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

  • Identity, perception and the spaces in between
    Publishing my recent article in ACCESS: The Journal of the Australian School Library Association prompted a level of reflection that extended beyond professional practice. While the article itself explores how perception shapes the identity and positioning of teacher librarians within schools, the process of writing it brought into sharper focus how deeply questions of identity are also personal. Social identity theory provided a useful framework within the article, particularly in understanding how individuals construct a sense of self through group membership, shared norms and the value ascribed to those groups by others. However, as I engaged more deeply with the … Continue reading “Identity, perception and the spaces in between”
  • Kicking Goals with Stories
    On Wednesday 27 May, Luna Roo the Kangaroo Baller by Adam Jackson and Adrian Lough, illustrated by Jake A. Minton, was read simultaneously in libraries, schools, early learning settings and homes across the country, uniting communities in a shared reading experience. National Simultaneous Storytime once again brought the joy of shared reading to life across Australia, delighting young readers nationwide. As one of the most anticipated literacy events on the calendar, NSS continues to highlight the powerful role that stories play in fostering connection, imagination and a lifelong love of reading. Here at the library, we were excited to support … Continue reading “Kicking Goals with Stories”
  • From Words to Understanding: Five Years of Vocabulary, Inquiry and Impact
    Last week I had the privilege of presenting at the National Education Summit here in Brisbane, sharing a body of work that has evolved over the past five years, three schools and two states. What began in 2021 as a response to disrupted learning during Covid lockdowns has since developed into a sustained, evidence informed approach to vocabulary instruction, grounded in collaboration, inquiry and the role of the teacher librarian. In the early stages of this work, my fellow teacher librarians and I were grappling with a shared challenge. Students were returning to classrooms with uneven access to the curriculum, … Continue reading “From Words to Understanding: Five Years of Vocabulary, Inquiry and Impact”
  • Why Science Fiction Belongs at the Heart of a Literacy‑Led Library Program
    As a teacher librarian, my work is grounded in a simple but firm belief: literacy and literature must remain at the centre of learning. That does not mean avoiding complexity. It means choosing texts and genres that allow students to encounter complexity in ways that are humane, accessible and developmentally appropriate. Science fiction, often misunderstood as niche or escapist, is one of the most effective literary tools we have to do exactly that. Science fiction offers students a way to think without feeling interrogated. It creates space for ideas to be explored rather than defended. When students encounter ethical dilemmas, … Continue reading “Why Science Fiction Belongs at the Heart of a Literacy‑Led Library Program”
  • Engaging Families Through the School Library – Parent/Child Book clubs.
    School libraries occupy a unique position within the educational ecosystem. They sit at the intersection of learning, literacy and community, and are one of the few spaces within a school capable of meaningfully engaging students, teachers and families alike. A recent Primary Parent–Son Book Club, held in the library and deliberately designed as a shared reading experience, provided a valuable opportunity to reflect on the role school libraries can play in fostering sustained family engagement in learning. Research strongly supports the importance of parental involvement in children’s literacy development. While early childhood reading practices are often emphasised, evidence suggests that … Continue reading “Engaging Families Through the School Library – Parent/Child Book clubs.”