18 November, 1962, Sarona is a fluent Samoan speaker. Her father was a great storyteller who nurtured her love of stories and language - leading her to choose a career in journalism and then communications. Sarona covered the disasters of Cyclones Ofa and Val in Samoa for The Press, has written many children's stories for School Journals and Ready to Read books in her Samoan language, which have been translated into five other Pacific Island languages for distribution to schools by Learning Media. She has also had English-language books published for the commercial market by Reed Publishing (NZ): Two Cans of Corned Beef and a Manulele in a Mango Tree, Samoa — The Pacific Way, and The Pipi Swing. Her most recent story published was Blackcurrant Jam in the Out of the Deep anthology of children's stories to mark International Children's Book Day on 2 April, 2007. Sarona is married to Christchurch barrister, Sulamanaia Leuatea Iosefa, and has four children, Jan-Hai, 23 years, Yasmin, 19, Penina, 17, and Sean, 12. intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007


VIOLETA APOSTOLOVSkI
Digital Video in the Classroom: It is that easy with ClickView
ABSTRACT
ClickView is now the standard in digital video learning. From one central digital library,
learning objects (video or otherwise) can be accessed on demand from any computer (PC
or Mac), TV, intranet, website, at school and home. It works in tandem with any web-based
learning facility. It is a robust, flexible platform from which schools can manage their digital
learning resources. In addition, ClickView includes a Digital Video Recorder, which allows
schools to automate copying from TV straight into their digital library. ClickView takes away
the substantial, hidden cost for someone to schedule video for the classroom, or to manage
the borrowing of VHS/DVD. Once a video is in the library, teachers and students can access
that video from any place of learning at any time. From a curriculum perspective, it puts
control in the hands of the user, facilitating self-paced learning in labs and at home. And, it is
a simple, practical way of integrating ICT across the curriculum. Being very simple to use, it
takes away the need for specialist IT skills to make visual media a part of an everyday lesson.
(A) Primary Intermediate Secondary BIOGRAPhYVioleta is the Visual Learning Advisor with ClickView for the past 3 years and has worked as an Educational Manager with Learning Essentials & Video Education Australasia, Education sales with Blake Education & Era Publications. intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007


PhILLIPPA AShBEY
Making Research Count
ABSTRACT
Christ's College is an independent secondary boys boarding school in Christchurch.
A comprehensive review of the College's performance in the National Certificate of
Educational Achievement (NCEA) has shown the significant impact that our teaching and
learning programmes are having on student success in the areas of research and resource-
based learning. This review has reinforced the benefits of evidence-based practice and I
would encourage teacher librarians/TLRs to have this kind of data at their fingertips.
At Christ's College we are striving for continuous improvement in teaching and learning practices. Professional development is centered on an ‘Exemplary Teaching' programme. Within this framework I have recently conducted an audit of information literacy skills teaching at College and have developed a range of strategies to address identified shortcomings in our teaching and learning programmes and in the provision of library services. Whilst this is still a work in progress and modest with respect to new initiatives, I believe that it has provided valuable information that is worthy of sharing with others.
(S) Secondary BIOGRAPhYPhillippa is a Teacher Librarian at Christ's College, which is an independent secondary boys boarding school in Christchurch. She has an active role in school administration, professional development and ICT. Her previous experience spans the education, tertiary and special library sectors. Phillippa is well known in New Zealand for her past work as a National Library Adviser to primary and secondary schools. She has presented papers at local, national and IASL (International Association of School Librarianship) conferences in the past.
intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007


The Art of Science
ABSTRACT
What happens when you put an author of teen novels in a research centre for molecular
evolution for a year, and tell them to follow their interests? Bernard Beckett's first work of
non-fiction, The Art of Science, will be published later this year. In this session he talks about
the process of researching and writing this book, and the questions that revved up his
curiosity in the first place. Just what is the relationship between Science and storytelling?
Can we tell the difference? Does it matter if we can't?
(S) Secondary BIOGRAPhYBernard Beckett has been a secondary school teacher since 1990. He has taught Economics, Mathematics, English and Drama, and is currently working at Hutt Valley High School in Lower Hutt. In 2005 he spent a year on a Teaching Fellowship at The Allan Wilson Centre for Molecular Evolution at Massey University. He has written eight novels for young adults, the most recent of these being Genesis. The Art of Science, written during his Fellowship year, will be published later in 2007 and is his first attempt at non-fiction.
intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007


JANET BLACkWELL
Building collaboration using a distributed leadership model
within a library team
ABSTRACT
Aquinas College in Ringwood, Victoria is a co-educational Catholic College of 1600
students. The College Resource Centre is a new building that has been designed by the
library staff. It is a high tech environment that is engaging to students because of its
state of the art facilities, as well as its attractive use of space and colour. The building is
complimented by a leading edge intranet site that adds value to the curriculum of the
College and enhances the concept of a library without walls.
Several years ago the library initiated a strategic management plan that developed a distributed leadership model where every library staff member became a leader. This meant that all team members from teacher librarian to library technician work within the curriculum in ways that had been traditionally within the role of the teacher librarian. This sits within a growing world wide trend that recognizes a shortage of teaching staff, in particular experienced and well qualified teacher librarians. Internationally, this reflects a move towards looking for ways in which non teaching staff can fulfill roles normally performed by teaching staff.
In practice, this means that all members of the library team have responsibility for the library's interaction within the curriculum in an allocated Key Learning Area (KLA). Library staff members become full members of that KLA and become involved in a wide range of activities that include participation in all KLA meetings, attendance on excursions, inclusion on e-mail distribution lists and participation in faculty social functions. They have responsibility for the provision of both traditional and digital learning resources. Digital resources often include the creation and publication of online learning packages delivered via the library's intranet. Learning packages may consist of bundling online information, creating web quests, creating online books or facilitating class use of our site's internal blog. Library team members are also allocated a year level and attend year level meetings and functions in the same way as their KLA responsibilities. Our year 9 program, for example, involves students taking part in a Melbourne experience at our City Campus and each member of the library staff is also allocated a time each year at that campus.
intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 JANET BLACkWELL (continued. ) ABSTRACT (CONTINUEd)There are several strategies in place to ensure that non teaching members of the library team are supported in this distributed leadership role.
• Library staff have unrestricted access to a wide range of appropriate and timely professional development. This includes 3 or 4 visits to other school libraries by each library staff member each year. • An oversight role is held by the teacher librarian who is copied in to all correspondence and constantly interacting with both the library team as well as the learning community in the College.
All staff members have leadership for particular areas within the library, but each staff member is multi skilled to enhance productivity (A) Primary Intermediate Secondary BIOGRAPhYJanet began her teaching career as a primary teacher in the mid 70s and has had many reincarnations within the teaching profession since then. In a 30 year career in education she has moved across both primary and secondary schools, through the State, Catholic and Independent school systems, and within the fields of Art, English and Librarianship. She has lived in 3 states of Australia and lived and taught in England, Germany and the United States. When she was not teaching, she has worked in Interior Design and has exhibited her art internationally on many occasions.
She was appointed as Director, Information Services at Aquinas College in 2001 where she was employed as a change agent to facilitate the library's development into a leading edge facility. Janet is passionate about the interaction between libraries and school curriculums and her skills in strategic thinking and change management are a hallmark of her work. She has just designed an innovative new library at Aquinas College, where online learning stands alongside the physical space to truly create a library without walls. Janet works with her staff to provide online learning that is packaged to meet the needs of the individual teacher in an individual unit of work. She continually strives to break down traditional library paradigms by adding value to the curriculum in innovative ways, particularly through the online delivery of resources. intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007


ROBERT BOYd-BELL
Automated Off-Air Recording of TV Programmes for Education
ABSTRACT
e-cast-education is the new centralised online service that offers New Zealand educational
establishments access to broadcast television programmes for educational purposes.
Here's what e-cast-education can now help you do: • First, your organisation must hold a Screenrights license to record broadcast television programmes for educational use.
• Secondly, you must join the e-cast-education service and authorise e-cast education to "act on behalf of" your educational establishment.
• Then you authorise who can request programmes for your institution.
• Use the innovative e-cast-education intelligent online menu to order in advance online the programmes you want to receive, eliminating the need to record programmes yourselves.
• Access all the national television broadcasters available in NZ and a selection of international television programmes.
• Access a growing library of educational videos (A) Primary Intermediate Secondary BIOGRAPhYRobert is the Director Business Affaire for e-cast. He has extensive media and communications experience in broadcasting and education in New Zealand and is currently Chairman of e-cast Limited, a private company dedicated to the delivery of premium quality video over the web.
With his director colleagues Gresham Bradley and Brian Oliver, the e-cast-education service has been built on years of broadcasting and education experience to link the latest video streaming technology with teaching and learning needs.
e-cast-education will show you how to build and manage your own educational video library.
intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007


JAmES BROWN, hINEmOANA BAkER & APIRANA TAYLOR
Most teenagers hate poetry
ABSTRACT
In this session, poets James Brown, Hinemoana Baker and Apirana Taylor talk about why this
might be and read poems that teenagers might almost like.
(A) Primary Intermediate Secondary BIOGRAPhIES: JAmES BROWNJames Brown's four poetry collections are Go Round Power Please (winner of the Jessie Mackay Best First Book of Poetry Award), Lemon, Favourite Monsters and The Year of the Bicycle. He is a former editor of the literary magazine Sport and, in 2005, edited The Nature of Things: Poems from the New Zealand Landscape. He also writes short-stories and is the author behind the mysterious non-fiction work Instructions for Poetry Readings. He has held the Louis Johnson New Writers Bursary, the Buddle Findlay Sargeson Fellowship and was Writer in Residence at Canterbury University in 2001and Victoria University in 2004. He lives in Wellington with his partner and two children.
hINEmOANA BAkERHinemoana is a published poet, fiction writer and playwright. Her popular blogs are read by many who follow her. She is also a song and spokenword performer. Hinemoana has written plays in Maori and English, scripted short films about Maori and photography in the 19th century and completed a Masters in Creative Writing. Hinemoana's writing has been published in anthologies and in the online literary journal ‘Turbine'. Her popular poem ‘A Walk With Your Father' was chosen for ‘Best New Zealand Poems 2004'.
In March 2006 Hinemoana was one of 12 musicians chosen to honour the work of celebrated New Zealand poet Hone Tuwhare. The manuscript she completed for her Masters eventually became her first book of poems matuhi needle, launched in 2004. intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 BIOGRAPhIES (continued. ) APIRANA TAYLOR Apirana (Ngati Porou, Te Whanau a Apanui, Ngati Ruanui, Ngati Pakeha) writes poetry, and stories, and incorporates traditional Maori and Western instruments into his performances. Both his poetry and short stories, are studied in secondary schools, polytechnics and universities. He is a nationally and internationally published Maori poet, story-teller, playwright, novelist, actor, and painter and musician. He was 1996 ‘Writer in Residence' at Massey University, and 2002 ‘Writer in Residence' at Canterbury University, In 2003 he was ‘Writer in Residence' for three months each at Rangi Ruru, St Andrews, and Hagley Community College. He has twice been invited to India to read his poetry, and twice has been toured Europe.
Apirana has won awards for his poetry and short stories. His work has been translated into German, Italian and Russian, and is published in most major New Zealand anthologies. He has also written for radio and television.
intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 kEVIN BURROWS
The NZEI Collective Agreement
ABSTRACT
An interactive opportunity to explore the Support Staff collective agreement through
library-specific examples. Have fun while finding out more about rights and entitlements!
The session will include an interactive session around exploring grading issues and other entitlements through senarios and a quiz. (A) Primary Intermediate Secondary BIOGRAPhYKevin is employed has an advocate in NZEI national office. His main responsibility is support staff in schools and is the main advocate for the Support Staff Collective Agreement. Other areas he is involved on behalf of NZEI are the support staff operational grants review, the Pay and Employment Equity Review of schools and a work programme on a number of support staff issues.
Kevin has work in the union movement for nearly 20 years most of that time in the public and local government sectors. intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 LYNdA ChANWAI-EARLE
"A stranger in all lands"
ABSTRACT
During my session I look forward to performing excerpts from several of my plays, some of my poetry and screening a short film I made in collaboration with director Simon Raby. The last part of the session will be open to you where I will welcome any questions you may have. Copies of my books will also be available for purchase.
(S) Secondary BIOGRAPhYMulti-talented writer and performer Lynda Chanwai Earle is a fourth-generation Chinese New Zealander. Born in London in 1965 she spent her early childhood in Papua New Guinea before completing her education in New Zealand. She studied creative writing with Albert Wendt and graduated from the University of Auckland with a Bachelor of Fine Arts and a Diploma in Drama. Lynda recently completed study for her MA in scriptwriting with Victoria University's International Institute of Modern Letters.
As a jazz poet, performance artist, filmmaker, playwright and actor, she has performed her work for over 15 years. Her poems have been published widely in journals and anthologies and a collection Honeypants (AUP) was published in 1994. Honeypants was selected for the 1995 Penn Book Awards and New Zealand Book Awards.
Lynda's groundbreaking one-woman play Ka Shue ("Letters Home") is the first authentically New Zealand–Chinese play for mainstream audiences and is semi-autobiographical. Together with her second play, Fire Mountain ("Foh-Sarn"), it was published by The Women's Play Press in 2003. Both plays are prescribed texts in New Zealand Literature at the University of Auckland. She has two new plays, Monkey, and Heat, which will be scheduled for production soon. Lynda currently lives in Wellington, New Zealand with her partner and child.
intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 GARY CREW ANd JACkIE FRENCh
Where shall we put the princes in the tower?
ABSTRACT
When does historical fiction become an historical lie? What different things do history books and historical novels bring to kids' understanding of the past? And can you really re create the passions and landscapes of another time? (A) Primary Intermediate Secondary GARY CREW BIOGRAPhYAssociate Professor Gary Crew is one of Australia's most awarded authors, winning the Children's Book of the Year award four times, twice for his novels, twice for illustrated books, the National Children's Book Award, the Victorian Premier's Award, the New South Wales Premier's Award, the Ned Kelly Award for Crime Writing, the Aurealis Award for Speculative Fiction and both the Wilderness Society Award and Royal Zoological Award for Environmental Writing. He has been twice short listed for the Edgar Allen Poe Mystery Fiction Award in the United States, awarded a Hungry Minds American Children's Book of Distinction, and twice been awarded the prestigious White Crane Award for Children's fiction in Europe. Gary's work is published in the UK, the USA, Canada, France, Italy, Sweden, Germany, the Netherlands, Indonesia and China. Gary writes fiction for both youth and adults as well as the texts of illustrated books. He has a Master of Arts in Literature, specialising in Post Colonial Fiction while his Doctorate of Creative Arts is based on the Victorian "Boy's Own" Fiction genre. Gary lives with his wife Christine on their property in the Blackall Ranges, near Maleny, in South East Queensland. He is Head of Creative Writing at the University of the Sunshine Coast. JACkIE FRENCh BIOGRAPhYJackie French's writing career spans 17 years, 48 wombats, 132 books, 23 languages, 3,721 bush rats, over 50 awards in Australia and overseas, 6 possibly insane lyrebirds, assorted tv and radio shows, newspaper and magazine columns, theories of pest and weed ecology and 27 shredded back doormats. The doormats are the victims of the wombats who require constant appeasement in the form of carrots, rolled oats and wombat nuts, which is one of the reasons for her prolific output: it pays the carrot bills.
intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 GREIG dANIELS
Challenging Graphic Novels for Libraries
ABSTRACT
A selection of graphic novels to expand the reading and world view of students, support
the curriculum and explore genre.
This session will be a discussion of approximately 20 graphic novels that will hopefully attract students and expand their perspectives. There will be a brief discussion of graphic novels, followed by some good examples of material to interest and challenge students. I will also discuss specific graphic novels in specific genres (A) Primary Intermediate Secondary BIOGRAPhYHi I'm a 47 year old school librarian working in South Otago, with an interest in comics, animation, and movies. I've been a comics fan and had an interest in comics both recent and historical for over three decades. I try to keep abreast of modern trends in comics and graphic art! I have a B.A. in history and am currently training (through the Open Polytechnic) as a librarian.
My partner is very understanding of my hobbies and is very supportive of my interests, but isn't happy with the loss of space that 20 years worth of comics and related materials takes up. In retaliation she has taken up collecting as well.
Before becoming a librarian, I worked as a psychopaedic/psychiatric nurse, teacher aide for students with special learning needs and as press reader. All which have provided me with many skills useful to my career as a school librarian.
I know many people regard comics fans as the modern equivalent of train spotters, but I've always believed in the educational, artistic and motivational aspects of comics. Comics can be a great asset to a library as a recreational read, as an encouragement to reluctant readers and for those who learn and retain visually. In addition to all this comics are fun to read.
intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 JAmES dUNCAN ANd JOCk PhILLIPS JAmES dUNCAN: EPIC Proquest Science resources
ABSTRACT
This session will start with how to formulate a generic database search strategy, and then focus on using pearl growing to maximise the search.
Pearl growing is essential for effective searching, but is nearly always neglected in both practical library instruction sessions and formal written instructions JOCk PhILLIPS: Science resources in Te Ara — the Encyclopedia of New Zealand
ABSTRACT
Te Ara will be a complete encyclopedia of New Zealand freely available on the web. The
website is aimed at senior students in schools. So far two themes have appeared, and the
second of these, ‘Earth, Sea and Sky' has extensive natural science content including material
on the geology of New Zealand, the fish and seabirds. A third theme on ‘The Bush' will be
appearing in September with extensive coverage of all the land-based indigenous plants,
animals and birds. This talk will show off a small sample of the entries in theme 2 and
provide a foretaste of what will come in ‘The Bush' theme.
(A) Primary Intermediate Secondary BIOGRAPhIES: JOCk PhILLIPSJock is General Editor of Te Ara, the Online Encyclopedia of New Zealand. He was previously New Zealand's Chief Historian following 16 years teaching American and New Zealand History at Victoria University of Wellington. He was also the founding Director of the Stout Research Centre for the study of New Zealand society, history and culture. He has published ten books on New Zealand history, of which the best known is A Man's Country?­ — the Image of the Pakeha Male: a History.
JAmES dUNCANJames Duncan completed the MLIS in 1998 and worked for the then Wellington Polytechnic, Tasman District Libraries and Statistics New Zealand. He was appointed as Senior Librarian, Information Literacy, at Victoria University of Wellington Library in 2002, with responsibility for implementing and coordinating the Library's information literacy program.
intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 dI EASTWOOd ANd dYANE hOSLER
You can do it! Increase your confidence in presenting
ABSTRACT
This interactive session will inspire you to take on the challenge of presenting in your
school or organization. The session will cover the following modules:
• Ideas for school library presentations • Presentation planning • The presentation outline • The presentation delivery • Facilitation techniques • Receiving feedback • Presentation conclusion and follow-up • Further reading and reference list For each of the above modules we have developed a range of material. Di and Dyane work in different environments (secondary school teacher and Adviser) — so feel due to their combined experience they are able to offer a wide range of strategies and areas for consideration for participants. They will make these sessions fun, enjoyable and most importantly learning experiences that can be practically applied. The session would be suitable for an audience of library and teaching staff, at primary, intermediate and secondary levels. (A) Primary Intermediate Secondary intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 dI EASTWOOd ANd dYANE hOSLER (continued. ) dI EASTWOOd BIOGRAPhYDi is the Teacher with Library Responsibility at Kerikeri High School Chairperson of SLANZA Tai Tokerau and SLANZA National Executive member.
She is a Primary trained teacher who has taught for many years. She has always been interested in children's literature, and started building her own picture book library whilst at teachers college. In the 1980s Di set up a correspondence school in PNG whilst her husband was a project manager on a hydro scheme in Rabaul. She also taught at the Rabaul International School, and ran workshops on children's literature. Their three daughters were born during this time. Since returning to New Zealand Di has pursued her interest in children's literature and began teaching at Kerikeri High School in the 1990s. She became a member of Slanza when it was initially formed in Auckland and has been a Teacher with Library Responsibility for six years.
Di and her husband James are keen sailors and have had their first blue water cruise to Tonga in May.
dYANE hOSLER BIOGRAPhYDyane's background is firmly grounded in both the education and the library arenas. She has worked in these fields for the past 16 years in a variety of organisations throughout New Zealand. She is presently employed as an Adviser/Manager for the National Library of New Zealand based in Northland. In her current role Dyane provides leadership on the contribution of libraries to education and learning. She is also involved in the Jules Literacy project in Northland, NILP, — (an information literacy pilot) and enjoys mentoring adult library students. Dyane enjoys the challenges of being involved in a range of areas and currently stands as the National Library representative on the SLANZA National Executive, as well as local Reading Association, SLANZA and LIANZA committees. She has a Masters degree in Education from Massey University and a Masters degree in Library Science from Victoria University. For recreation, Dyane enjoys participating in Masters swimming, triathlons, walking, as well as keeping pace with her children's interests.
intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 BRIAN FALkNER
Birth of a Novel — Rejection, Redemption, and the Road to
The Long White Cloud
ABSTRACT
Last year Auckland writer Brian Falkner tucked a dog-eared copy of his latest manuscript
under his arm and jumped on a plane to New York, hoping to meet with some US based
publishers. It was a brave — some would say stupid — move, especially when you consider
that the manuscript had already been rejected by Brian's own New Zealand publisher.
It was braver still, considering that seven days out from the flight, Brian had no appointments scheduled and the whole trip was looking like an expensive holiday.
Next year that novel will be published in the US, Canada, the UK, Australia, and back home in New Zealand. Brian will tell the story of how he got there, from here. (A) Primary Intermediate Secondary BIOGRAPhYPrior to becoming a children's author Brian had a career as one of New Zealand's pre-eminent advertising copywriters, with national and international awards for his work. In 1988 he received a special award at a national awards ceremony declaring him the best advertising writer in his field. He has been honoured in New York and Chicago, as well as in Australia and New Zealand. Brian has been writing creatively for most of his life. Since 1999 this interest has concentrated on junior fiction. He has extensively studied story craft and structure with a particular focus on story development and characterisation. He is a natural and gifted story-teller. Brian's first novel Henry and the Flea was nominated for the Esther Glen Medal in the 2004 LIANZA awards. It was named on the Children's Literature Foundation's Notable Books List for 2004. His third book Super Freak was shortlisted for the 2006 New Zealand Post Awards. Brian lives in Albany, Auckland with his wife Ann and their two children.
Bibliography: Henry and the flea (Mallinson Rendel) 2003, Real thing (Mallinson Rendel) 2004, Super freak (Mallinson Rendel) 2005.
intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 ALAN GIBBONS
The Literate School
ABSTRACTWhat makes a literate school? How do we get our youngsters reading for pleasure and writing fiction, poetry and non-fiction with equal enthusiasm? What part do author visits have in this and how can we make the school library a true engine of literacy in school? What sort of classroom and school environment should we see when we enter schools? Award winning children's author Alan Gibbons will explore these issues in a fast-paced workshop based on his work visiting 150 schools a year. There will be a primary and secondary school version of this workshop. (P) Primary intermediate BIOGRAPhYAlan Gibbons is a full time writer and educational consultant. Born in the Cheshire countryside in 1953, Alan went to Warwick University before embarking on the usual 1970s series of short-term jobs. Eventually he settled into a teaching career and was a teacher for eighteen years. During that time he started writing children's books. He won the televised Blue Peter Book Award The Book I Couldn't Put Down in 2000. Alan has twice been shortlisted for the Carnegie Medal and the Teenage Book Award. He is also organiser of the educational pressure group Authors Against the SATs. He is a regular contributor to BBC Radio 4 and Radio 2 and has written columns for the Liverpool Echo, the Times Educational Supplement and the Hong Kong Economic Times' English Street section.
Alan lives in Liverpool with his wife and four children.
intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 ABSTRACTThis presentation will cover a brief history of the NCEA to date, the way that the NCEA environment is supporting teaching and learning pathways through the senior secondary school, the relationship of NCEA with the draft NZ Curriculum, and recent developments in the NCEA.
This will be followed by a question and discussion session on matters arising from the presentation.
(S) Secondary BIOGRAPhYGeoff is currently team leader of Secondary Education in the Schooling Group of the Ministry of Education. He has many years experience in teaching in secondary schools, including developing and piloting the first curriculum based unit standards in 1994-95. He also has experience in developing and managing moderation systems for the NQF and was a member of the Qualification Development Group that developed the NCEA and the achievement standards in 1999-2001.
intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 LINdA GIBSON LANGFORd
Dancing in the Trenches
ABSTRACT
It's an age-old battle that affects teacher librarians across the school library world —
teacher librarians armed with strategic plans, teacher librarians capable of leading learning
in the bid to topple Innumeracy and Illiteracy, teacher librarians who have served equal time
in the Trenches of Education, teacher librarians who are well-qualified to wear the Medals
of Educational Debate, teacher librarians who are Generals in the trenches but not in the
Planning Tent.
How do we convince the Generals that teacher librarians are essential in the learning and teaching outcomes of today's digital natives? This session looks at how to get the Generals into the trenches, to witness the difference that teacher librarians as intervention strategists can make in literacy development and finally to experience the wonder and joy of dancing in the trenches.
(A) Primary Intermediate Secondary BIOGRAPhYLinda is the Information Literacy teacher at The King's School, Sydney She is a former Science/English teacher from Alice Springs, NT, Linda re-trained as a teacher librarian in 1988. She became actively involved in the Australian School Library Association (National Councillor, Editor of National Journal Access, various executive positions in State Associations, conference presenter including keynotes at various international, national and state organised events, casual lecturer at Charles Sturt University (Teacher Librarianship), contributor to the first Australian Research Retreat for Teacher Librarians and the IASL Research Forum in Hong Kong). Linda's PhD was centred on the concept of knowledge-oriented cultures as a means to making meaning across teachers' work units. Her view is largely supported by her thesis that a learning community is based foremost on the developing of a knowledge-oriented culture and that teacher librarians, as knowledge workers, play a significant role in connecting knowledge across the organisation to make it coherent. Linda enjoys the challenges and vitality of her current role as an information literacy teacher in a vibrant ICLT/Multimedia environment. intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 CAThERINE hAIN
Introduction to the World Book Web — A multi-tiered reference
resource for learners of all age
ABSTRACT
This workshop provides a hands on introduction to the World Book Online Reference Centre
suite of products, highlighting the recent additions of World Book Kids Online and World
Book Advanced.
Based on the award winning Student Discovery Encyclopedia, World Book Kids is designed specifically for younger users, English-language learners, and reluctant readers. The site offers simple navigation, easy-to-read content, and bright colours. Thousands of colourful illustrations, diagrams, and maps enrich thousands of articles selected for appeal and curriculum relevance, with teacher guides and student activities.
World Book Advanced harnesses the latest technological advances to combine access to both encyclopaedic and primary source documents in a single search. World Book Advanced is a powerful reference tool that includes encyclopaedia, multimedia, e-books, and primary source databases, fully integrated in a single search.
• Tailored for the needs and skills of students in grades 7 and up, World Book Advanced includes a customisable interface, a streamlined design, and personalised homepage content features.
• World Book Advanced's powerful search engine provides optimised search results. Search refinements and relevancy weighting direct users to their content with maximum efficiency.
• Research tools, including dictionary, atlas, and local and country research guides, help users compile the data and information they need to complete their assignments and background research. • Individual accounts within the site offer users the ability to create and save their own content features, including research results from World Book and external sources, timelines, and citations.
All workshop participants will be provided with a free one month trial of the product. (A) Primary Intermediate Secondary BIOGRAPhYCatherine is the Sales and Marketing Manager for World Book products in Australia and New Zealand and has extensive experience teaching English as both a second and foreign language to students in Australia at the University of Newcastle and abroad in France, Japan and the United Kingdom. Catherine holds a Masters in Marketing and Applied Linguistics with a focus on cross cultural pragmatics and language acquisition.
intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 JUdI hANCOCk
Making a Habit of Thought-full Learning
ABSTRACT
Rangi Ruru Girls' School has an enviable record of academic achievement but the pursuit
of understanding as well as knowing lots of "stuff" has led us to adopt Art Costa's 16 Habits
of Mind as part of a wider programme for helping our students to become even more
effective, independent learners. How does this fit into a library conference? If library staff
know, use, and endorse the Habits of Mind the learning in the library can only get better.
Session 1 outlines the process we followed to develop a school-wide awareness of the Habits of Mind.
Session 2 outlines how we have promoted the Habits of Mind in the library to improve student literacy.
(A) Primary Intermediate Secondary BIOGRAPhYJudi is a Trained teacher librarian and English teacher. She has taught at Rangi Ruru Girls School for 20 years and can honestly say she has never been bored in all that time! Judi is an ex President of SLANZA and is currently Co-ordinator of "Think First" programme at Rangi Ruru.
intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 ALICE hEAThER, OCEAN mERCIER, LISA dUdER & PATARIkI GRACE ALICE hEAThER
Maori Resources? Why? What? Where?
ABSTRACT
How can the library support the school's NEGS obligations for increased participation and
success by Maori and acknowledgment of the unique place of Mäori? What are the implications
for the library of current research pertaining to improvement of outcomes for Maori students?
What should a collection of Maori print and web resources include? How can the library
improve access for Maori students?
This presentation will look at strategies and practical ideas to address these questions.
(A) Primary Intermediate Secondary OCEAN RIPEkA mERCIER
Talking Physics in Te Reo
ABSTRACT
New Zealand based resources for physics students and teachers are somewhat rare, and those
that combine science and te reo Maori even rarer. Te Whata Kura Ahupungao, the Te Reo Maori
Physics project, seeks to fill this gap with engaging multimedia resources. At the end of 2006,
we posted a high quality suite of short films with the common theme of harnessing energy.
These films feature Year 8 pupils from two kura kaupapa in Wellington, as they investigate the
principles and different methods involved in generating electricity. In this talk I will introduce
the online resource bank, show one of our films and briefly share some of the outcomes of our
unique, action-oriented research project.
(A) Primary Intermediate Secondary LISA dUdER ANd PATARIkI GRACE
Te Kete Ipurangi Te Reo Maori Resources
ABSTRACT
The development of quality content in Maori is an ongoing process on TKI. There are many
cross-curricular resources in te reo Maori, and some are also available in English. This aims to
be a quick but comprehensive overview of the content and how best to access it.
(A) Primary Intermediate Secondary intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 ALICE hEAThER, OCEAN mERCIER, LISA dUdER ANd PATARIkI GRACE (continued. ) BIOGRAPhIES:Alice, (Ngati Raukawa ki te Tonga) comes from a background in secondary school teaching. She has been working at the National Library School Services in Auckland as a Maori adviser for the past six years. In the last two years she has also been teaching part time at Te Kura Kaupapa Maori o Hoani Waititi and is the teacher with library responsibility. Lisa Duder, who is Pakeha, has been with CWA New Media since the end of the 2004. Previous to that she was worked at the Waitangi Treaty Grounds and taught in schools in central and south Auckland. Patariki, (Ngati Toa, Te Atiawa, Raukawa and Ngati Porou) has only been working at CWA New Media this year. He has a degree in Maori medium primary teaching. He is also a carver and musician. Ocean, (Ngati Porou) completed her PhD in physics in 2002, and the following year started a BA in Te Reo Maori. She is currently a lecturer in Indigenous Knowledge and Science at Te Kawa a Maui (Maori Studies), Victoria University of Wellington. intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 kAAREN hIRST
Collection Development on a shoestring budget
ABSTRACT
The challenge of moving to a new school, which has invested money in a new library but
has an old collection, can be daunting. This workshop is designed to show the way forward
by introducing strategies that can be used by the Library Team which has a new building
and old collection combined with a limited budget. My experience at St Mary's College
from my arrival to the present day will be drawn on to show what was needed and what has
been achieved in less than two years.
(A) Primary Intermediate Secondary BIOGRAPhYKaaren has a Level 5 DipILS from Open Polytechnic and have almost completed her double major degree in Information and Library Science and Humanities. She has been part of the Auckland SLANZA committee from it's inception and has served on the SLANZA National Executive for 3 years. She is also the Auckland Region representative for NZEI support staff and sits on the Support Staff National Caucus Kaiawhina Tautoko. With this interest she liaise between NZEI and SLANZA.
She worked at Auckland University Library in various departments for 7 years, at Lynfield College for 14 years in different library jobs, and is currently employed at St Mary's College, Ponsonby, Auckland as Library Manager. intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 dYANE hOSLER
Powerful learning in the information landscape —
An overview of the Northland Information Literacy Pilot
ABSTRACT
National Library's School Services, in partnership with Auckland University, TEAM Solutions
and the Ministry of Education are facilitating the Northland Information Literacy Pilot
(NILP) programme in four schools until 2008.
For teachers and school library staff, the NILP programme offers support and a professional development programme to enhance their understanding of information literacy and its place in supporting knowledge learners. For students the NILP programme aims to demonstrate that the school library is an evolving knowledge space where one can make sense of the world. Dyane will outline the collaborative approach used including: • Building on from other studies • Data gathering the professional development model used • Goal setting and action plans • Progress to date including the challenges encountered and valuable lessons learnt along the journey. This interactive session would be directly relevant to the concurrent session theme of Information Literacy. The session would be suitable for an audience of library and teaching staff, at primary, intermediate and secondary levels. (A) Primary Intermediate Secondary intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 dYANE hOSLER (continued. ) BIOGRAPhYDyane's background is firmly grounded in both the education and the library arenas. She has worked in these fields for the past 16 years in a variety of organisations throughout New Zealand. She is presently employed as an Adviser/Manager for the National Library of New Zealand based in Northland. In her current role Dyane provides leadership on the contribution of libraries to education and learning. She is also involved in the Jules Literacy project in Northland, NILP, — (an information literacy pilot) and enjoys mentoring adult library students. Dyane enjoys the challenges of being involved in a range of areas and currently stands as the National Library representative on the SLANZA National Executive, as well as local Reading Association, SLANZA and LIANZA committees. She has a Masters degree in Education from Massey University and a Masters degree in Library Science from Victoria University. For recreation, Dyane enjoys participating in Masters swimming, triathlons, walking, as well as keeping pace with her children's interests. intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 LOIS hUSTON
When knowledge intersects with joy …
ABSTRACT
Are you merely a keeper of your school's books? Or are you the vibrant spirit of the library,
enthusing others with your love of reading and an integral part of the structure of the
school? Put your passion to work, and learn how when your knowledge of books and your
joy in reading intersect, you can inspire others to be lovers of literature as well.
This presentation will focus on strategies to promote the enjoyment of reading and literature, not just your own, but students, staff and even parents! (S) Secondary BIOGRAPhYLois Huston loves reading books and loves talking about them! She is currently the librarian at Hebron Christian College, a co-educational private school catering for years 1–13. Closely involved with ‘Storylines: the Children's Literature Foundation of New Zealand', she has been a member of the management committee from 2001–2007, as well as a number of subcommittees. In 2004, she was a recipient of the SLANZA Award of Merit for Promotion. Lois enjoys writing as well as reading, and has had a number of articles published in Magpies, an Australian journal of children's literature.
intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 RAChEL INGRAm ANd JANICE JONES
Making Connections — Lunchtimes, Closed Reserve and Topic Walls
ABSTRACT
How a smorgasbord of lunchtime activities in a school library can meet the needs of a
diverse number of students, how the university system of closed reserve works brilliantly
in a primary school, and how topic walls are an exciting and interactive way for students
to learn more about Te Ao Nui.
(P) Primary intermediate BIOGRAPhIESRachel and Janice are teachers at Karori West Normal School in Wellington, both with senior management responsibilities. They work as part of a team to realise the shared vision that a school library can and should be the very heart of a school. Rachel and Janice share a love of literature, with wide ranging interests that include children's and young adult fiction. intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 ChRIS JAGER
Savvy Searchers: being a discerning Internet user
ABSTRACT
Information is a powerful tool in education and one of the most powerful ways to put
information to education use is through the embedding of information technologies as an
integral part of the learning process. The ready availability of the Internet has lifted limits on
the time and place of learning. But getting the most of the Internet depends on developing
a new set of information literacies. This session will explore approaches to fostering critical
thinking when using the Internet.
(A) Primary Intermediate Secondary BIOGRAPhYChris has a serious and long-standing interest in the potential of educational technologies to enhance teaching and learning which first developed as classroom teacher. She has continued to gather experience with ICT-enabled learning as an education adviser, as the Director of ICT at St Cuthbert's College and then as a national facilitator within the ICT PD cluster programme. Currently Chris is an ICT curriculum specialist in the school reform programme in Qatar. She firmly believes that digital literacy and life long learning skills are essential requirements for successful participation in a 21st century society.
intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 GERRI JUdkINS
Deep Learning & Fiction, a Resource for our Humanity
ABSTRACT
In her 2005 SLANZA Conference presentation Karen Sewell said, "Fiction is a resource
for our humanity for the rest of our lives." The current educational emphasis is on Deep
Learning where new ideas are linked to already known concepts so they can be used for
problem solving. How does this relate to reading? What can students and adults alike, learn
from fiction? Reading stories about other people's experiences, other times and places,
promotes understanding and application for life.
This presentation will look at learning in the Library and feature experiences and book lists applicable to a variety of life situations, for primary, intermediate and secondary students and their teachers.
(P) Primary intermediate BIOGRAPhYGerri is in her 10th year as Librarian at Southwell, a co-ed independent full primary school in Hamilton. Her previous experiences were in a city Intermediate and a small country school. She is also on the SLANZA Waikato/Bay of Plenty regional committee and is Secretary of the Waikato Children's Literature Association. As her work is also her hobby she enjoys preparing the teams for the Intermediate Kids' Lit Quiz (the sport of reading) and goes to school to have fun! intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 CAThERINE LEONARd ANd LYN WALkER
Library access — anywhere, anytime
ABSTRACTHow does a school library compete with the Google generation who feel more at home in cyberspace than in a library and what do librarians need to do to ensure the library survives in this environment? How can librarians define the difference and enrich the experience of information seeking and delivery? For the students in our schools now, who demand instant and easy access to meet their needs, information services from the library need to match these criteria — access anywhere, anytime. It also needs to be presented and delivered via the technology they use and feel comfortable with.
This session will discuss the direction of on-line library management systems, focussing on the areas that allow you to "push" information out and add value to resources by bringing services and resources to the user, encouraging on-line interaction through the library OPAC and utilising some of the new "disruptive technologies". We will show you ways to use some of these features, such as automated current awareness services, and how integration with new technologies lets you include RSS feeds, pod-casts, and federated searching into a dynamic on-line library catalogue. One interface and delivery point for all of your library resources and subscription databases? Overcome the problem of staff and students having to negotiate and remember how to use multiple databases and interfaces? If it sounds too good to be true, we'll show you how it is achieved with technology and services which allow you to search across databases with integrated federated searching from the OPAC. As the information management specialist in your school, you may be considering extending the library management system to manage the resources and information needs throughout the school. We will show you some exciting innovations that help you make the library system an information repository for the whole school, where teaching plans, exemplars, exam papers and school policies are available through the library's online catalogue. This session will give you valuable background on what is happening in the world of information management and practical ideas for the ways in which technology and a good integrated library system can help you deliver great services in your school. (A) Primary Intermediate Secondary intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 CAThERINE LEONARd ANd LYN WALkER (continued. ) CAThERINE LEONARd BIOGRAPhYCatherine is the Manager of the Softlink's New Zealand office and Executive Product Manager for Softlink International. She has been involved in many aspects of the company's operations, including sales, support and training. Catherine has more than 25 years of library experience in school, public, university and special libraries. Prior to joining Softlink, Catherine worked as an Adviser in the School Services area of the National Library in New Zealand. She has post-graduate professional library qualifications from Victoria University, Wellington, and University College London, completing a Masters thesis at London University in the early 1990's on the evaluation of integrated library management systems.
LYN WALkER BIOGRAPhYLyn is the Training and Support Services Consultant at Softlink Pacific and has worked in the Library and Information field for over 24 years. Lyn has had a diverse career in school, public, corporate and university libraries. Lyn has recent experience of working in a school library with both the Alice and Oliver Library Management Systems. She was involved in the conversion and implementation processes for both products and was responsible for staff training. Lyn has practical experience in establishing the procedures required in school libraries for successfully running a busy library and in a wide range of projects including book and service promotion. She is currently up-grading her library qualifications to a Bachelor of Applied Science — Library & Information Science through Charles Sturt University, Wagga, Wagga, NSW. intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 JANET mCFAddEN ANd kATRINA YOUNG-dREW Opening the digital doors to New Zealand and Pacific Information:
Te Puna Web Directory
ABSTRACT
In this session we will outline the scope of Te Puna Web Directory as a whole, then focus in on some selected curriculum areas and lead some structured searches before encouraging delegates to explore the range of sites relevant to their schools.
(S) Secondary Opening the digital doors to our New Zealand heritage: rediscovering
Discover, Timeframes and Matapihi.
ABSTRACT
This session will present background information outlining the scope of each of these
important online collections, and lead to structured exercise and time for delegates to
become familiar with these tools.
(A) Primary Intermediate Secondary Exploring online encyclopedias: Encylopedia Britannica online (via EPIC)
vs Wikipedia and Journal Surf
ABSTRACT
This session will provide an introduction to the features of these online encyclopedias,
demonstrate the different levels at which information is presented, and compare and
evaluate the information found. Delegates will work through some structured searches,
before working on practical exercises with coaching and support as required.
The session content will be linked to curriculum topics, and open to primary and secondary school delegates.
(A) Primary Intermediate Secondary intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 JANET mCFAddEN ANd kATRINA YOUNG-dREW (continued. ) JANET mCFAddEN BIOGRAPhYJanet is the Manager Wellington Centre, School Services, National Library of New Zealand.
Her first stint with the National Library was in the early 70s, in Christchurch, as the "Organising Librarian for Primary Schools" (awful title!) for Canterbury and the West Coast, and subsequently as a Reference Librarian. After a year overseas, and bringing up a young family, (and doing voluntary work with school libraries in various Canterbury schools where her husband was teaching) they moved eventually to Wellington in 1982. Seven years as Librarian at Queen Margaret College followed, before returning to the National Library in 1991 to Reference Services (the Education Team) and a year later to School Services as a Library Adviser. The advisory role constantly changes, with changes in technology, changing emphases in the education environment, and changes within their own organisation. She loves the challenge of trying to keep up with the amazing range of literature published for children and young adults, with changing technologies, and with the latest research. kATRINA YOUNG-dREW BIOGRAPhYKatrina is a Library Adviser, Wellington School Services Centre, National Library. After spending two decades working in six very different special libraries, Katrina discovered her niche when she began working in school libraries for both secondary and intermediate schools. She is now a Library Adviser for schools up the Kapiti Coast, Wainuiomata and the Hutt Valley. Katrina's keen interest in children's literature currently has her studying for the Diploma in Children's Literature via the University of Canterbury College of Education.
intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 SUE mCGEOUGh
Statistics New Zealand Online Workshop: Navigating Statistics
New Zealand web resources
ABSTRACT
This interactive workshop presented by Sue McGeough of Statistics New Zealand will
demonstrate how to navigate the site and how users can optimise their use of the many
resources on it. The workshop will also cover specific tools of relevance to schools.
(S) Secondary BIOGRAPhYSue is an Information Officer for Statistics New Zealand responsible for the dissemination of statistical information to Statistics New Zealand staff as well as the general public. She has a BA(Hons) from the UK and a Library Certificate from New Zealand. Sue has a strong background as a Librarian, working in school, tertiary and public libraries in both Africa and New Zealand.
intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 Hot Books and Hot Tips ( Year 5 to 9)
ABSTRACT
In an wide ranging and eclectic session John McIntyre, children's bookseller and reviewer
for Nine to Noon on National Radio, will inspire and enthuse you with his suggestions for
titles and strategies to draw children into your libraries.
Touching on topics as diverse as boys and reading, age appropriate books for advanced readers, the place of non-fiction in the internet world, great classroom readalouds and how to get teachers to read them, and anything else that pops up.
(A) Primary Intermediate Secondary BIOGRAPhYJohn is regarded as one of the leading voices in children's literature in New Zealand.
He is the owner, with his wife Ruth, of The Children's Bookshop in Kilbirnie, Wellington, a business they established in 1992. A former primary school teacher, in Wanganui, South Westland and London, he has served as Judge of The New Zealand Post Book Awards in 1998, and concvenor of judges in 1999 and now serves on the Awards Management Committee. He is also an director on the Board of Booksellers NZ. He is also the childrens books reviewer on Nine to Noon on National Radio with Katherine Ryan, and previously Linda Clark.
He is a lively, entertaining and thought-provoking speaker to both primary and secondary school librarians and teachers, and regularly presents to National Library clusters throughout the Lower North Island and Nelson/Marlborough regions.
intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 Information literacy experts or ex-pats? Library staff in IT together
ABSTRACT
This workshop session challenges [primary/secondary] school library staff to reconsider their role in information literacy and how they ensure students and teachers are well equipped to navigate the new information landscape. Are we experts in contemporary information literacy issues – issues such as online identity, digital rights, wikis, social networking, personalisation and collaborative content? Or are we in danger of becoming more like expatriates - continuing to do things like we did in ‘the old country'? The landscape and culture is changing, and this session aims to assist [primary/secondary] library staff looking for practical strategies for tackling emerging technologies as part of a personal and school-wide information literacy programme. edna 2.0: building an online collaborative force for educators
ABSTRACT
Education Network Australia (edna) is Australia's leading online resource collection and
collaborative network for the education world. In 2006 edna launched a new website www.
edna.edu.au dubbed edna 2.0 to reflect its focus on web 2.0 technologies. This session will
demonstrate edna's shiny new features including the edna podcasts and the edna Groups
online community space with tools including blogs, wikis and collaborative workspaces. An
overview of edna innovations projects including mobile technologies and personalisation
will be provided. Discover new networking opportunities with colleagues internationally,
and consider getting your students involved in an international collaboration through edna's
Global projects service.
(S) Secondary BIOGRAPhYPru Mitchell works at education.au, Australia's national ICT in education agency as Senior Information Officer with Education Network Australia (edna). She has worked across many education libraries including 14 years in schools, both primary and secondary. As an education specialist librarian she has a keen interest in information literacy and is constantly challenged by the intersection of emerging technologies, information management and lifelong learning.
intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 dYLAN OWEN
Visual Resources on the Web
ABSTRACTOur world is dominated by the image and this is increasingly evident on the Web where digital technology, broadband uptake, and Web 2.0 services have made available huge visual resource collections, many generated not by institutions but communities of online users. These users now have a range of innovative and popular tools and services to help them upload, download, find, manipulate, share and view static and moving images on a scale not possible five years ago. So what are these visual tools and services, and how are they being used socially and within an educational and library context? This hands on presentation will investigate what free and subscription based online image services (like ClickView) are currently available to schools. Included will be a look at how teachers are using image and video sharing services like Flickr, and YouTube, and what "free" image processing, searching and storage services are currently available.
Innovative New Zealand services like E-cast and Pictures4schools will also be accessed and there will be a brief look at image copyright and the concept of Creative Commons. (A) Primary Intermediate Secondary BIOGRAPhYDylan works for School Services, National Library of New Zealand where he is responsible for managing the purchase of Schools Collection resources and training staff in library and web based resources, and developments. He has also been involved in a number of national online resource initiatives over the years; including Discover, EPIC and AnyQuestions.co.nz.
intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 LIZ PROBERT
Developing a knowledge-based society: The pivotal role of information
literacy
ABSTRACT
There is currently much talk about New Zealand becoming a ‘knowledge-based society'. The Digital Strategy: Creating our digital future (Ministry of Economic Development, 2005) describes how New Zealanders will be equipped for the "Knowledge Society of the future" (p4) and the infrastructure and access that we will need to "take us forward to the Knowledge Society" (p6). The document Enabling the 21st century: An e-learning action plan for schools (Ministry of Education, 2006a) defines a knowledge-based society as a "society that creates, shares and uses knowledge for the prosperity and well-being of its people" (p2), continuing that developing a knowledge society "means the development of new skills and knowledge" and that "This can only come from the education system" (p3). The New Zealand curriculum: Draft for consultation 2006 (Ministry of Education, 2006b) further emphasises this point, stating that ‘Education is the key to sustaining our nation's development and to its successful transformation into a knowledge-based society' (p8). In fact the letter from Hon Steve Maharey, Minister of Education which accompanied the curriculum document states that a ‘key government goal is the transformation of New Zealand into a knowledge-based economy and society'. (Ministry of Education, 2006b). Education therefore is set to play a very important role in transforming New Zealand into a knowledge-based society and doing so will require ‘a culture of continuous enquiry, innovation and improvement' (Ministry of Education, 2006). Such a knowledge-based society arguably would need to be information literate, able to find, use and deal with the large amounts of information from a wide variety of sources. It would appear though from recent reports and investigations that currently, this is not the case for students: This presentation will: • explore aspects of developing a knowledge-based society such as the need for the Ministry of Education and all schools to have a common understanding of the term • address the pivotal but apparently unacknowledged role of information literacy development. • investigate the crucial part that will need to played by all school staff especially school library staff.
(A) Primary Intermediate Secondary intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 LIZ PROBERT (continued. ) BIOGRAPhYLiz is a trained teacher librarian who taught in Auckland secondary schools before taking up her present position at the Faculty of Education, teaching on the Graduate Diploma of Education programmes.
Liz, winner of a Multiserve Service to Education Gold medal for her school website project, was awarded one of the first three year Ministry of Education ICT Strategy contracts to provide ICT PD to a cluster of six Auckland schools 1999–2001. She was president of the School Library Association of New Zealand Aotearoa (SLANZA) 2003–2005 Liz is currently working on her Doctor of Education, investigating New Zealand's development as a knowledge society and economy, and the role played by information literacy in this development.
intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 SARAh ROPER ANd PAULINE mEANEY SARAh ROPER: Equipping your library for ESOL.
ABSTRACT
This session examines how a library can support a secondary school ESOL program and encourage ESOL students' personal reading. We will look at the role of the different resources available including graded readers and bilingual material. (A) Primary Intermediate Secondary PAULINE mEANEY: Pushing the Play Button — the how and why of audio
ABSTRACT
Exploring the growing interest and use of audio books in engaging readers in schools.
Pauline will discuss the new and various ways audio is used in schools. From the development of basic listening skills with primary children; the use in special needs programmes for reluctant readers and ESL students; the study offset texts and the engaging of todays readers.
The demand for audio books has been steadily growing amongst "readers" across all demographics whilst the smarter technologies, providing increased functionality and portability, make it easier to access and deliver audio.
(A) Primary Intermediate Secondary SARAh ROPER BIOGRAPhYSarah has taught for ten years in New Zealand and the United Kingdom. She teaches ESOL and English at Hutt Valley High School and is currently completing a Masters degree in TESOL at Victoria University.
PAULINE mEANEY BIOGRAPhYPauline is the Manager of Audio Publishing Vision Australia. In her current role of Audio Publishing Manager, Vision Australia, Pauline is able to combine the knowledge and experience gleaned from many years in schools and public libraries including services to culturally diverse groups.
Now instead of selecting print books to go on library shelves Pauline now selects a range of Australian, and some New Zealand, titles to be turned into audio… to delight, educate, entertain and engage readers of all ages.
intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 JUSTINE RUThERFORd ANd PAm STREETER
Librarians' Work Today: Any Questions?
Librarians go from gatekeepers to gateways.
ABSTRACT
In the past it has been the role of teachers and librarians to hold open the doors to the
world of information; to invite children in to explore a selection of resources prepared in
advance and assured for quality and relevance. Now it seems information is everywhere,
available anytime to everyone. With little preparation, no pre-selected menu and no-one to
point out the right direction, who helps the learner navigate the information landscape?
Two major institutions within New Zealand's education sector have joined together to explore this emerging issue. In its work around curriculum development the Ministry of Education is exploring ‘information literacy': What is it? How is it taught? How is it learnt? Meanwhile the National Library: Services for Young New Zealanders is questioning the role of the school librarian: Is it time to shift the focus from the book to the reader? What is lost in this transition? Jointly these two bodies have initiated a programme to support students in developing their competencies in information literacy. AnyQuestions.co.nz gives all New Zealand school children their own free online expert who will guide them through millions of internet pages to locate quality information to support their learning. This workshop will offer participants the opportunity to question and challenge this initiative, with the hope that group input will support further developments in the teaching and learning of information literacy. Within the workshop we will present an exercise requiring participants to express their ideas around the role of the librarian in 2020. (S) Secondary BIOGRAPhIESJustine is the Team Leader for Curriculum Support Schooling Group of the Ministry of Education, Wellington.
Pam is the Senior Advisor for the Publications Schooling Group of the Ministry of Education, Wellington. intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 kAThY ShEAT, GILLIAN CLYdE, TONY EATON & ANThONY hEALEY Copying Right in school libraries
kAThY ShEAT: ABSTRACT
Copying from published works (books, journals, etc.) in school libraries now and under
the proposed amendments to the Copyright (New Technologies and Performers' Rights)
Amendment Bill: Distinguishing between copying under the library provisions, the educational
exceptions and the CLL licence and a look at the proposed changes to the library provisions and
what libraries will need to do to manage digital copying under the terms of the bill.
(S) Secondary GILLIAN CLYdE: ABSTRACTScreenrights will cover the following: • Screenrights is the audiovisual copyright society in New Zealand • Summary of Screenrights educational licensing service • Study guides as a learning tool- available for free • Screenrights TV Guide for schools/tertiary institutions in New Zealand/What's on the Box? • Royalties flowing through to NZ rightsholders • Update on new legislative developments( Copyright( New Technologies and Performer's Rights) Amendment Bill 2006) and what they mean for schools in NZ – the new communication right (S) Secondary TONY EATON: ABSTRACTTony will present on who the New Zealand Federation Against Copyright represent, what they are doing and ways to combat Film Piracy in New Zealand.
He will also be talking about their Education Campaign and how they are looking to implement this.
(S) Secondary intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 kAThY ShEAT, GILLIAN CLYdE, TONY EATON ANd ANThONY hEALEY (continued. ) kAThY ShEAT BIOGRAPhYKathy is the Chief Executive Officer of Copyright Licensing Ltd (CLL), in New Zealand. CLL is a member of the IFRRO Asia/Pacific Committee. Kathy established CLL's office in Auckland in 1994 when the first licences were established in New Zealand universities. She has since developed licensing throughout the educational sector in New Zealand. She is actively involved in encouraging respect for copyright and promoting copyright compliance throughout New Zealand. Kathy has been Secretary of the Copyright Council of NZ Inc. since July 1998. The Council provides an interface between copyright industries in New Zealand and government and promotes the interests of copyright holders in New Zealand. Kathy has been active in lobbying for changes to New Zealand's copyright legislation to ensure it is technology neutral and complies with its international obligations whilst facilitating the growth of markets for copyright-based industries within New Zealand. Kathy has a legal/accounting background and before joining CLL, spent time doing company secretarial work in Australia and lecturing in commercial law in a tertiary institution in New Zealand. Kathy has a New Zealand Diploma in Business and a Master of Business Administration. She has also completed a number of exams in the WIPO-UNISA Intellectual Property Specialization Program and is currently working on a Post Graduate Certificate in Laws.
GILLIAN CLYdE BIOGRAPhYGillian Clyde joined Screenrights in March 2003 as its Corporate Counsel.
Prior to joining Screenrights Gillian was the former Head of Legal for the UK Film Council (London) where she also acted as Head of Business Affairs. During this time she managed the lawyers, assisting in the management and operation of the Film Council's investments in development and production through its Development Fund, New Cinema Fund and its Premiere Fund.
Prior to this, Gillian was the Manager, Business and Legal Affairs, Buena Vista Productions Limited (Disney) London where she was responsible for all contracting, business and legal advice from development through to production financing and distribution of BVP's Original Production Development projects, including the first Australian co-production. She was also responsible for multi-territory program acquisitions and assisted in the start-ups of Disney's European TV Channels in Italy, Spain and Germany. Her former positions in Australia and the UK include Legal Manager, Australian Film Finance Corporation; Head of TV & Film Legal Division for BBC Worldwide and Legal Affairs Executive for BBC Enterprises. She has also been a volunteer and panel lawyer for the Arts Law Centre of Australia and previously worked at Tress, Cocks and Maddox, Solicitors (Sydney).
Gillian can be contacted at gillian@screen.org intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 kAThY ShEAT, GILLIAN CLYdE, TONY EATON ANd ANThONY hEALEY (continued. ) TONY EATON BIOGRAPhYTony, Executive Director, New Zealand Federation Against Copyright Theft joined the organisation in 2005 as Director of Operations before becoming Executive Director in July 2006. He has had a career in policing, having worked as a detective and non-commissioned officer for the New Zealand Police for 13 years, and then for the last few years before joining NZFACT has run his own franchised store. He is a member of the Copyright Council of New Zealand.
intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 Reading aloud: research, strategies and resources to inspire classroom
and library best practice.

ABSTRACTAs well as being an enjoyable and rewarding classroom and library activity, reading aloud has an enormous impact on students development as readers themselves through stimulating their interest, their imagination and their language. This session explores what the research tells us about the benefits of reading aloud, some practical classroom and library strategies, and some great authors, titles and other resources to inspire a reading aloud programme. This session is for teachers and librarians, primary and secondary.
(A) Primary Intermediate Secondary Creating a school reading culture: classroom, library and school
community partnerships for engaging and motivating readers.
ABSTRACT
This session explores ideas and strategies for school managers, classroom teachers and
library teams to develop a reading culture in their school and community in order to
connect students with the pleasure and rewards of reading. We will consider how the
school library can support classroom literacy programmes effectively and how teachers
can maximise the potential of the library to help all their students become fluent and
enthusiastic readers. This session is for teachers and librarians, primary and secondary.
(A) Primary Intermediate Secondary BIOGRAPhYJeannie is a Library Adviser with the National Library of New Zealand, in Auckland for a number of years and now in Kerikeri, Bay of Islands, working with schools in the Far North. She has found her niche working with teachers and librarians to create and use school libraries which connect children and young adults with the treasures they hold information, ideas and imagination.
intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 ELIZABETh SmITh ANd kIRSTY mCNEILL
EPIC Grove Art and Grove Music
ABSTRACT
In this session Elizabeth and Kirsty will introduce you to Grove Music and Grove Art. They
will take you through the basics of navigation and searching, and time will be allocated for
you to explore these comprehensive online resources. Grove Music contains over 47,00
articles from The New Grove Dictionary of Music and Musicians, The New Grove Dictionary
of Opera, and The New Grove Dictionary of Jazz. It offers full text searching, articles,
biographies, bibliographies, illustrations, and works lists. Grove Art contains over 45,000
articles from the landmark Dictionary of Art, and The Oxford Companion to Western Art.
Along with articles, biographies, and bibliographies it offers over 1500 colour images and
line drawings, and over 40,000 images on museum and gallery websites.
(S) Secondary BIOGRAPhIESElizabeth and Kirsty work as Information Services/College Liaison Librarians at Massey University Wellington, where they are responsible for collection development, and information consultancy and teaching in the use of library resources and services. Elizabeth is responsible for library services to staff and students in the College of Business, and the New Zealand School of Music. Kirsty is responsible for the College of Humanities and Social Sciences, and the Department of Communication and Journalism.
intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 Readers for Life
ABSTRACT
Rob Southam speaks about some of the latest thinking on recreational reading from around
the world. She explores strategies that work to develop children as life-long readers,
regardless of gender, age or ability. Rob outlines the skills and characteristics that good
readers have, in order to promote reading achievement for all children.
Rob has particular expertise in the area of literacy for boys, and will include strategies that work for boys.
Rob introduces practical, simple ideas and tips for parents and teachers, that will help enthuse all readers, even the most reluctant, includes the latest publishing trends and recommends books for all ages and interests. Rob highlights the danger times for our children as readers, and summarises what it is that the world's best readers have in common.
(P) Primary intermediate BIOGRAPhYRob has teaching experience across a variety of age groups. He is a trained Reading Recovery Teacher and has edited a book for NZ Teachers called Simply Starting. Rob has presented many workshops and seminars to principals, secondary and primary teachers, the Education Review Office, teachers and parents. Rob's work around Boys and Reading is well known throughout all sectors of NZ Education, and she has presented at two International Literacy Conferences.
Rob is currently working at Scholastic New Zealand. intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 JILL STOTTER
Sharing the Power — teacher-student relationship
ABSTRACT
The philosophy underpinning Te Kotahitanga Research Project, (Bishop et al, 2006), while
properly focussed on improving Maori student achievement, has much relevance for
mainstream students of all cultures. A strong belief in the concept of Ako, or reciprocal
learning, and power sharing between learner and teacher form the foundations for the
development of a professional development model for the 21st century learning.
Te Kotahitanga with its strong emphasis on teachers and learners; authentic tasks, constructivist learning; instruction, modelling and practising as a learning sequence, demonstrates decided alignment with information literacy development and courses such as Infolink and ICT and Learning (currently offered by the University of Auckland).
This session invites participants to experience and contribute to the development of a generic and inclusive learning model of professional development for all those concerned with information literacy development including classroom teachers and library staff (S) Secondary BIOGRAPhYJill is a trained Teacher Librarian and an experienced classroom teacher, who works with teachers and students to plan for and promote information literacy in all areas of learning and teaching. She has been both Director and Facilitator of two ICTPD Clusters. In 1999, Jill led a small Steering Committee to begin the process of forming a national professional organisation for School Library staff and was SLANZA's inaugural President from 2000 to 2002.
Changes to the New Zealand curriculum and the increasing need for students and their teachers to enjoy lifelong learning in the 21st century continue to challenge and stimulate Jill in her job as an information specialist. intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 ALI TEO ANd FREYA BLACkWOOd Words and pictures: an approach to the design and illustration of a
children's picture book
ALI TEO: ABSTRACT
Using the picture book Kiss! Kiss! Yuck! Yuck! (Scholastic NZ, 2006) as a reference, I will
discuss the approach I take to creating a children's picture book.
I will describe my approach to picture book projects which is a holistic one, involving not only illustration of the pictures themselves, but covering the many other layers of the process which I feel are necessary to develop a truly successful end result.
For me this involves particular focus on a close collaboration between the illustrator and the graphic designer. With this in mind I will discuss how the synergy of these roles actively informs the overall concept development, vision and aesthetic attention to detail.
My presentation will be informal and I am happy to answer questions at any point.
(P) Primary intermediate Illustrator/Editor collaborations — the invisible illustrator
FREYA BLACkWOOd: ABSTRACT
An editor understands how the words and pictures work together in a picture book.
A really good editor is as visually literate as they are good at editing the written story.
So when you find the perfect editor — someone who thinks in words and pictures
— you have yourself a fabulous collaboration.
(P) Primary intermediate intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 ALI TEO ANd FREYA BLACkWOOd (continued. ) ALI TEO BIOGRAPhYAli is of European and Chinese descent. She grew up in Wainuiomata, Wellington and has worked as a freelance illustrator since graduating from the Victoria University School of Design in 1995 with a BDes (Illustration).
She works across a range of mediums and for a wide variety of clients, from advertising and commercial work to children's book illustration and design.
Her passion for children's illustration comes from the creative freedom that it affords and the opportunity to work for a responsive and honest audience.
Examples of work can be viewed at www.aliteo.co.nz FREYA BLACkWOOd BIOGRAPhYFreya Blackwood is an illustrator of children's books. She was born in Edinburgh and grew up in Orange in NSW, Australia. The daughter of a painter and an architect, she was encouraged to draw and paint from a young age. Freya completed a degree in Design (Visual Communications) at the University of Technology, Sydney (UTS) where she became interested in filmmaking. She worked for several years in the special effects industry in Sydney and in Wellington, New Zealand, where she worked for Weta Workshop on The Lord of the Rings Trilogy. Freya's illustrations for Two Summers won the Crichton Award in 2004 and the book was shortlisted for the Picture Book of the Year Award in the Children's Book Council of Australia 2004 awards. Emily's Rapunzel Hair was shortlisted in the Early Childhood section of the Children's Book Council of Australia 2006 awards. Her latest book Amy and Louis, written by Libby Gleeson has been published in Australia, the US, Germany, France and Korea. Freya currently lives in New Zealand. Her seventh book, No Room for a Mouse is due to be released in May 2007, and meanwhile she has begun work on a book written by Roddy Doyle and to be published by Arthur A. Levine Books. Over the past 3 years she has been producing a feature film with her partner that will be released later in 2007. intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 From information to knowledge: Moving beyond transporting
ideas to transforming ideas
If information literacy is the solution, what is the problem? If information literacy is
the problem, what is the solution? These questions challenge our thinking as to how we
articulate and implement an information literacy agenda in our schools, and in particular,
the nature of our instructional interventions to develop information-to-knowledge
competencies in our students.
This session will focus on the dynamics of meaningful (and research-based) pedagogy for information literacy in schools, with particular emphasis on moving beyond information access competencies to instructional interventions that focus on developing deep knowledge and deep understanding. Participants will come away with a range of instructional strategies that foster critical thinking and knowledge development that enable students to move beyond the collection and stockpiling of facts to engaging transformatively with ideas.
BIOGRAPhYDr Ross Todd is associate professor in the School of Communication, Information and Library Studies at Rutgers, the State University of New Jersey. He is Director of the Center for International Scholarship in School Libraries (CISSL), at Rutgers University. CISSL fosters the transformative role of school libraries in 21st century schools, their integral role in the learning fabric of schools, and their role in ongoing school improvement and reform.
His primary teaching and research interests focus on adolescent information seeking and use. The research is multi-faceted, and includes: understanding how children learn and build new knowledge from information; how school librarians and classroom teachers can more effectively empower student learning; and how the development of information and critical literacies through guided inquiry and constructivist learning approaches lead to deep learning. He has published more than 120 papers and book chapters and has been an invited speaker at many international conferences, most recently in Scotland, Netherlands, Philippines, Croatia and Australia. intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 If you can't beat them, join them: Integrating ICT and guided inquiry
learning, a practical solution

ABSTRACTThe NEMP Report indicates that student use of the Internet as a first source of information is increasing; however their use of that information demonstrates that it is still largely being used in an indiscriminate and uncritical manner. The problem teacher's and the school library team grapple with when dealing with online information sources, is that they often lead to a flood of information but a drought of knowledge resulting in little learning.
This presentation will explore practical ways in which ICT can be utilised to guide student inquiry through the development of pathfinders. Critical components of pathfinders will be discussed e.g. content and process.
• Identification of appropriate resources.
• Links to a range of suitable information sources; references, books, online sources etc.
• Annotating resources to provide a clear focus as to how they support the learning process. • Scaffolding the process, particularly the skill aspects to be emphasised through reference to appropriate scaffolds.
A move towards supporting independent learning — student ownership.
(A) Primary Intermediate Secondary intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 BRIAN WAddELL (continued. ) BIOGRAPhYBrian is a Trained Teacher Librarian and has held a number of positions in a range of schools and educational facilities in both the Northland and the Wellington areas. Since 1994 he has also been involved as a part time lecturer for the Auckland College of Education, and more recently the University of Auckland, Faculty of Education teaching in the Information Studies programme.
He has presented at a number of national and international conferences such as International Association of School Librarianship — Auckland, 2001 and Hong Kong 2005; SLANZA National Conference, Christchurch, 2003; Navcon 2K4 Christchurch, 2004;; TUANZ, Wellington 2007. In 2004 Brian was awarded the School Library Association of New Zealand Aotearoa (SLANZA) Award of Merit for Information Literacy for leading school wide development in information literacy at Karori West Normal School as well as other schools within the cluster.
Brian has recently completed a Master of Education (Teacher Librarianship) through Charles Sturt University and is currently employed as a teacher librarian by two schools, Karori West and Kelburn Normal Schools. He is a member of the Wellington Regional SLANZA Committee. intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007 The Ministry for Culture and Heritage and support for the social sciences
teaching community: Te Ara and NZHistory.net
ABSTRACT
This presentation will outline the rich educational material being produced by the Ministry
for Culture and Heritage with specific reference to NZHistory.net and Te Ara, the Online
Encyclopedia of New Zealand.
This session will explore how Te Ara and NZHistory.net can be used to meet the specific needs of teachers (and students) in the classroom. Delegates will be given a hands on demonstration of these online resources.
(S) Secondary BIOGRAPhYIn 18 years as a teacher I taught at Wellington High School as well as Heretaunga and Mana Colleges. While enjoying a Royal Society fellowship in 2003 I had the opportunity to reflect on the current position of New Zealand history in schools and decided it was time to seek opportunities to support its wider inclusion in school programmes. The first of these opportunities came in the second half of 2004 when I wrote a new course on New Zealand in the Nineteenth Century for the Correspondence School and in July 2005 I was appointed as an historian to the Ministry for Culture and Heritage to work on a new project developing a specific educational component for NZHistory.net. intersections COLLABORATIVE FORCES WELLINGTON 2–4 JULY 2007

Source: https://www.onslownet.school.nz/library/Other/SLANZA%20conf%20AbstractsBios.pdf

Usgs open-file report 2005-1339

In Cooperation with the Southern Nevada Water Authority Gravity Studies of Cave, Dry Lake, and Delamar Valleys, East-Central Nevada By Daniel S. Scheirer Any use of trade, firm, or product names is for descriptive purposes only and does not imply endorsement by the U.S. Government Open-File Report 2005-1339 U.S. Department of the Interior U.S. Geological Survey

Methods

The Association Between Rural Residence and the Use, Type, and Quality of Depression Care John C. Fortney1,2,3 Jeffrey S. Harman4 1. South Central Mental Illness Education and Clinical Center (MIRECC) and Health Services Research and Development (HSR&D), Center for Mental Health and Outcomes Research, Central Arkansas Veterans Healthcare System, North Little Rock, AR.