Knowledge+of+Curriculum

= = =      1.   1.3 A rich knowledge of the curriculum  = =** Excellent Teacher Librarians. . . **=

// **1.3.1** //    ** //Have a comprehensive understanding of literacy, literature for children and young adults, curriculum and specific programs in their schools// ** My only regret about studying for my Masters is that my reading of children’s literature has almost ground to a halt during school terms. This is one of the first things that I need to rectify next year. Prior to studying, I used to read, on average, 5-6 novels a week and maintained an excellent working knowledge of the latest in junior literature. For the past two years, while I have struggled to keep up the latest in children’s literature I maintained a skeleton knowledge by reading reviews in 'Magpies and 'The Literature Base' as well as though websites like 'Inside a Dog' and the 'CMIS Fiction Focus'. **References: Magpies & The Literature Base:** [|www.magpies.net.au]
 * Reading Time:** CBCA
 * Inside a Dog:** http://www.insideadog.com.au/**
 * CMIS Fiction Focus:** [|**http://www.det.wa.edu.au/education/cmis/eval/fiction/****]

//**   1.3.2      Have a detailed knowledge of how to promote and foster reading  **// **Also discussed in 1.1.3** While promotion of reading has been discussed in 1.1.3, I also try to ensure that the library environment is exciting and dynamic with stimulating art displays. The CBCA Book Awards in Term 3, sees the library totally focussed on literature for the whole term. I have, for the past four years, held a Smart Art workshop for teachers and teacher librarians on a Saturday for approximately 25 people, where we have a great day creating art work and activities for each of the shortlisted books in the picture book or early childhood categories. I have also presented a workshop at the Slaq 2006 Mackay conference on ‘The Wow Factor” which focussed on simple but stunning library displays. The Powerpoint below illustrates snap shots of the library over the previous couple of years. ** Teacher Librarian's need to be aware of assignments and the expectations for assessment. While the constant assessment cycle has the tendancy to disrupt expansive and individual research, I am hoping that the current restructuring of the work units will allow for more open-ended inquiry questions thus allowing for natural extensin of students. Developing a questioning environment; making sure that students keep alive their natural inquisitive natures, and challenging students to investigate and form opinions is essential. I would love to see Jamie McKenzie’s book, ‘Learning to Question, to Wonder, To Learn’ as compulsory text for all teachers especially in the junior years. It leans itself so easily to guided inquiry units of work and if these units are based on Kuhlthau’s Information Search Processes, then we know that students will be building new knowledge and have a much deeper understanding of the subject. So what has this got to do with assessment? Surely assessment is designed to measure the student’s ability to demonstrate new knowledge and understanding. In order for students to succeed, optimum conditions need to be put in place for achievement.
 * // 1.3.3 //      //Have a sound understanding of current assessment theory and processes//

McKenzie, J. (2005). Learning to Question, to Wonder to Learn.Washington: FNO Press Kuhlthau, C., Maniotes, A., Caspari, A. (2007). Guided Inquiry: Learning in the21st Century. Washington: Libraries Unlimited.
 * References:**