Sillysarasue. (2009). Reading Robot. [Photograph]. Flickr. https://tinyurl.com/h3bmtdxz
Part B Assignment 2: Reflection
I trained as a primary school teacher and learned strategies of how to use literary learning. Later I moved to higher grades and into subject teaching. However, studying ETL402 has made me realise that I lost the importance of literary learning along the way. I had vague ideas for using literary texts to support unit content and concepts in the upper grades (Seewald, 2021, Apr 18). However the challenge of time in a packed curriculum is an obstacle, not only for me (Seewald, 2021, Apr 22) but for many (Feneck, personal communication, 2021, Apr 12). This frustrated me… I hadn’t seen this practice of literary learning in the upper grades, why were we discussing what seemed to be a hypothetical scenario? It was also difficult for me to change my mindset from a subject teacher to a teacher librarian (TL) – my posts were related to my classroom with thoughts of the TL role tacked on the end (Seewald, 2021, Apr 18).
Working through the module readings impressed upon me the value of literary learning. I stepped back to look at the bigger picture. Literature can be transformational, opening up worlds to the reader, and the reader to themselves (Ross Johnston, 2014, p.484), in addition to supporting the subject content in an authentic context (Waugh et al., 2016, p. 48). By the end of module 6, I started to think of literary learning not as an option, but as crucial. I had a foundational shift in my thinking – from ‘we can’t afford the time for literary learning’ to ‘we can’t afford NOT to make the time for literary learning’.
I had a powerful ‘aha’ experience recently when asked by a former teaching team two weeks ago to unit plan with them. It was at that moment that I realised I was not thinking like a subject teacher, but as a TL for the first time. I was able to highlight the value of using literature to support the unit and was able to practically help with a list of literary texts (Seewald, 2021, May 5). At that moment I knew that this is what I want to be doing full time.
I also had a shift in thinking towards digital literature. I had read with concern the different ways in which we read digital text as compared to print texts (Jabr, 2013). Initially it reinforced my own opinion about print text being ‘best’ (Seewald, 2021, Apr 13). Then I explored the collation that Derouet (2021) has which included my fellow students’ recommendations and this, combined with the positivity of some of my peers (Colquhoun, personal communication, 2021, Apr 27),was so far beyond my expectations of digital literature that it gave me pause for reflection. I also learned about digital literary response strategies that clearly covered a range of 21st century learning skills. We live in a multiliterate world in which digital literacy has an increasingly profound role (Robertson, 2016). It is not necessarily about one text type being better than another, but what type of quality, engaging resources will best support the students at any given moment. ETL402 has taught me that as a future TL, I need to challenge long held beliefs of my own, and to model open mindedness and risk-taking!
References
Derouet, L. (2021). Digital literature. Flipboard.com. https://flipboard.com/@lizderouet/digital-literature-l6asodtaz?from=share&utm_source=flipboard&utm_medium=curator_share
Jabr, F. (2013, April 11). The reading brain in the digital age: The science of paper versus screens. Scientific American. https://www.scientificamerican.com/article/reading-paper-screens/
Robertson, J. M. (2016). Influence of the digital age on children’s literature and its use in the classroom. In K. A. Munger (Ed.), Steps to success: Crossing the bridge between literary research and practice. Milne Publishing. https://milnepublishing.geneseo.edu/steps-to-success/
Ross Johnston, R. (2014). Literature, the curriculum and 21st-century literacy. In G. Winch, R. Ross Johnston, P. March, L. Ljungdahl, & M. Holliday (Authors), Literacy: reading, writing and children’s literature (5th ed., pp. 472-491). Oxford University Press.
Waugh, D., Neaum, S., & Waugh, R. (2016). Children’s literature in primary schools (2nd ed.). Learning Matters.