Camtree Digital Library Insights
Library Insights provides an overview of the Camtree Digital Library's content, usage, and trends. Rather than focusing on individual communities or collections, this page presents aggregated statistics for the entire library, including total item views, downloads, and content distribution by educational level and country of origin.
Library Totals
| Communities | 26 |
|---|---|
| Collections | 72 |
| Items | 937 |
| Total item views | 44677 |
| Total item downloads | 43867 |
| Last harvest | 2026-11-02 07:37:45 UTC |
Library Content
Library Content: Educational Levels
| ISCED Level | Count | % |
|---|---|---|
| Early Years | 88 | 9.9 |
| Primary | 320 | 36.0 |
| Lower Secondary | 221 | 24.8 |
| Upper Secondary | 131 | 14.7 |
| Post-secondary non-tertiary | 38 | 4.3 |
| Short-cycle tertiary | 29 | 3.3 |
| Bachelor's or equivalent | 43 | 4.8 |
| Masters' or equivalent | 4 | 0.4 |
| Unspecified ISCED Level | 16 | 1.8 |
Library Content: Setting by Country
| United Kingdom | Thailand | Mexico | Kazakhstan | China | Nigeria | Georgia | Peru | Hong Kong SAR | Chile | 45 others |
|---|---|---|---|---|---|---|---|---|---|---|
| 620 | 41 | 30 | 25 | 24 | 18 | 17 | 11 | 10 | 9 | 113 |
See full list
| Country | Count |
|---|---|
| United Kingdom | 620 |
| Thailand | 41 |
| Mexico | 30 |
| Kazakhstan | 25 |
| China | 24 |
| Nigeria | 18 |
| Georgia | 17 |
| Peru | 11 |
| Hong Kong SAR | 10 |
| Chile | 9 |
| Pakistan | 7 |
| Ethiopia | 7 |
| Canada | 6 |
| Norway | 6 |
| United States of America | 6 |
| Sudan | 6 |
| Singapore | 5 |
| Sweden | 5 |
| Vietnam | 5 |
| India | 4 |
| Japan | 4 |
| Finland | 4 |
| Egypt | 4 |
| Senegal | 3 |
| Spain | 3 |
| Netherlands | 2 |
| Malaysia | 2 |
| Djibouti | 2 |
| Mali | 2 |
| Australia | 2 |
| Zimbabwe | 2 |
| Jordan | 2 |
| Hong Kong | 2 |
| Belgium | 1 |
| Mauritius | 1 |
| Turkey | 1 |
| Bhutan | 1 |
| Guernsey | 1 |
| Portugal | 1 |
| Bahrain | 1 |
| Indonesia | 1 |
| UAE | 1 |
| Ivory Coast | 1 |
| Germany | 1 |
| Bangladesh | 1 |
| Ghana | 1 |
| Colombia | 1 |
| Mozambique | 1 |
| Kuwait | 1 |
| Sri Lanka | 1 |
| Costa Rica | 1 |
| Italy | 1 |
| Brazil | 1 |
| Ecuador | 1 |
| Switzerland | 1 |
Library Content: Setting by Country Map
Views and Downloads
Views and Downloads: Recent Activity
| May 2026 | Jun 2026 | Jul 2026 | Aug 2026 | Sep 2026 | Oct 2026 | Nov 2026 | |
|---|---|---|---|---|---|---|---|
| Item views | 2635 | 1833 | 1861 | 1367 | 1796 | 3387 | 68 |
| Item downloads | 2282 | 2763 | 1777 | 2301 | 3110 | 5988 | 63 |
Views: Top Countries
| United Kingdom | Kazakhstan | United States | India | China | Ireland | Germany | Spain | Australia | Japan | 142 others |
|---|---|---|---|---|---|---|---|---|---|---|
| 23715 | 2696 | 2326 | 1712 | 1632 | 1318 | 1270 | 1101 | 938 | 870 | 8017 |
See full list
| Country | Views |
|---|---|
| United Kingdom | 23715 |
| Kazakhstan | 2696 |
| United States | 2326 |
| India | 1712 |
| China | 1632 |
| Ireland | 1318 |
| Germany | 1270 |
| Spain | 1101 |
| Australia | 938 |
| Japan | 870 |
| Netherlands | 717 |
| Philippines | 713 |
| Canada | 477 |
| Indonesia | 373 |
| Turkey | 315 |
| Finland | 294 |
| Malaysia | 270 |
| Thailand | 248 |
| Sweden | 223 |
| South Africa | 217 |
| Brazil | 207 |
| Hong Kong | 186 |
| Singapore | 156 |
| Belgium | 141 |
| Greece | 139 |
| Argentina | 129 |
| Pakistan | 127 |
| UAE | 122 |
| Norway | 112 |
| Vietnam | 110 |
| Nigeria | 107 |
| Mexico | 105 |
| Bulgaria | 103 |
| Qatar | 94 |
| New Zealand | 93 |
| Switzerland | 93 |
| Kyrgyzstan | 93 |
| Chile | 85 |
| Italy | 76 |
| Nepal | 74 |
| France | 71 |
| Kenya | 67 |
| Israel | 67 |
| Ecuador | 65 |
| Taiwan | 57 |
| Egypt | 56 |
| Ethiopia | 56 |
| Portugal | 52 |
| Poland | 50 |
| Saudi Arabia | 46 |
| Bangladesh | 41 |
| Costa Rica | 38 |
| Colombia | 37 |
| Seychelles | 35 |
| Sri Lanka | 35 |
| Bahrain | 35 |
| Mauritius | 34 |
| Russia | 33 |
| Austria | 32 |
| Bhutan | 31 |
| South Korea | 31 |
| Malta | 30 |
| Cambodia | 30 |
| Jersey | 29 |
| Ukraine | 29 |
| Myanmar (Burma) | 28 |
| Algeria | 28 |
| Ghana | 27 |
| Hungary | 26 |
| Uzbekistan | 26 |
| Romania | 24 |
| Tanzania | 24 |
| Georgia | 24 |
| Lithuania | 21 |
| Iran | 21 |
| Morocco | 21 |
| Peru | 20 |
| Czechia | 19 |
| Maldives | 19 |
| Isle of Man | 19 |
| Gibraltar | 19 |
| Denmark | 18 |
| Serbia | 15 |
| Botswana | 14 |
| Brunei | 14 |
| Tunisia | 13 |
| Luxembourg | 12 |
| Oman | 12 |
| Jordan | 12 |
| Trinidad & Tobago | 12 |
| Cyprus | 11 |
| Jamaica | 11 |
| Uruguay | 11 |
| Palestinian Territories | 10 |
| Latvia | 10 |
| Cuba | 9 |
| Senegal | 9 |
| Croatia | 8 |
| Bolivia | 8 |
| Guernsey | 7 |
| Namibia | 7 |
| Zimbabwe | 7 |
| Mongolia | 7 |
| Solomon Islands | 7 |
| Slovakia | 7 |
| Estonia | 7 |
| Iceland | 6 |
| Uganda | 6 |
| Anguilla | 5 |
| Macau | 5 |
| Iraq | 5 |
| Togo | 5 |
| Lebanon | 4 |
| Papua New Guinea | 4 |
| Kuwait | 4 |
| Panama | 4 |
| Moldova | 4 |
| Libya | 4 |
| Slovenia | 3 |
| Fiji | 3 |
| Sudan | 3 |
| Sierra Leone | 3 |
| Congo - Kinshasa | 2 |
| Barbados | 2 |
| Puerto Rico | 2 |
| Madagascar | 2 |
| Guatemala | 2 |
| Paraguay | 2 |
| Timor-Leste | 2 |
| Yemen | 2 |
| Grenada | 2 |
| El Salvador | 1 |
| Malawi | 1 |
| Tajikistan | 1 |
| St. Vincent & Grenadines | 1 |
| Suriname | 1 |
| Swaziland | 1 |
| Kiribati | 1 |
| Somalia | 1 |
| Burundi | 1 |
| Lesotho | 1 |
| Nicaragua | 1 |
| Gambia | 1 |
| Côte d’Ivoire | 1 |
| Rwanda | 1 |
| Honduras | 1 |
| Burkina Faso | 1 |
| Falkland Islands | 1 |
| Bermuda | 1 |
| Guyana | 1 |
| British Virgin Islands | 1 |
| Albania | 1 |
Views: Country Map
Downloads: Top Downloaded Items (all time)
| Title | Total Downloads | Total Views |
|---|---|---|
|
Reimagining Differentiation: A Reflective Inquiry Using Gibbs’ Model 20.500.14069/1049 |
1454 | 2856 |
|
Adaptive Teaching: Creating a positive learning environment 20.500.14069/985 |
742 | 948 |
|
Adaptive Teaching: Frayer Model 20.500.14069/998 |
742 | 439 |
|
Adaptive Teaching: Pause, plan, produce 20.500.14069/986 |
686 | 334 |
|
Does the use of sentence stems help students invite their peers to make their reasoning explicit? 20.500.14069/13 |
602 | 499 |
|
Thinking Moves: Science 20.500.14069/965 |
507 | 37 |
|
Alternative Augmentative Communication as a Universal Offer 20.500.14069/1030 |
484 | 175 |
|
Using oracy to improve disadvantaged student attitudes, engagement, and reasoning 20.500.14069/898 |
467 | 729 |
|
Improving oral rehearsal skills to lead to quality written outcomes 20.500.14069/215 |
430 | 105 |
|
Navigating complexity and embracing uncertainty: teaching participatory leadership in engineering education 20.500.14069/1281 |
427 | 75 |
Downloads: Top Downloaded Items (last 6 months)
| Title | 6-Month Downloads | 6-Month Views | Total Downloads | Total Views |
|---|---|---|---|---|
|
Reimagining Differentiation: A Reflective Inquiry Using Gibbs’ Model 20.500.14069/1049 |
494 | 885 | 1454 | 2856 |
|
Adaptive Teaching: Frayer Model 20.500.14069/998 |
353 | 150 | 742 | 439 |
|
Adaptive Teaching: Pause, plan, produce 20.500.14069/986 |
347 | 164 | 686 | 334 |
|
Alternative Augmentative Communication as a Universal Offer 20.500.14069/1030 |
276 | 78 | 484 | 175 |
|
Thinking Moves: Science 20.500.14069/965 |
272 | 7 | 507 | 37 |
|
Adaptive Teaching: Creating a positive learning environment 20.500.14069/985 |
215 | 296 | 742 | 948 |
|
Colourful Semantics and AAC 20.500.14069/1041 |
182 | 41 | 227 | 119 |
|
Using "thinking-dialogue" to improve the questioning ability of primary school students 20.500.14069/890 |
174 | 21 | 284 | 123 |
|
Creating a Safe, Inclusive Space for Vulnerable Learners: The Hope Centre at Hope Academy 20.500.14069/1104 |
173 | 67 | 261 | 116 |
|
Using oracy to improve disadvantaged student attitudes, engagement, and reasoning 20.500.14069/898 |
170 | 228 | 467 | 729 |
Downloads: Top Downloaded Items (October 2026)
| Title | Monthly Downloads | Monthly Views | Total Downloads | Total Views |
|---|---|---|---|---|
|
How does an interdisciplinary approach impact learners with a PDA
profile? 20.500.14069/1490 |
128 | 85 | 128 | 88 |
|
How can we use the engagement model with students with a diagnosis of autism and complex learning needs to monitor and support engagement in group learning? 20.500.14069/1489 |
101 | 42 | 101 | 45 |
|
Adaptive Teaching: Pause, plan, produce 20.500.14069/986 |
86 | 28 | 686 | 334 |
|
Adaptive Teaching: Frayer Model 20.500.14069/998 |
80 | 34 | 742 | 439 |
|
Adaptive Teaching: Creating a positive learning environment 20.500.14069/985 |
60 | 104 | 742 | 948 |
|
Colourful Semantics and AAC 20.500.14069/1041 |
57 | 17 | 227 | 119 |
|
Thinking Moves: Science 20.500.14069/965 |
56 | 1 | 507 | 37 |
|
Colourful Semantics in the Classroom 20.500.14069/1001 |
55 | 6 | 138 | 42 |
|
SEMH: Embedding an inclusive relational approach 20.500.14069/961 |
50 | 19 | 206 | 100 |
|
Reimagining Differentiation: A Reflective Inquiry Using Gibbs’ Model 20.500.14069/1049 |
49 | 69 | 1454 | 2856 |