The Australian Curriculum
and Teacher Librarians
Integrating
Resourcing
Nola Uzzell
SLASA
March 2012
Focus for Teacher Librarians
 Familiarization
 Know it! If you don’t know it, you can’t use it!
 Integration into Teaching and Learning
programs
 Information Literacy and Literature teaching
 Its our job
 Resourcing the curriculum
 Collection development and Access
Integration – Information literacy
 Links with existing inquiry models (see Matrix)
 History - Inquiry methodology explicit and implicit
 eg. History (aims, Year 5, Overview
 Inquiry questions are already stated in History
 English - Information literacy ‘skills’ are easily extracted Selected sub-
strands : Text structure and organization; Expressing and developing ideas; Interpreting,
analysing, evaluating; Creating texts (Matrix)
 Science - 5E’s - uses Primary Connections
 Lends itself it integrated inquiries through Guided Inquiry - embedding
literacy, digital and information literacy in the content areas.
Australian Curriculum - Inquiry models links
AC - Science
AC - History
AC - English
Information
Process
(Research
skills)
Activating
Deciding
5 E’s
(Primary
Connections)
Historical skills Scope
and sequence
Relevant substrands
Engage
Locating
Explore
Selecting/
Analyzing
Integrated Inquiry
(Kath Murdoch)
Guided Inquiry
(Kulthau & Todd)
Historical questions and
research
(Posing questions)
Tuning in
Task initiation
Task selection
Historical questions and Text structure and
research
organization
(Identifying and locating
a range of relevant
resources)
Finding out 1
Exploration
Formulation
Analysis and use of
Interpreting
resources
analysing and
(Comparing information evaluating
)
Sorting out 1
Information
Going further 1
collection
Making connections
1
Finding out 2
Sorting out 2
Organizing /
Synthesizing
Explain
Perspective and
interpretations
(Exploring points of
view)
Expressing and
developing ideas
Creating /
Presenting
Elaborate
Explanation and
communication
Creating texts
Evaluating
Evaluate
Going further 2
Presentation
Making connections
2
Drawing conclusions
Going further 3
Assessment
Integration - Literature
 Literature strand Sub-strands
 Literature and context
 Examining literature
 Responding to literature
 Bringing all sub-strands into all book chats!
 Much wider variety of texts
 Deeper level of active skill development is implicit
Discussion and argument – forming and justifying opinions
 Evaluating, interpreting
 Comparing
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 Virtual Book Club
Integration - Virtual Book Club
 Meet the Writers Festival - SAETA
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Willing and able Year 5,6,7 readers and writers (30)
Students selected by class teacher
Aim to explore the authors and their works prior to the festival
Met twice face to face for set-up and modelling – then virtually
Books set aside for students
Wiki page established and students “invited” (private)
Ongoing discussion and development of threads
Page now archived
Fulfilled objectives
 Literature and context
 Examining literature
 Responding to literature
Christobel Mattingley
The Miracle Tree
I can honestly say that this book is - for lack of a better word - beautiful. Although the whole thing is incredibly frustrating. And I'm talking about
'rip your hair out' frustrating. Absolutely and utterly so, that I found myself thinking, "How can the characters be so dense?!?" In a good way of
course. I read the book while I was carsick, so I'm not very entitled to say anything because my memory of reading it is very jogged up at the
moment, but I recommend the book to anyone who would want something simple to read. If an author can make me feel anything towards their
characters/plot, then I consider them worthwhile. Mattingley's writing style is very gentle, and the flow of the story is great.
- Krista C
Yes i totaly agree with u krista i thought it just made u want to scream out at the charichters [so anoying] . but it truly was
a very nice book and had a very good ending.[ also i feel sorry abouthow were feling car sick in the car mabey u shoud stop
reading in the car? anyway sorry about the expeirence.] ENA
;D
PS - http://www.scholastic.com.au/common/books/contributor_profile.asp?ContributorID=54&channel=
This book is as Krista said -for lack of better word- beautiful, but i must say it is really annoying and monstrusly frustrating but is still a great read
and would recomend it to all of you but to sum it up frustrating but beautiful read.
Edward C.
How can it be frustrating and beautiful at the same time? Whats the book about?-Sophie R
No Gun for Asmir
All i can say is that this is a magnificent book it although it does get all little bit annoying when he goes on and on about his dad. Its a very
exciting book and i would love to read it again and again I also like how the manage to live an orderly life after escaping the war torn country.
The bad thing was that it was hard to tell when it was set so a little research before would help. It's a very sad book how Asmir and his family
have to leave their country. The writing in this book is very simple but it takes some knowledge to be able to understand it (reading between the
lines) that is why I think that this book would be bad for any one younger than 9 except for the mature readers. The illustrations in this book are
very interesting and make you ponder why they are there in the first place.
I also found this brilliant website about her books, were she lives and here latest stories.
http://www.sawc.org.au/authors/christobel-mattingley.html
I hope you like it!!!
Integration - History Book Cup
 Yr 7 History - Ancient Civilizations inquiry
 In conjunction with an across unit historical inquiry question
 Team of 6 students per class (24).
 Books selected for each civilization Multiple copies. Catalogue here
 Ancient China –Year of the tiger – Alison Lloyd
 Ancient Greece – Pankration – Dyan Blacklock
 Ancient India – In the shadow of the palace – Judith Simpson
 Ancient Egypt – Death of a princess – Susan Geason / Pharoah…– Jackie
French
 Ancient Rome – Pompeii, A Roman girl’s diary – Sue Reid (my story)
 Different text types, target groups, difficulty used
 Self managing groups – Leader, Resource Manager, Recorder, Reporter
 In class meetings
 Teachers prepared closed questions and jointly ran competition
Integration - Programming / Tracking
 This is the hardest bit!
 How do you track what you are planning to teach and
what is being learned?
Literature
- Content descriptors and elaborations - Highlighter
- Band Matrix - record literature and focus
- Information literacy
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- Grid based on English sub-strands – Content descriptors and
elaborations
- Use selected achievement standards
Resourcing & Accessing – History
 Use school Wikispace site to connect to resources. MPS Library
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Wiki here – On-line catalogue, Other libraries, Weblinks >
History links by Year level
Emphasis on using primary source materials > Public libraries,
museums, art galleries, historic sites, Local history collections
Digital texts – eg Macmillan D-books
Revisiting ‘Oldies but Goodies’! – old non-fiction, Charts, Atlases
(exploration maps). Need to check for bias!
Guided Reading materials based on AC curriculum (esp. history &
science)
Challenges
 New emphasis - Kaurna people ( Yr 3), Ancient History
 Link with Literacy programs - Guided reading/Literature Circles
Genre focus in writing eg Macmillan Topics
Resourcing & Accessing - Science
 Resources
 General information texts - St Georges (organised by strand and
level)
 Guided reading (Blake, Pearson, etc)
 Digital – video , Teacher Tube
 Sometimes prescribed resources eg A night at the museum
(ScienceYr 3)
 Re-organise resources - Reading boxes (eg Push /Pull)
 Re-catalogue – Access points - name of units etc
Integration and Resourcing Implications for TL’s
BUZZ!
 In table groups share your experiences in
 Using the AC to integrate the teaching of information
literacy and literature
 Useful resources
 What works!
 Copies of this ppt and all other documents will be posted on
the Marryatville Primary School website (wikispace)
 www.marryatvilleps.wikispaces.net
 Library
 Ms Uzzell’s page
 AC page (to be developed)
OR Library
 Other libraries
 Weblinks > History links
Accessing resources for the AC
BUZZ!
 In table groups discuss resources you have found a
new use for or have purchased
 Share how you help users easily access resources
History Curriculum - Aims
 The process of historical inquiry develops transferable skills,
such as the ability to ask relevant questions; critically
analyse and interpret sources; consider context; respect
and explain different perspectives; develop and substantiate
interpretations, and communicate effectively
 Primary and secondary sources
 Compare resources
 back
Year 5 History and Information Literacy
 By the end of Year 5, students place some of the key people and events they have studied
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in chronological sequence and they create timelines with annotations referring to
time and place.
When researching, students develop questions about the past to inform an historical
inquiry.
They identify relevant sources and locate information and evidence related to
their inquiry.
Students compare and record relevant information from a range of sources.
They examine sources to identify the views expressed and the attitudes represented.
Students identify the causes and effects of an event or development and the feelings
and motivations of individuals and groups at the time.
They explain the significance of people and events in bringing about change. Students
compose historical texts, particularly narratives and descriptions.
When writing their texts, they incorporate source materials and use
appropriate historical terms and concepts.
They present their information and findings using combinations of written and
spoken text, graphics and pictures and in a range of communication forms including
digital technologies.
Yr 5 History Curriculum
back
English – Literature strand
Learning to appreciate literary texts and to create their own literary texts enriches students’
understanding of human experiences and the capacity for language to deepen those
experiences. It builds students’ knowledge about how language can be used for aesthetic ends,
to create particular emotional, intellectual or philosophical effects. Students interpret,
appreciate, evaluate and create literary texts such as short stories, novels, poetry, prose,
plays, film and multimodal texts, in spoken, print and digital/online forms.
Sub Strands
 Literature and context: Students learn how ideas and viewpoints about events,
issues and characters that are expressed by authors in texts are drawn from and shaped
by different historical, social and cultural contexts.
 Responding to literature: Students learn to identify personal ideas, experiences
and opinions about literary texts and discuss them with others. They learn how to
recognise areas of agreement and difference, and how to develop and refine their
interpretations through discussion and argument.
 Examining literature: Students learn how to explain and analyse the ways in which stories,
characters, settings and experiences are reflected in particular literary genres, and how to
discuss the appeal of these genres. They learn how to compare and appraise the ways
authors use language and literary techniques and devices to influence readers. They also learn
to understand, interpret, discuss and evaluate how certain stylistic choices can create
multiple layers of interpretation and effect.