1 April 20151 April 2015

PRINCIPAL’S REPORTWith Term 1 coming to an end, I would liketo share with you some of the highlights ofthis school term. To begin, I would like tosay how pleased I am with the positiveattitude the year 7 and 8 students havebrought to their first term of SecondarySchooling. Through regular visits toclassrooms, I have been pleased to see the

students engaging enthusiastically with their teachers in theclassroom “warm up” activities. The “warm ups” are a fun wayto revise and remember the content and skills that students arelearning for the week. The Junior Secondary Precinct has beena vibrant and active learning place.

Through my classroom visits, I have also been observingbookwork standards in the Junior Secondary School. I wouldlike to commend the year 7, 8 and 9 students for the pridethey have been taking in keeping neat and ordered academicnotebooks. Diligent bookwork is vital for successful revision andstudy.

In the Senior School, we celebrated the Senior Student LeaderInduction on 24 February. The Senior Student Leader Inductionis a much anticipated event on the senior student calendar. Itis a day when our year 12 students stand tall and pledge anoath to uphold and enact the values of our school. I wouldencourage you to take a moment to view the video includedin this newsletter, which showcases this special event. Weare extremely proud of our year 12 students and have everyconfidence in their respect, courage, diligence and integrity.On Tuesday 31 March, students were formally inducted as ournewly elected Junior Secondary Leaders. Photos of this specialevent will be included in the next edition of the newsletter.

We are proud to announce that the Tullawong AcademyProgram began this term, with students being involved in arange of extension learning experiences. The program launchwas held on Tuesday 31 March where the students presentedtheir end of term projects to their families.

As we head into the Easter Vacation break, I would encourageall students to reflect on the Achievement Targets that theyhave set for semester 1. These targets were recently mailed outto all families. If you have not received your child’s AchievementTarget document, please enquire through the school office. Aswe return for term 2, it is important that students are focussedon their studies with a commitment to achieving these targets.

To conclude the term, I wish you all a safe and restful holidayand look forward to working with you again next term.

Deborah MurphyPrincipal

SENIOR INDUCTION 2015

Senior Leader Induction Ceremony

On 24 February 2015, the Senior Student Leaders of TullawongState High School were formally inducted into their leadershiproles. We are proud to present them to the Tullawong Schoolcommunity, and have great confidence in their ability to performtheir duties, with courage, diligence, integrity and respect.

http://www.youtube.com/watch?v=xU5lXc83oTE

THE SENIOR STUDENT LEADERS FOR 2015ARE:

SCHOOL CAPTAINS

Chelsea Ham

Sean Pobjie

Tristan Smith

Ashleigh Young

SPORTS CAPTAINS

Kenesi Fredsberg

Ezra Sarra

Acacia Sashalmi

Samantha Van Der Stoep

ARTS CAPTAINS

Natasha Bates

Lexie Hatchman

Jessica Swan

SRC EXECUTIVES

Brittany Jordan

Jordyn Quonoey

Abbey Schutt

Del Rosso RoadCaboolture QLD 4510

Website:Website: http://tullawongshs.eq.edu.auEmail:Email: the.principal@tullawongshs.eq.edu.au

Phone:Phone: (07) 5428 5222Fax:Fax: (07) 5428 5200

Subscribe to Online Newsletter!Subscribe to Online Newsletter! http://tullawongshs.schoolzinenewsletters.com/subscribe

SRC PRESIDENT

Amalya Valle

ALINTA HOUSE CAPTAINS

Glenn Arbon

Jessica Friis

Harmony Talo

Jayden Whiston-Edsor

BAMBARA HOUSECAPTAINS

Hayley England

Robert Fawcett

Khala Nelson

Kiana Witt

GARAGAH HOUSECAPTAINS

Jalon Bossi

Cayla Clark

Jasmine Lee

Cassandra Riley

KIATA HOUSECAPTAINS

Kirby Gartner

Bianca Hewitt-Ruhle

Marcus Millar

Liana Roche

WOOROONGA HOUSECAPTAINS

Jocelle Mambear

Stacey Smith

Anastasia Surrey

Amber Whitfield

JSS LEADERSHIP ANNOUNCEDOver the past term, students from Years 7, 8 and 9 interestedin being part of the JSS Leadership team have completed thenomination process. Each care group had the opportunity toelect a care group representative. From this pool of students,JSS Vice-Captains and JSS Captains were elected. As well, aHouse representative was elected across the three year levels.

The induction ceremony for the House representatives,Vice-Captains and Captains was held on Tuesday 31 March.This group of students will comprise the JSS StudentRepresentative Council.

The successful candidates are listed below.

CARE GROUP REPRESENTATIVES

YEAR 7 YEAR 8 YEAR 9

HayleySmith

A07A GraceWarcon

A08A BellaColeman

A09A

JadePhillips

A07B KiaraVassallo

B08A DanielleNelson

B09A

Paige Moir B07B JasmineHacking

G08A KatelynMcEwan

B09B

XantheCall

G07A StaceyEmbrey

K08A KatyaDziduch

G09A

HayleyMcSweeny

G07B TimKnight

W08A JessicaMitchell

G09B

StephanieBrennan

K07A TahliaDevine

W09A

KristianaEvans

K07B MikaylaSymmans

W09B

MiaGillespie

W07B

CARE GROUP REPRESENTATIVES

MaddisonWright

W07A

HOUSE REPRESENTATIVES

Hayley Smith (Alinta) Yr 7

Hayley Mc Sweeney (Garagah)Yr 7

Mia Gillespie (Wooroonga) Yr 7

Danielle Nelson (Bambara) Yr 9

Stacey Embrey (Kiata) Yr 8

YEAR 7

VICE-CAPTAINS

YEAR 8

VICE-CAPTAINS

YEAR 9

CAPTAINS

Page Moir Grace Warcon Bella Coleman

Xanthe Call Kiara Vassallo JessicaMitchell

Congratulations, team! As well as undertaking the usual rolesabout communicating ideas and acting as student advocates,we will be working with QUT on the KRISP (Kids’ Rights inSchool Project) with students from New Zealand andQueensland. The proposed project will focus on the rights ofstudents, as identified by the United Nations Convention on theRights of the Child (UNCRC). These rights include:

This will help our students to develop real-world communicationskills while learning about the action research process.

• the right to education; and

• the right of children to have a say about decisionsaffecting them.

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STEM AT QIMR

On Thursday 19 March, the students from grades 10-12 inthe STEM Academy participated in a laboratory activity at theQueensland Institute of Medical Research (QIMR), Herston.

Students investigated the effectiveness of different naturalremedies in killing bacteria. They also got to visit the 8th floorof the research facility where scientists were working on theirresearch projects using shared equipment. We sawresearchers investigating proteins within cells infected with HIV,leukaemia researchers learning how to count and sort cellsusing the latest equipment and even heard about the use of‘micro paddocks’ in medical research.

STUDENT AND PARENT TEACHERINTERVIEWS

Student and Parent Teacher interviews will be held on Tuesday5 May – Term 2, Week 3 between 3:00pm and 7:00pm. Detailsabout the online booking system will be sent home early nextterm.

SCHOOL DENTAL VANSchool dental van will be leaving the school soon. Any parentswishing for their student to visit the dental van, please return thedental form to the front office as soon as possible.

JSS NAPLAN TESTSThis year we will be holding tests for both Year 7 and Year 9students. The timetable for the tests is shown below.

YEAR 7 AND YEAR 9 NAPLAN TEST

Tuesday 12May 2015

Wednesday 13May 2015

Thursday 14 May2015

LanguageConventions(45 minutes)

Writing(40 minutes)

Reading(65 minutes)

Numeracy:Calculator

(40 minutes)

Numeracy:Non-Calculator

(40 minutes)

Year 7 students will complete their tests in classrooms in theJSS precinct, while Year 9 students will undertake their testingin the SAC. These tests are administered over Care, period 1and period 2. Students must bring books and equipment fortheir period 3 and 4 classes.

Equipment

Students will need: 2 x 2B pencils,sharpener, eraser and calculator.

Preparation

Students have sat a series of NAPLAN example tests in thesetting they will be in for the real tests. They have used theirCSK and CSW lessons to brush up on Literacy and Numeracy,and investigated problem solving strategies in Maths. Studentsare also able to access Mathletics to improve proficiency andspeed. In English, students have completed writing tasks, withtheir first two units designed to prepare them for the NAPLANtests.

Results

The NAPLAN test results and the student reports are releasedin September. The results provide information about studentachievement that can be used to inform teaching and learningprograms. NAPLAN tests provide point-in-time informationregarding student progress in literacy and numeracy and areintended to complement the wide range of formal and informalassessments that are already conducted in schools. NAPLANtest results are not intended to be used in isolation from otherschool-based assessment programs.

STUDENT RESOURCE SCHEMEParents/Caregivers are reminded that the last instalment of theStudent Resource Scheme for 2015 was due by 27 March2015. All fees should be paid in full and up to date prior tothe Easter holidays, unless you have arranged a payment plan.Thank you to all the families who have paid their 2015 StudentResource Scheme.

Outstanding accounts will result in your student’snon-participation in extracurricular activities such as camps,Year 12 Formal, excursions and sporting events. Pleasecontact the Business Services Manager as soon as possible toarrange a payment plan.

We have received one unidentified bank deposit in February.If you recognise this deposit please contact our Cashier

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immediately: 16/02/2015 – Direct Deposit ECQC700010200TULLASHS-BH in the amount of $120.00

The Cashier’s office would like to wish youall a Happy Easter.

Nicole BurgerBusiness Services Manager

QUEENSLAND CORE SKILLS (QCS) TESTYear 12 students who are eligible for an OP must sit the QCStest. The Queensland Core Skills test contributes informationfor the calculation of Overall Positions (OPs) and Field Positions(FPs), which are used to rank students for tertiary entrance.

The QCS Test consists of 4 papers — a Writing Task (of600 words), a Short Response paper and two Multiple Choicepapers. The results achieved for each of the 4 test papers arecombined into one grade, ranging from A (the highest grade) toE (the lowest).

The test is conducted over two days:

Date Morning

Session

(2 hours)

Afternoon

Session

(1½ hours)

Tuesday1 September

2015

Writing Task Multiple ChoicePaper I

Wednesday2 September

2015

Short Response Multiple ChoicePaper II

Special Provisions: The Queensland Curriculum andAssessment Authority recognises that some students areaffected by a medical condition, an impairment, or exceptionalcircumstances that may act as a barrier to their access tothe test or to their demonstration of their achievement in thetest. Special provisions are made available to students to helpminimise barriers. Medical or other independent information isrequired to support applications for special provisions. Studentsare to see Miss Dexter, Head of Department Senior Schoolingprior to 14 May 2015 if they are applying for special provisions.

QUT EXHIBITION IN A BOXStudents from our Art Department in Years 10, 11 and 12had the wonderful opportunity to participate in QUT's Exhibitionin a Box program on Tuesday 24 March. QUT Art GalleryEducation Officer Sarah Barron brought a sculpture work byinternationally renowned artists Alfredo and Isabel Aquilizan toour art classrooms for half a day of lessons. Based in Australia,this Filipino couple create large and small scale works primarilyout of cardboard. The students had the opportunity toparticipate in a presentation on the work entitled Lodge:Another Country. The artwork is a small sculpture of a slightlytilted boat on top of which there is a myriad of tiny dwellings,complete with scaffolding, satellite discs, and other miniature

details. It is crafted from used cardboard transport boxes andpainted to give the appearance of rust. The students then hadthe opportunity to create their own cardboard boat sculpturescomplete with exhibition tags. Selected student works will thenbe used in a future exhibition by Alfredo and Isabel Aquilizan.

The students created some remarkable works in a short periodof time and took the opportunity to engage with the art workand ask many questions of Ms Barron.

CREATIVE INDUSTRIES ACADEMY WICKEDEXCURSION

Students from the Creative Industries Academy were given theopportunity to attend a matinee performance of the musicalWICKED at QPAC on Wednesday 25 March. The work, whichoriginally debuted on Broadway, tells the story of the witchesof Oz before the events depicted in the The Wizard Of Oz.The students, accompanied by Ms Woodland and Mr Hootonfrom the Arts Department, got a chance to experience andappreciate the dance, music, vocal and visual aspects of themusical, giving them some great inspiration as Creative IndustryAcademy students.

STUDENT SERVICES TEAMThe Student Services team members are visiting each of thestaffrooms, meeting with teachers to say hello and discuss theirroles within the school.

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Petrus Pretorius –Petrus Pretorius –Chaplain: assists studentsChaplain: assists studentswith emotional and spiritualwith emotional and spiritual

aspects of school lifeaspects of school life

Kit Berklelmans - PhoenixKit Berklelmans - PhoenixProgram Coordinator: will beProgram Coordinator: will beworking with a small team ofworking with a small team of

students as part of an alternativestudents as part of an alternativeeducation programeducation program

Arijana Mandic-Griffiths –Arijana Mandic-Griffiths –School Based YouthSchool Based Youth

Worker (Intercept): worksWorker (Intercept): workswith students to strengthenwith students to strengthen

school engagementschool engagement

Julianne Wilkie – Head ofJulianne Wilkie – Head ofDepartment Teaching andDepartment Teaching and

Learning works with students inLearning works with students inneed of help to access theneed of help to access the

curriculum.curriculum.

Arlene Walker – GuidanceArlene Walker – GuidanceOfficer: student supportOfficer: student support

and advocacy – guidance,and advocacy – guidance,counselling and careerscounselling and careers

Marie Pritchard – Clinical Nurse:Marie Pritchard – Clinical Nurse:School Based Youth – works withSchool Based Youth – works with

students and the schoolstudents and the schoolcommunity on issues that cancommunity on issues that can

affect health & wellbeingaffect health & wellbeing

RUN TO THE ROAR!On Monday March 9, Bernie Kelly, owner and chairpersonof the Youth Leadership Organisation GLOBAL IMMERSION,provided a day of leadership training and empowerment for oursenior student leaders. Bernie generously offered this day ofleadership development free of charge, with only one request,

that each student involved believe in themselves, look for thebest in others and RUN TO THE ROAR!

The students who took up the challenge and attended Bernie’sleadership day, learned what it means to “lead and make adifference”. They committed to the belief that:

“Leadership is any Action that makes the World I touch aBetter Place”

The students are now looking forward to taking up the invitationto attend a regional Youth Leadership Day, to build on whatthey have learned so far. Through Bernie’s work, our studentsnow have access to global leadership networks, capable ofmaking a real difference now and into the future.

INTERNATIONAL WOMEN’S DAYBREAKFAST

International Women's Day (8 March) is a global day celebratingthe economic, political and social achievements of women past,present and future. At Tullawong SHS, it is a tradition for thewomen at the school, to gather in the Home Economicsfunction room, to enjoy a sumptuous breakfast and reflect onwhat the day means to us.

This year we were joined by Deryl Jarvie, a woman of greatstrength and character. Living in the local community, Deryl is asuccessful business woman, owning and operating TraditionalFunerals with her husband Bruce. Deryl is also a cancer survivorwho dedicates much of her time to campaigning and raisingmuch needed money for Ovarian Cancer Australia. We werevery privileged to have Deryl with us on our special day.

Thank you to the wonderful team of hospitality students andteachers who catered so beautifully for us. Without your efforts,the breakfast cannot happen. Your service and time is muchappreciated.

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DISCOVER THE WORLD ON A WEPSTUDENT EXCHANGE PROGRAM !

Are you ready for a bit of excitement and culture in your life?Looking to push your boundaries in 2015? Why not participatein a semester or year-long student exchange program to oneof over 25 countries, including popular destinations such as theUSA, France, Argentina and Italy? Applications for programscommencing in July 2015 onwards are still open but will closesoon! Don't miss out on this once-in-a-lifetime opportunity todo something out of the ordinary, with a WEP high schoolexchange!

Find Out More!

Visit www.wep.org.au and request a FREE information pack foryou and your parents. Our brochure contains everything youneed to know about WEP’s not-for-profit student exchangeprograms to help you and your parents make this importantdecision.

If you have any questions about any of our exchange programsplease feel free to give us a call on 1300 884 733 or emailinfo@wep.org.au .

WEP Australia is a not-for-profit student exchange organisationregistered with the Education Departments in VIC, NSW andQLD.”

View their newsletter at:

http://wep.org.au/info/sites/all/files/downloads/WEP_Experiences_29.pdf

G'Day to Francesca Olcese from Italy!

Francesca is enrolled in Year 12 and isstudying academic subjects which includePhysics, Maths B, Maths C, Biology,Chemistry and English. She is living with anice family at Woodford so she isexperiencing life in the Australiancountryside. She has many hobbies andinterests including snow -skiing. hiking,horse-riding, photography and travel. Of course, being Italian,she loves food and is keen to experience some Aussie tucker.She learns four languages - Italian, English, Latin and German!Being an airline pilot or a doctor is her ultimate goal.

By happy coincidence, Mr Ferraiolli, who was born in Italy, isFrancesca's care teacher.

Welcome to Tullawong! We know you will enjoy your stay withus for Semester 1, 2015.

Exchange Student fromGermany: Luca Hausig

Luca will be with us until July and lovesAustralia, in particular the hot weather andthe open spaces. She really likes theAustralian people and our school.Surprisingly, one thing she really likes, iswearing a school uniform!

Exchange Student from Ontario:Michelle Boucher

Michelle loves the Australian people. Shehas tried crocodile, which does taste likechicken she confirms, but it’s been a no totrying kangaroo. She too enjoys wearing auniform, which removes fashion worriesand the trouble of choosing what to wearfirst thing in the morning.

Exchange Student fromGermany – Finn Bialas Year 11

This is Finn’s last term with us atTullawong. He returns to Germany nextmonth. Saying goodbye to his Aussiefriends will not be easy, he says. He lovesAustralia. Goodbye, Finn – you have beena credit to your adopted school. Bestwishes for the future!

Julianne WilkieHead of DepartmentTeaching and Learning

SHAVE FOR A CUREThis year marks another year where Tullawong State HighSchool hosted one of its key events, “Shave for a Cure”. Wehad ten brave, selfless and courageous students who steppedup to ‘Be Brave and Shave’. The students included: AhmedSoliman, Marcus Millar, Kenesi Fredsberg, Ella Crettenden,Glenn Arbon, Zac Lamb, Jalon Bossi, Jesse Barrow, TravisPurdie and Keegan Barnett. We also had three students whotook part, or are taking part, in shave events external to theschool: Britney Geyer, Jess Thompson and Kristiana Evans.

Our initial target was set at $1200; however this was revisedup to $2000 after an unexpectedly large participation rate. Thelunchtime stall, run by the SRC and shave students, raised over$250 in just one week! With the funds still rolling in we arewell on our way to reaching this amazing goal! Jane McMillan,from the Leukaemia Foundation, said that $2000 is enough toprovide accommodation for four patients, and their families.

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With 31 Australians being diagnosed with some form of blooddisorder every day, the Leukaemia Foundation’s “World’sGreatest Shave” event is pivotal in raising funds to find a cure.While there were no tears at this year’s event, there wereseveral heart-warming reasons from students as to why theydecided to go sans-hair. Kenesi Fredsberg said she was doingthis “for [my] mum,” and Glenn Arbon stated he wants to “helpout as many charities as possible this year.” It was also fantasticto see how supportive, and respectful, the entire student bodywas on the day. Well done!

Ryan VerhagenTeacher

NATIONAL YOUTH WEEK

Hi all you young people,

There’s no doubt that by now you’re all looking forward to somewell-earned rest during the school holidays that are just aroundthe corner. But just so that you don’t find yourself feeling toobored, our local council is putting together some great FREEactivities during National Youth Week to help you make themost of the mid-semester break. Here’s what’s on offer:

Bookings are essential. For more information have a look onthe council web-site: https://www.moretonbay.qld.gov.au/general.aspx?id=140464 or give them a call on 3205 0555.It’s really important to note that apart from registering before10 April, the council also needs you to bring your own hat,sunscreen, sunnies, drink bottles and enclosed shoes.

I hope you all have a great break and look forward to seeingyou next term!

All the best,Petrus PretoriusSchool Chaplain

CABOOLTURE MONTESSORI SCHOOLALUMNI

Caboolture Montessori School celebrates the achievements ofpast students with Principal Yvonne Rinaldi attending theLeadership Induction Ceremony at Tullawong State HighSchool where Ashleigh Young (left) and Chelsea Ham (right)(2010 CMS Graduates) were introduced as Tullawong StateHigh School’s 2015 School Captains.

RUGBY LEAGUE REP TEAM SELECTIONCongratulations to Corey Butler, Aaron Nelson, Cullen andChankay, Rotuma Taylor on your selection in the SunshineCoast 15yrs Rugby League rep team. Well done boys!

INDIGENOUS AND ARTIE NEWSARTIE (Achieving results through Indigenous Education)launched the Term 1 Challenge to the TSHS Aboriginal andTorres Strait Islander cohort on 12 February. MC MichaelTuahine and Brisbane Broncos player Darius Boyd explainedthe importance of starting the year well. The ARTIECo-ordinator Daniel Rogers, updates the ARTIE charts weekly.These can be found in the Wandi Room. Best of luck to allstudents in the challenge.

• Wind surfing

• Stand-up paddle boarding

• Canoeing

• Scooter comps

• Loads of cool Arts and Craft activities and more!

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ARTIE Term 1 Launch with Darius BoydARTIE Term 1 Launch with Darius Boyd

RUNNING CLUBRunning Club is held on Tuesday and Thursday mornings at7.20am. It is open for students of any running ability acrossall grades. Training alternates between Long Slow Runs andInterval Track Training. Long Slow Runs are designed to helpour athletes build and nurture endurance and comprise ofdistances between 3 and 6 kilometres (depending on ability andfitness). These sessions are held either on the school groundsor on local roads close to the school. Interval Training isincorporated to help increase speed and competitiveness andhave our athletes ready for competition come District Trials interm 2. Students should have breakfast before they leave homebut also pack a nutritious snack for after training to replenishblood glucose levels and have them ready for the classroom.Also remember to pack correct uniform for that day. There areshower and change rooms in the SAC for the students.

Proposed Calendar Running Events:

OUR SCHOOL VALUE - COURAGE

AFTER SCHOOL TUTORINGAfter School Tutoring is available every Wednesday from 2:40 –3:30pm in the Resource Centre. Teachers are available to helpwith classwork, homework or assessment. All welcome.

QUOTE OF THE MONTH

NEWS FROM THE LIBRARY

BLIND DATE WITH A BOOK

The winners of the Bind Date with a Bookcompetition are Sam Reynolds W12B, whoread the most books (41 altogether - whata great effort) and the random draw winner was AmberThompson A12A.

MY LIFE SHORT STORY COMPETITION

The My Life Short Story Competition is open to students 13years or younger. Write a 500 word short story about your lifeand submit it to the website by August 31. The link to the entrypage can be found on the Library Portal's Competition page.There are some great prizes on offer so get writing.

STUDENT TECH LAB

The Student Tech Lab is about students helping students withTechnology issues. These include helping with emails, andhelping with programs like word and excel. At the moment wehave 3 groups. The Student Tech Lab will be open MondaysLunch 2, Tuesdays Lunch 2 and Thursdays Lunch 1 in theLibrary. New members are always welcome.

TANTALISING TEXT TALK:

We celebrated National Read Out Loud Day by having ourfirst Tantalising Text Talk for 2015. Mr Hooton was the guestText Talker and he brought along his Pink Floyd “The Wall”album (an actual vinyl record!) and sang a selection of songsfrom the album. Tania Greenough read her favourite poem TheJabberwocky by Lewis Carroll. Our next TTT will be WednesdayMay 6, lunch 1 in the Library. Sign up to read out loud or justturn up to be part of the audience.

• School Cross Country - Tuesday 12 May

• District Cross Country - Thursday 21 May

• Regional Cross Country - Wednesday 3 June

• All Schools Cross Country -Saturday 2 May(KedronSHS)

• What about you?

• Will you show wisdom when your time has come tobe courageous?

• … Each day in the little things

• … When the big decisions are required

• Will you help others by encouraging them?

• Take COURAGE – we are in this together….

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SENIOR TEXT BOOKS:

Senior Students are able to borrow text books from the Librarybefore school (after 8am), lunch 1 and lunch 2 from the LibraryFront Desk.

JUNIOR MATHS CODES:

Junior Students are able to collect their Maths codes from theLibrary before school (after 8am), lunch 1 and lunch 2 from theLibrary Front Desk (bring your diary).

TULLAWONG SHS LIBRARY PORTAL:

Tullawong SHS Library Portal has gone live!

The Library Portal can be found in The Learning Place. Itcontains links to databases that students can access fromhome and at school. The subscription only databases need ausername and password; these are found in the Student Diary.There are many other useful links on the portal, as well as apage for Research Tips. I will be adding to this portal over theyear and hope to provide a One Stop Shop for all research andLibrary needs.

MORETON BAY REGIONAL LIBRARY:

I am encouraging all students to join the Moreton Bay RegionalLibrary. This will give students access to a larger range ofreading material including eBooks and audio books. It also willenable students to use the library’s databases for research. Theapplication form is attached. It can be handed in at CabooltureLibrary or at Tullawong SHS Library’s Front desk.

IMPACT OF READING FROM A SCREENVERSUS FROM PRINTED MATERIALBy Dr. Prue Salter

Students now spend a lot of time reading from a screen:computers, kindle, mobile devices. The research into theimplications of this are still in the early stages, however currentevidence indicates that at this point in time print may be slightlysuperior to the screen in relation to comprehension, learning,retention and ease of use. However, as screen technologycontinues to advance, interfaces become increasingly intuitiveand personal preferences change from early exposure toreading on a screen, this may change – and may have alreadychanged for some individuals. Technology is here to stay, sothe key pieces of advice for students (and parents) are listedbelow. One of the best articles to read on this debate is by

Jabr (2013) The Reading Brain in the Digital Age: The Scienceof Paper versus Screens

http://www.scientificamerican.com/article.cfm?id=reading-paper-screens%20.

ADVICE FOR STUDENTS AND PARENTS:

1. DEVELOP BOTH PAPER AND DIGITAL LITERACYSKILLS

Students need to develop their reading, comprehension andlearning skills in both arenas. They need to develop one setof skills to build their competence in reading and learning frompaper, however they also need to develop a completelydifferent set of skills: digital literacy and navigation skills. Someparents are critical of the use of technology in schools andfearful that students’ handwriting and learning will be affected(Salter, 2013), however in an increasingly digital world it wouldbe irresponsible of schools to neglect developing students’digital literacy skills. Two of the units that are useful in this areaon www.studyskillshandbook.com.au are the Reading Skillsunit and Technology Tools unit.

2. CREATE OPPORTUNITIES TO MAINTAINHANDWRITING SKILLS

Finland has long been known as a leader in many educationalaspects. Recently it was announced that Finland will no longerteach cursive handwriting in schools. They will continue toteach printing, however, when students would normallytransition to ‘running writing’ instead they will learn keyboardingskills. This signals a change in the traditional approach. InAustralia there is comprehensive testing being undertaken tolook at holding both NAPLAN and final Year 12 examinationsonline. There are no indications as to when this will take place.At this point in time, as tests and examinations are stillhandwritten, students are advised that when it comes to examtime, they should handwrite their study notes or if typed thenprint them out when they are learning them. They should alsoactively create opportunities to maintain their handwriting skills,consciously choosing to handwrite at times when they mightnormally type. Visit the Writing Skills unit for tips on improvinghandwriting as well as some special pens that will assist.

3. LEARN TO TOUCH TYPE

While we have had the ability to dictate into a device for sometime, this is still not in common usage. Learning to touch typeis a skill that definitely pays off in the senior years in terms ofsaving huge amounts of time. There are links to free learning totouch type websites in the Technology Tools unit.

On a personal note, I believe we are all on a journey of finding abalance between reading on paper and reading online. When Idid my first degrees at University there were no computers andI would handwrite my essays. Later when computers arrived Icould not imagine writing directly onto a computer, but insteadwould create my essay on paper then type it up when I finished.Now the thought of having to write an essay on paper like ourYear 12 students do, horrifies me, I can now think and plan anessay solely in digital space and am much more comfortableworking this way than planning an essay on paper. I neverthought that I would switch away from paper reading. As alife-long avid reader, I actually rent a second apartment to

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keep my 3000+ books. However in the last two years I havecompletely transitioned to reading books for pleasure solely onmy iPhone; yes I know the screen is small, and it is much betterif you are at the beach to be reading a paperback you can leaveit without fear of theft when you go for a swim. In fact, I have notread physical fiction books for over a year now and am slowlygiving my paper books away.

However, even though I have tried, I still find it very difficultto take in information from a screen if I am trying to absorb,learn and remember information. I still order my non-fictiontexts as a paper copy from Amazon. I printed out my 300+journal articles for my PhD as I found it impossible to getmy head around them when they were filed as PDFs on mycomputer. We are all at different stages on the journey ofbeing comfortable with learning online. The concept of ‘digitalnatives’ has been debunked (Bennett, Maton & Kervin, 2008)and we cannot assume that all students are comfortable withtechnology. Instead it is true that different students will be atdifferent points along this path. Students, need to keep bothskill sets. In you have to write essays in an exam without the aidof a computer, then you need lots of practice in this area! If youfind it hard to remember what you are learning on the screenthen make notes on paper, but at the same time also look toimprove and develop your digital learning literacy skills as well.In many ways it is a matter of attitude, be open to learning inmany different ways and look for opportunities to improve theway you learn in all mediums.

If you are interested in learning more about what the currentresearch says about the impact of reading on a screen versusprinted material, continue reading below:

Personal Experience / Ease of Reading

Many people who have grown up reading printed material feelthat their reading is more effective if they read from paper ratherthan from a screen. When describing why they feel this way,they refer not just to the visual sense, but also the way paperfeels and is manipulated, which supports their comprehension.For example, the ability to highlight or jot notes or to judgewhere they are in a document based on the number of pagesleft to go. The discomfort that people feel when reading froma screen, rather than paper, is described by Gerlach andBuxmann (2011) as “haptic dissonance”.

Comprehension

Learning versus Remembering

• Many studies such as Mangen, Walgermo andBrønnick (2013) suggest that the ability to identifyyour passage through a text in a tactile way isimportant to the learning. So too, is the ability toeasily navigate through the text in a non-linearfashion. The opportunity to quickly move back andforward whole pages and chapters at a time isconsidered by many as invaluable in placing thelearnings of any particular passage within the contextof the overall text.

• Currently the technology of e-readers is unable toreplicate this in an intuitive manner. Many have theability to quickly search and scroll through pages, butthe instant, subconscious nature of this feature in theprinted material is unparalleled in screen technology.

• Even today’s students, who have grown up usingtechnology on a daily basis, seem to experience this.A recent study conducted by Wu and Chen (2011)concluded that a majority of tertiary students willbegin their research using screen-based text(benefiting from advanced search functions and thelike). However upon choosing the appropriate text willoften print it to be able to better digest the text. Thissuggests that these students have an intuitiveunderstanding of how best to find, comprehend andretain the text.

• Many years ago in 1992, Dillon reviewed numerousstudies conducted in the late 1980s and early 1990sand determined that reading from screens was lesseffective than print. Most results indicated thatreading from screens caused comprehension to be20-30% less effective than reading from paper.However, a more recent study conducted by Noyesand Garland (2008) suggests that results areinconclusive in determining a preference for print orscreens in retention and that there is only a slightmajority of results that support the earlier findings ofprint having 20-30% faster comprehension. Otherstudies published have produced inconsistentresults, with many finding few significantcomprehension differences between reading on ascreen or on paper.

• Other studies (Ackerman & Goldsmith, 2011) havelooked deeper in to the subconscious expectationsof reading that allows factors such as tactile andolfactory feedback to have such great impact on theretention and comprehension of reading. They foundthat these subtle expectations and familiarities greatlyimpacted how much they were able to retain. Whenthey were asked to read on a time limit, the resultsfor screen and print did not differ significantly. Whenparticipants were asked to read a text at their ownpace, their retention was significantly different whenreading on screens as opposed to paper.

• Ackerman and Goldsmith concluded that thedifference is therefore not in the presentation of thematerial itself, but relates to a more intuitive orsubconscious feeling that makes the brain moreconducive to learning when reading from a morefamiliar source, such as print, and less ready to learnwhen reading from a more unfamiliar source such asa screen.

• A British study (Garland & Noyes, 2003) found thatwhen comparing learning from a screen versusprinted text, the students recalling informationacquired from print were able to access theinformation much faster and were deemed to have“learned” the material. By comparison, the studentswho read from screens had to mentally search forinformation in response to questions and werejudged to be “remembering” the material.

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References:

Ackerman, R., Goldsmith, M. (2011). Metacognitive regulationof text learning: On screen versus on paper. Journal ofExperimental Psychology: Applied, 7(1), pp. 18-32. doi:10.1037/a0022086 Retrieved 15 February, 2015, from:

http://www.academia.edu/703619/Metacognitive_regulation...

Bennett, S., Maton, K., & Kervin, L. (2008). The ‘digital natives’debate: A critical review of the evidence. British Journal ofEducational Technology, 39(5), 775-786.

Dillon, A. (1992). Reading from paper versus screens: a criticalreview of the empirical literature. International Journal ofIndustrial Ergonomics, 35(10), pp. 1297-1326. Retrieved 15February, 2015, from:

https://www.ischool.utexas.edu/~adillon/Journals/Reading.htm

Gerlach, J., & Buxmann, P. (2011). Investigating theacceptance of electronic books – the impact of hapticdissonance on innovation adoption. ECIS 2011 Proceedings.Paper 141. Retrieved January 5, 2015, from:http://is2.lse.ac.uk/asp/aspecis/20110145.pdf

Jabr, F. (2013). The Reading Brain in the Digital Age: TheScience of Paper versus Screens. Scientific American. February5, 2015, from:

http://www.scientificamerican.com/article.cfm?id=reading-paper-screens

Mangen, A., Walgermo, B.R., & Brønnick , K. (2013). Readinglinear texts on paper versus computer screen: Effects onreading comprehension. International Journal of EducationalResearch, 58, pp. 61-68. Retrieved 15 February, 2015, from:

http://www.academia.edu/3055159/Mangen_A._Walgermo_B._and_Bronnick_K...

Noyes, J.M., & Garland, K.J. (2003). VDT versus paper-basedtext: reply to Mayes, Sims and Koonce, International Journal ofIndustrial Ergonomics, 31(6), pp. 411-423.

Noyes, J.M., & Garland. K.J. (2008). Computer- vs.paper-based tasks: are they equivalent? International Journalof Industrial Ergonomics, 51(9), pp. 1352–1375. Retrieved 20February 2015, from:

http://www.princeton.edu/~sswang/Noyesa_Garland_computer_vs_paper.pdf

Salter, P. (2013). Helping or hindering? Technology’s impacton secondary students’ self-regulated learning. In J. Herringtonet al. (Eds.), Proceedings of World Conference on EducationalMultimedia, Hypermedia and Telecommunications 2013 (pp.2271-2280). Chesapeake, VA: AACE. Retrieved August 22,2013, from http://www.editlib.org/p/112288

Wästlund,E., Reinikka,H., Norlander,T.,& Archer, T. (2005).Effects of VDT and paper presentation on consumption andproduction of information: Psychological and physiologicalfactors. Computers in Human Behavior, 21(2), pp. 377-394.Retrieved 15 February, 2015, from:

http://dx.doi.org/10.1016/j.chb.2004.02.007

http://www.sciencedirect.com/science/article/pii/S0747563204000202

Wu, M-D., & Chen, S-C., (2011). Graduate students' usageof and attitudes towards e-books: experiences from Taiwan.Program: electronic library and information systems, 45(3),pp.294 – 307.

Learn more this year about how students can improve theirresults and be more efficient and effective with their schoolworkby working through the units onwww.studyskillshandbook.com.au . Our school’s accessdetails can be found on page 26 of the student diary

• Obviously in this case the print is superior in terms oflearning, but this is an effect that was not consideredin many other studies. The long-term retention ofknowledge from screen or print has not yet beenstudied in as much depth as other factors in thisdebate.

• Reading from screens may create more stress for thebrain than reading from paper and study participantshave grown tired more rapidly when reading fromscreens (Wästlund, Reinikka, Norlander & Archer,2005). These studies do not identify the cause of thisstress. Conclusions drawn are that when reading forlong periods of time, paper reading can achievemuch greater stamina.

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