The Three Spheres of Library Skills is a framework that outlines all of the essential skills students should gain from a quality library program. The framework is based on current best practice in both education and information management research.

Read the full article here:

https://asla.org.au/access-archives

To cite this article:

Jorm, M. (2024). Empowering students through the three spheres of library skills: Cultivating readers, researchers and thinkers. ACCESS, 38(2), 16-23

Educational immersive experiences offer a multi-sensorial learning environment incorporating agency, collaboration an challenges to immerse students in a topic. Immersive experiences have high student engagement, robust learning outcomes and can become an enduring teaching resource.

Read the full article here:

https://drive.google.com/file/d/1TlcOI7Q3HsTXOUtAHbVDjZNod3WhHkG6/view?usp=drive_link 

To cite this article:

Jorm, M. (2023). Immersive education in the library. ACCESS, 37(3), 33-39

Enriching a school library collection by curating a quality collection of queer titles benefits the entire school community. Students are able to see themselves and their families represented in literature, readers are able to gain windows into lives that are different from their own, and the library is promoted as a safe and supportive space for diverse students.

Read the full article here:

https://drive.google.com/file/d/1BVyd5xnwGHAEFr1H4jOy3iSwmwZJqC01/view?usp=drive_link 

To cite this article:

Jorm, M. (2023). Reading the rainbow - queer friendly school libraries. ACCESS, 37(2), 41-47

A notable proportion of students at your school will identify as LGBTQIA+ at some point their lives. School libraries are powerful places of support for marginalised students and providers of quality literature to support diversity.

Read the full article here:

https://drive.google.com/file/d/1z9-gi7FHzpvG7azaih3UhXAuc39eJ4c0/view?usp=share_link

View in 'full screen' via Education Quarterly

To cite this article:

Jorm, M. (2023). Reading over the rainbow: not just a novel idea. Education Quarterly, 5, 26–27. 

Mali Jorm discusses the research-based Three Spheres of Library Skills framework created to help teacher librarians support students to be proactive, enthusiastic participants in the construction and dissemination of quality information.

Read the full article here:

https://drive.google.com/file/d/1WvDMQRHrldtGibuQ1XAxoPXhZ4neWeTp/view?usp=sharing

View in 'full screen' via Issuu

To cite this article:

Jorm, M. (2023). The three spheres of library skills: Best practice in library lessons. Scan: The Journal For Educators, 42(1), 37–45. 

For students at Melba Copland Secondary School, the library is a welcoming place where they can study, relax, socialise, and of course read. Around 80 percent of the new books they purchase are directly requested by students. 

Read the full article here:

https://www.canberratimes.com.au/story/7871960/why-reading-has-taken-off-at-this-canberra-school/

Scan of article: 

https://drive.google.com/file/d/1--tvMCiaFZ29q3lZc5zte1lGAqq4dUUC/view?usp=sharing 

To cite this article:

Lansdown, S. (2022, August 24). Reading makes a comeback at Melba Copland Secondary School. The Canberra Times. https://www.canberratimes.com.au/story/7871960/why-reading-has-taken-off-at-this-canberra-school/

Borrowing rates at the Melba Copland Secondary School library have increased 300 per cent following a collaborative new initiative. The new program allows students to have a say in which books the school purchases, empowering them to choose their own reading adventure.  

See the promo here:

https://www.act.gov.au/__data/assets/pdf_file/0005/2028776/Our-Canberra-Newsletter-Belconnen-July-2022.pdf

School students have limited self-determination when it comes to their school day. One of the biggest choices they have is how to spend their break time or free periods. Marketing a school library competitively to encourage students to choose to spend that time in the library is an effective way of maintaining student engagement with library services. 

Read the full article here:

https://nationaleducationsummit.com.au/nes-blog/making-the-library-the-student-destination-of-choice

To cite this article:

Jorm, M. (2022). Competitive school libraries: making the library the student destination of choice. National Education Summit. https://nationaleducationsummit.com.au/nes-blog/making-the-library-the-student-destination-of-choice

This photo story explores the experience of switching to student-led collection development and the improvements in circulation and student engagement.

Read the full article here:

https://www.teachermagazine.com/au_en/articles/photo-story-student-led-library-collection-development

To cite this article:

Jorm, M. (2022). Student-led library collection development. Teacher Magazine. Available at: https://www.teachermagazine.com/au_en/articles/photo-story-student-led-library-collection-development

Literacy is one of the core goals of education, and school libraries are uniquely positioned to provide leadership in literacy promotion to their educational community. Literacy features prominently in many schools’ educational planning, however, the school library may not explicitly be part of the literacy strategy. 

Read the full article here:

https://nationaleducationsummit.com.au/new-blog/librariesasliteracyleaders 

To cite this article:

Jorm, M. & Robey, L. (2021). Libraries as literacy leaders. National Education Summit. https://nationaleducationsummit.com.au/new-blog/librariesasliteracyleaders 

High-school aged students have many barriers to accessing library

services. Homework, sports, increased social pressure and digital devices

all compete with young people’s limited free time.

Read the full article here: 

Teen library engagement- learning from the high school experience.pdf