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

  • 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.”
  • Reflective and Reflexive Practice in Teacher Librarianship: Leadership, Ethics and Organisational Learning
    Reflective practice is a transformative process that uses structured strategies to examine the ethics, values, and beliefs that shape professional behaviour and decision‑making. Learning organisations such as schools promote reflective and reflexive practices because they enhance ethical judgement, strengthen professional identity, and support improved learning outcomes. In educational contexts, reflective practice enables professionals to make decisions that are ethically and morally responsive, thus strengthening learning cultures and supporting the continual improvement of pedagogical practices. This is particularly significant for teacher librarians, whose roles span instruction, information leadership, and curriculum‑wide collaboration. For teacher librarians, reflective practice is central to exercising instructional … Continue reading “Reflective and Reflexive Practice in Teacher Librarianship: Leadership, Ethics and Organisational Learning”
  • 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”