• fulfil the purpose of the item (quick reference, browsing or extensive research)
• support and enrich the curriculum
• balance of subject coverage: in-depth, detailed account or a general overview, as appropriate
• Informational texts should include good models of the genre in which students are expected to write.

• text, print size and style of writing appropriate to the intended reader
• style of writing appropriate to the purpose or intention of the author
• text is smooth to read, clear and concise, interesting and non-repetitive
• language used reflects the intended use of the item
• reading level of the item matches the user’s experience, interest level and capability

• information is accurate and up-to-date
• vital facts are not omitted or over-simplified

• supports the Curriculum Framework and outcomes-focused education.
• is learner focused ((has purpose, meaning and relevance for the learner)

• clear and functional
• contains index, table of contents, glossary, bibliography, as appropriate
• clearly defined chapters/sections

• headings/sub-headings clearly defined
• text well spaced and organised into paragraphs
• background colour/borders/illustrations do not interfere with the readability of the text
• adequate use of ‘white space’

• avoid stereotypes in text or illustrations
• avoid biased opinions/value judgements
• reflect gender equity principles of social justice (includes race, sex, physical and intellectual disability, cultural grouping)
• relevant to Australian conditions, as appropriate

• support or extend the information base of the text
• may include diagrams, maps, graphs, photographs, drawings, paintings, tables
• positioned relevant to the text
• clear, attractive and/or interesting
• labelled/captioned effectively/accurately

• provide enjoyment and entertainment
• stimulate the imagination
• develop language
• extend the student’s experience
• develop discriminatory and independent readers
• support the curriculum
• develop life-long readers

• text and print size appropriate to the intended reader
• text is smooth to read, clear and concise
• reading level of the item matches the user’s experience and capability

• appropriate to the plot, theme and characters
• imaginative and interesting with natural dialogue and vivid descriptions
• concepts developed by the language are appropriate for the age/maturity of the intended reader
• style of writing is appropriate to the genre
• provides the opportunity for students to practise/develop/extend literacy skills

• Plot
  • stimulates the readers imagination
  • encourages awareness of issues
  • story is interesting and entertaining
  • sequence of events is logical and (within the genre) believable
  • factual elements are correct
• Theme
  • easily identified
  • resolution of conflict within acceptable moral codes and behavioural modes
  • avoids moralising and didacticism
• Characterisation
  • convincing and credible
  • uses natural and suitable dialogue
  • characters develop and grow
  • avoids stereotyping by gender, race, disability or culture

• comparative merit with other items by the same author, in the same genre or by other authors

• may be used to support Nonfiction curriculum Learning Areas. ie. links can be made across-the-curriculum

• content well spaced and logically organised
• background colour/borders/illustrations do not interfere with readability of the text

• appropriately placed/positioned
• clear, attractive and/or interesting
• purpose:
  • enhance/extend elements of the story
  • enhance readability of the text
• appropriate to the reading/interest/maturity level of the reader

• avoid stereotypes in text or illustrations
• avoid biased opinions/value judgements
• reflects gender equity principles of social justice (includes race, sex, physical and intellectual disability, cultural grouping)
• relevant to Australian conditions, as appropriate

• elements of language may be unacceptable to some members of the school community
• treatment of issues eg. sex, violence, drugs, AIDS, death, religion, the supernatural

• using the technology is an appropriate way to access this information
• adds value to the overall resource collection

• is relevant in terms of the Curriculum Framework
• supports the process of learning

• authority information easy to locate and verify
• experience of intellectual content providers, qualifications and expertise (of design and content)
• other titles published

• supports the content and enhances the understanding of the user
• appropriate to the level of the intended user/s
• long term value of information
• encourages students to use more than once to gain new experiences

• Site updated regularly
• bibliographies of further reading included, plus affiliated titles and support services
• accuracy of information especially Australian content
• be aware of short/long term value of Internet sites

• depth of coverage (as appropriate)
• uses a variety of forms so students of different levels have access to appropriate information
• offers students an overview plus a more detailed analysis of subject material
• provides information not readily available through other media

• easy to load or to access
• navigation offers flexibility of access to information
• easy cross referencing with hotlinks to more specific information
  • menus clear, of a suitable number and easy to use
  • interpretation of icons appropriate to the intended users
• variable search options eg. keyword, topic, picture, alphabetical listing, freetext search, multimedia items

• level of interaction: multimedia includes text, graphics, animated graphics, sound, video clips, facility to enable student participation. ie. offers alternative media to those found in other resources.
• high quality of production. Include here:
  • text is clear and easy to read
  • graphics clear, relevant and attractive
  • background colour design does not interfere with texts
  • hotlinks easy to identify
  • depth/pace/clarity of sound recording
• provides ancillary applications eg. records student participation, print facility, notes/word processing facility.

• easy to interpret:
  • contain enough detail to facilitate easy access to content
  • enable easy loading of software
  • appropriate to intended users
  • clearly set out
  • relevant to the curriculum (not just busy work Black Line Masters)
  • support the learning process

• facilitates storage and long term use

• is not prohibitive

Graphic resources include charts, posters, pictures, games, maps, models, realia such as puppets, globes etc.
Specific selection criteria for Nonfiction and Fiction print resources also apply.

Charts:
Includes maps, diagrams, pictures, posters, friezes, study prints

• clear and logical layout
• information and graphics uncluttered
• overall size and print size appropriate for intended use
• attractively presented to generate interest
• simplify information and summarise key concepts
• support a specific educational purpose

• support an educational purpose
• safety aspects eg. size of pieces, sharp edges
• packaging/storage to facilitate long-term use
• durability of game pieces
• accompanying instructions clear and appropriate for the intended user
• attractive, interesting, stimulating and fun

• support an educational purpose
• durable construction
• size/weight appropriate for intended use
• attractive and interesting
• easy to use

• sound clarity
• clear pronunciation and enunciation
• reading is well paced
• background music/sound effects appropriate and don’t interfere with main reading
• abridged or full-text version as appropriate
• story reading or dramatised version
• length appropriate for intended user
• accompanying teachers’ notes - appropriate, useful and relevant

• clarity of sound and images
• visually appealing
• voice production clear and suited for intended purpose and user
• accuracy and currency of visual information
• content appropriate for intended user
• variety in presentation
• production well paced
• length appropriate for the intended user