As I think about my own and others knowledge of literature I don’t necessarily think about how many books or resources I have explored across different topics but how I can interpret topics differently to others and how my understanding of a genre, topic or collection of titles can impact how I engage and what books I suggest to readers.

The limited number of times I have had the opportunity to connect a child with a book so far, have never been books I have personally read but instead are books that I have read reviews and have a general understanding of their content. I don’t think as teacher librarians or even teachers it is necessary that we read and retain every or even some details about a majority of texts within the school library but that we are able to research and determine what is appropriate for different readers and have a knowledge of similar books that we can recommend to readers as required.

I agree with Akins, Tichenor, Heins and Piechura (2018) that is is important for teachers and teacher librarians to have a sound understanding of a range of children’s literature genres and authors but no-one can expect a teacher librarian or any librarian to know, read and recall every quality children’s book and be able to recommend. Teacher librarians and librarians should have to skills to explore and find reviews on topics, genres and authors and make recommendations based on that.

A teacher or teacher librarians ability to develop a relationship with the students and have an understanding of not only their reading level but also their interests and dislikes will better serve them when recommend literature.

 

Akins, M., Tichenor, M., Heins, E. & Piechura, K. (2018). Teachers’ knowledge of children’s literature: What genres do teachers read? Reading Improvement, 55(2), 63-66.