DisclaimerThe views and opinions expressed in ACCESS and the claims made in advertisements published within it, are not to be taken as those of, or as being endorsed by the Australian School Library Association (ASLA) or the ACCESS Editorial Committee. No responsibility whatsoever is accepted by the Association or the Editorial Committee for any opinion, information or advertisement contained in or conveyed by ACCESS. CopyrightThe Australian School Library Association (ASLA) and the author(s) jointly hold copyright of articles published in ACCESS. The author(s) retain copyright of their articles but give permission to ASLA to reprint their works in collections or other such documents published by and on behalf of ASLA. Author(s) who give permission for their articles to be reprinted elsewhere should inform the editor of ACCESS and ensure that the following statement appears with the article: Reprinted, with permission, from ACCESS, date, volume and issue numbers, page numbers. ACCESS Editions for MembersACCESS is a professional journal that 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 or teaching programs and information management. Download ACCESS IssuesThe following issues of ACCESS are provided to you as a member or subscriber. They are not for distribution or circulation. Click each issue to view/download. ACCESS Issues 2024 - Volume 38
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