| Abstrakt: |
There is a disconnect in the way in which teachers and students conceptualise the connection between reading and academic success. While there is a wealth of research to support the connection between frequent wider reading and the achievement of literacy outcomes, these are usually aligned with subjects within the Humanities and not the Sciences, particularly Mathematics. Achievement in subjects from STEM disciplines is not often connected with the importance of developing robust reading habits. Thus, STEM subjects are often tenuously connected to the development of literacy skills, and hence disconnected from the role that Teacher Librarians play. However, formal methods of assessment in subjects such as Mathematics are increasingly language-based which links literacy directly with students' ability to demonstrate their learning and achieve curriculum outcomes. Correlating ongoing reading practices with academic success in STEM subjects is a prime example of the way in which Teacher Librarians can support and enhance student learning. This paper is a literature review of current research into the connection between literacy and numeracy, with a view to exploring the role of the Teacher Librarian in promoting the integration of literacy and numeracy skills in Australian Secondary Schools. [ABSTRACT FROM AUTHOR] |
