About me

Hi!

My name is Trish and I am a Teacher Librarian in an Australian high school where my role is to promote literacy, learning and literature across the curriculum.

Whilst this blog arose as part of my Masters in Education, I found that I enjoyed writing down my thoughts and reflections about my practice as a teacher librarian. This ‘writing for knowledge construction’ has helped my understanding about pedagogy and curriculum grow. I now write for me, to share what I am doing in my practice and in turn have created a space for me to continue my own life long learning experience. So, if you have read this far, and wish to read more, please subscribe to my blog.

Thank you

Trish

  • Lit & Lively – sharing stories
    Lit & Lively, the school’s staff book club, is embracing the shadows this month with a gothic themed gathering titled April After Dark. This month’s meeting is centred around gothic literature, inviting staff to explore darker moods, mysterious settings, and stories that linger long after the final page. The format is welcoming and flexible. Staff read one shared text together, giving everyone a common starting point for discussion, before branching out into a range of gothic titles from the library collection. Each participant received a carefully prepared book pack, lovingly packed with the novels, a tea bag, and a chocolate … Continue reading “Lit & Lively – sharing stories”
  • Semantic Mapping: Strengthening Vocabulary and Supporting Curriculum Through Effective Pedagogy
    This blog post builds on ideas introduced in my earlier discussion of disciplinary literacy and vocabulary development in Language Learning and the Power of the Library. The present work extends that discussion by examining semantic mapping as an evidence informed pedagogical strategy and by considering the role of the Teacher Librarian in supporting vocabulary development across curriculum areas. Semantic mapping is a widely recognised pedagogical practice that enables learners to make deliberate connections between words, ideas and concepts using a visual format. Research in educational neuroscience shows that approaches which activate prior knowledge help reduce demands on working memory and … Continue reading “Semantic Mapping: Strengthening Vocabulary and Supporting Curriculum Through Effective Pedagogy”
  • The Social Life of Books: Why Teen Readers Follow Their Friend
    Reading is widely recognised as a critical skill for young people, supporting the development of strong cognition, mental health and empathy. A growing body of research consistently shows that recreational reading in particular is linked with academic achievement, improved emotional regulation and more nuanced interpersonal understanding. Building a culture of reading, therefore, is not a peripheral task for schools. It lies at the heart of nurturing thoughtful, resilient and socially capable young people. Yet despite these well established benefits, many children and teenagers do not naturally turn to teachers or teacher librarians for book recommendations (Merga, 2012). To be blunt, … Continue reading “The Social Life of Books: Why Teen Readers Follow Their Friend”
  • Termtime tomfoolery: Using lunchtime activities to market the library as a dynamic space.
    Lunchtime in a library can sometimes be overlooked as a quiet or transitional part of the day. In reality, it is one of the most powerful opportunities libraries have to connect with their community. Lunchtime events turn a regular break into a moment of discovery, drawing people into the space, engaging those who may feel unsure or disconnected, and strengthening the library’s role as a welcoming and active hub. Library events are vital for building a rapport between a school community and their library because participating in a simple activity can lead to conversations. From there, it becomes easier to … Continue reading “Termtime tomfoolery: Using lunchtime activities to market the library as a dynamic space.”
  • Historical Fiction: Her-stories are as important as His-stories.
    History is often presented as a clean line of dates and deeds, with women’s voices muted or missing. Yet when I read historical fiction, I hear those voices rise. It is in the imagined conversations, the textured inner lives and the careful stitching of research to narrative that women like Eleanor of Aquitaine step out from the margins and take their rightful place at the centre of the story. Historical fiction does not replace the archive. It complements it. It gives shape to the silences and lets Her story speak. Eleanor of Aquitaine has captivated me for years. She was … Continue reading “Historical Fiction: Her-stories are as important as His-stories.”