ACCESS is the professional journal of ASLA, which provides an open forum for educators and researchers who are concerned with issues arising from digital literacy and school librarianship. Major foci include collaborative curriculum development, inquiry-based learning, information technology and its integration into learning/teaching programs, information management, information literacy and literature.
ACCESS is published four times a year, in March, June, September and November, in a digital format. It is read by teacher librarians, librarians, academics, library technicians and library support staff in primary and senior schools in all Australian states and territories, in government, private and independent sectors.
ACCESS is published via the ASLA website with member-only access.
ACCESS is provided to ASLA members as part of the benefits of membership.
ASLA membership is available here.
Subscription only rates (i.e. without ASLA membership)
An agency subscription is also available. Please email ASLA for agency subscription information.
Refereed Journal Status
Access has been added to the Department of Education, Science and Training (DEST) Register of Refereed Journals. Authors who require their article to be refereed must submit their material to the Access Editor, Rachel Hoare. A peer-review process for articles to meet DEST's requirements has been established.
Copyright of articles published in ACCESS is jointly held by the Australian School Library Association Inc. (ASLA) and the author(s). The author(s) retain copyright of their articles but give permission to the ASLA to reprint their works in collections of other such documents published by and on behalf of the ASLA. Author(s) who give permission for their articles to be reprinted elsewhere should inform the editor of Access and should ensure the following statement appears with the article: Reprinted with permission, from Access [volume, issue, date, pages.]