ETL402 – Seoul Learning

Assessment #2 Part B: Reflection

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.

Aha!!!

I had a huge ‘aha’ moment last week – the first time when I really caught myself thinking like a TL. I have found it challenging throughout this course to shift my mindset from a subject teacher to the TL realm. I was invited to unit plan with a former grade 7 MYP Individuals & Societies team – I know the students, curriculum, teachers, as I taught with this team last year, so it was a perfect fit. The lead teacher was trawling through resources that I had lent her from a unit I had written previously and was bouncing ideas around. All of a sudden, I was applying what I had learnt in modules 5 & 6 about literary learning and was able to suggest a diverse range of texts to support the core unit knowledge and understandings. I can’t say that it was met with elation (and I get this), but undeterred, I am putting together a list of optional texts for students to delve into during the unit. There are some voracious readers in grade 7 (I know these kids!) so I am hoping that a few will draw from the list. I’m not in a TL position at the school, so I need to be sensitive about this, but I was just so pleased I was thinking along these lines! All of a sudden, literary learning made sense!

Responding to literature and the conundrum of time

Thoughts on technology and literature responses

This module has been a really good reminder about the importance of multimodal texts as well as the benefits of including technology in student responses. I found the articles of Edmondson (2012) and Bromley et al. (2014) very helpful because they gave a review of some of the research into the positive outcomes of intentionally using technology in literary learning.

For well over a year now, we have been so reliant on digital platforms to deliver online lessons. In many ways, being constantly on Zoom has just been mind numbing for both teacher and students. Technology in this situation is just a means to an end and we all seem to have technology fatigue. So throughout the readings, I have been prodded to remember that I can choose very deliberately what technology I can embed into student responses (no matter the subject) and have been encouraged to explore some of platforms and apps that I have been unaware of. I think the key word here is ‘intent’ – I need to be intentional with digital resources, not just through them in there as a means to an end.

Literary response strategies…and the problem with time

For this particular post I have been asked to choose a strategy for responding to literature. In a previous discussion forum post, I talked about how effective I have found Harkness discussions (similar to socratic seminars). I had not heard of literature circles before (due to most of my teaching being in the Individuals & Societies and History realms…..or maybe it is just me being poorly read!!) I enjoyed learning about these, in particular the different roles the students are given as I can see how these could keep students ‘on track’ and not overwhelm them with having to do ‘everything’. Helgeson (2017) refers to this, as well as the benefit of a set role helping students to be accountable to the rest of the group.

I have been trying to picture how I could use this method with my older students – grade 11 or 12 history classes. The IB higher level History program demands so much reading from the students and mostly directly from the historians themselves rather than textbooks. It is a really demanding course and we have to really push for two years to get through the syllabus. I have wondered before about trying to include literary fiction and nonfiction in the course, but have always been defeated due to time constraints. I still don’t know how I would do this within the timetable, but I have thought more about how I could run the literature circles.

Texts to include for the East Asian component could possibly be Silence (1966) by Shusaku Endo and Amy Stanley’s Stranger in the Shogun’s City (2020). These types of text could help students with context….it’s hard to visualize 17th and 18th century Japan! Also, thinking of later years, Yang’s (2013) Boxers would be highly relevant. I would add a few more roles for the circle to tie directly in with the skills that the subject requires – something along the lines of “historiographer” and “concept detective”.

My last class were very visual learners, and we would often summarize content on our whiteboards (see photos below). I had never heard of Bento Book Boxes, but this could be something different and fun for the students to do in order to summarize a unit too.

Once again, literary learning makes a lot of sense to me. I just can’t get around the time factor if students need to be doing even more reading on top of what they already do. In the younger grades (6-10) in the MYP, interdisciplinary units are expected and teachers do some great work with combining literary learning in particular with Individuals & Societies. This could be extended to other subjects such as science and math (where literary learning doesn’t take place as far as I know). Assessments types and times are much more flexible in the MYP but the DP is much more rigid. There has to be a way. Using less text heavy resources such as Boxers (graphic novel) may be something to think about or running an optional book club for my history students during a study period or lunchtime may also work.

References

Bromley, K., Faughnan, M., Ham, S., Miller, M., Armstrong, T., Crandall, C., Garrison, J., & Marrone, N. (2014). Literature circles go digital. The Reading Teacher, 68(3), 229-236. https://doi.org/10.1002/trtr.1312

Edmondson, E. (2012). Wiki literature circles: Creating digital learning communities. English Journal, 101, 43-49.

Helgeson, J. (2017). Differentiating through literature circles. Kappa Delta Pi Record, 53(1), 41-44. https://doi.org/10.1080/00228958.2016.1264821

Literary Learning (possibly not a great example)

In a recent World War One unit for MYP Individuals & Societies, we were practicing primary and secondary source analysis skills, looking at the origin, purpose, value and limitation of each source. I prepared a multimodal source pack which included text (diary entries of soldiers, poems, nonfiction explanations) and visuals (photographs, posters, video clips). I designed it as an oral assessment, in which the students had all the sources ahead of the assessment date, but didn’t know which ones I would ask them to analyse on the day. I spent a long time preparing this, as well as practice exercises. It turned out to be worth it, as the students loved the oral component of the assessment and the multimodal variety.

When I look back on this experience, working with a TL would have really enhanced this experience. It took me so long to put all these resources together. The unit continues to be taught. In hindsight, working with a TL to create a bank of resources that myself (and then successive teachers) could pull from would be fantastic, rather than starting the whole process over again every year. I did spend a little time looking at visual literacy in regards to the visual resources, but asking a TL to do a mini-lesson on this, using resources not flagged for the assessment, would be fantastic. I spent time on unfamiliar vocabulary on some of our practice poems (Wilfred Owen, Siegfried Sassoon) as well pointing out a few literary devices (but I’m an I&S/History teacher, not an English teacher so my expertise does not lie here). A collaborative mini lesson with the TL regarding the practice poetry may have really elevated the experience.

We are constantly pushed for time and I feel like we are lurching from one assessment to another. I honestly don’t know where I could schedule extra time for the above but I know in the interest of the students, it would be for the best as it would bring in the TL who would have a deeper understanding of the teaching and learning processes for literary learning. Ultimately, this could be an interdisciplinary unit combined with English, with the TL embedded in the unit planning.

Paper brain vs kindle brain…thoughts on e-reading

I do think young people use technology in a different manner to older generations. For example, my son can have three scans on (mobile, laptop and desktop), chat with friends whilst doing ‘homework’ and seems to move at ease from one device to another. Recently, I tried to multitask like this…I tried to watch a live stream soccer game in which my son was playing (parents not allowed to be physically present due to covid) AND listen to a recorded uni Zoom lecture at the same time. It was a disaster…I couldn’t focus properly on either! So yes, I think my son uses technology very differently to what I do, but I can’t ascertain if he is being effective in doing so or not.

E-books have not really “taken off” in our school, despite easy, no cost access. Anecdotally, the majority of students in our middle and high school still prefer printed material. In fact, research done by Jeong (2012) in Korea (where our school is), mirrors what I hear anecdotally. This is echoed by relatively recent research (please see my paragraph in my recent blog post about the future of libraries and studies exploring the reading preferences of students). Some researchers have suggested that our brains digest online information differently to that presented in print, and that we don’t attend as much to deep/close reading when on a device (Liu, 2005). It seems that the sheer physicality of books increases comprehension (Mangen et al., 2013), and recall (Jabr, 2013; Mangen et al., 2019). I know for myself that when I have highlighted/annotated print and have then done the same online (annotating with comments in google docs for example), I can recall information from the printed text much more easily – where and when it occurred inside the text.

I do really like the transmedia forms as explained in module 4- where readers have access to print, then go online for extension games, clues, information, audio etc. In this, there seems to be the best of both worlds?

I don’t want to be a ‘stuck in the mud’ teacher/learner TL. I’m just concerned that when I read articles such as Cullen (2015), there are many claims about the benefits of interactive media and learning but little research provided in the article to support them. We do live in a multimodal world, our students are steeped in it (Short, 2018, p. 290) so we must be teaching students how to read critically within these multiple literacies. But erring significantly on the digital form too soon, without further research, may cause the loss of print benefits.

I was struck by a comment by Maryanne Wolf (a developmental psychologist and cognitive scientist at Tufts university) and I feel it rings true: “There is physicality in reading, maybe even more than we want to think about as we lurch into digital reading—as we move forward perhaps with too little reflection. I would like to preserve the absolute best of older forms, but know when to use the new.” (Wolf in Jabr, 2013).

References

Cullen, M. (2015, December 21). How is interactive media changing the way children learn? https://educationtechnologysolutions.com.au/2015/12/how-is-interactive-media-changing-the-way-children-learn/

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/

Jeong, H. (2012). A comparison of the influence of electronic books and paper books on reading comprehension, eye fatigue, and perception. The Electronic Library, 30(3), 390-408. https://doi.org/10.1108/02640471211241663

Liu, Z. (2005). Reading behavior in the digital environment. Journal of Documentation, 61(6), 700-712. https://doi.org/10.1108/00220410510632040

Mangen, A., Olivier, G., & Velay, J.-L. (2019). Comparing comprehension of a long text read in print book and on kindle: Where in the text and when in the story? Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.00038

Mangen, A., Walgermo, B. R., & Brønnick, K. (2013). Reading linear texts on paper versus computer screen: Effects on reading comprehension. International Journal of Educational Research, 58, 61-68. https://doi.org/10.1016/j.ijer.2012.12.002

Short, K. G. (2018). What’s trending in children’s literature and why it matters. Language Arts, 95(5), 287-298.

“If libraries didn’t exist, would we build them today?” (Parkes, 2010)

Photos of the middle school library (grades 6-8) and the high school library (grades 9-12) at my current school.

I think we would still build libraries today….in fact, we still do! Our highschool and middle school libraries had a major renovation a year ago – if our school board and senior leadership did not think that a physical space was worth a library, they would have used this space and money for another purpose, as space is at a premium as our student numbers increase. These current library spaces are vibrant, with lots of foot traffic from both students and teachers. Study rooms for collaboration with small groups within the libraries are fully booked. My history class loved to spend a period in the library. If we were reading and notetaking, it was the place they wanted to be – with quiet nooks, comfortable chairs, floor to ceiling windows looking out over the city – the library provided a ‘different feel’ from the classroom.

Then there is the research – readers still prefer to have a physical book in hand (Loh & Sun, 2018; Tosun, 2014; Zhang & Kudva, 2014), particularly when reading for pleasure (Enis, 2018). Studies have shown that reading comprehension is greater when reading print (Gray, 2017). The well researched correlation between a well resourced school library and increased student achievement (Lance & Kachel, 2018) cements the library as a portal of access to printed material for a long time to come.

However, we do need to look to the future and libraries and other knowledge institutions “need to reinvent and reposition themselves” (British Library Vision 2020). Increasingly, libraries have a significant part to play in equal access to digital materials as well (and not just ebooks!) IFLA (2018) looks to the future of libraries as spaces in which citizenship and democracy are promoted (p. 1). The library can act as a great leveller – equal access for all, no matter what abilities, gender or what socioeconomic status a reader has and have a vital role in promoting tolerance and diversity. Time and time again, the physical space has provided a safe place for students and an opportunity to see diversity (whether it be on the shelves in printed material or access to digital information).

As libraries seek to reinvent themselves and provide timely access to information for patrons, the teacher librarian’s role is invaluable. It is they who can provide a bridge between what needs to be kept and cherished and what needs to be at the digital forefront as our readers operate in an increasingly digitally connected, multiliterate world.

In short, I think we shall see library spaces built for a long time to come.

References

The British Library. (n.d.). British library’s 2020 vision launched today. The British Library. https://www.bl.uk/press-releases/2010/september/british-librarys-2020-vision-launched-today#

Enis, M. (2018, March 27). College students prefer print for long-form reading, ebooks for research. Library Journal. https://www.libraryjournal.com/?detailStory=college-students-prefer-print-long-form-reading-ebooks-research-lj-survey#:~:text=sponsored%20by%20EBSCO.-,Most%20college%20students%20prefer%20to%20read%20print%20books%20for%20pleasure,department%20and%20sponsored%20by%20EBSCO.

Gray, M. (2017). Ebooks: To subscribe, or not to subscribe? Connections, (101).

International Federation of Library Associations and Institutions. (2018, August 12). How libraries provide safe spaces for (all) youth. IFLA.

Lance, K. C., & Kachel, D. C. (2018, March 26). Why school librarians matter: What years of research tell us. Phi Delta Kappan. https://kappanonline.org/lance-kachel-school-librarians-matter-years-research/

Loh, C. E., & Sun, B. (2019). “I’d still prefer to read the hard copy”: Adolescents’ print and digital reading habits. Journal of Adolescent and Adult Literacy, 62(6), 663-672. https://doi.org/10.1002/jaal.904

Parkes, D. (2010). Transforming the library – e-books and e-buildings. In D. Parkes & G. Walton (Authors), Web 2.0 and libraries: Impacts, technologies and trends (pp. 13-29). Chandos.

Tosun, N. (2014). A study on reading printed books or ebooks: Reasons for student-teacher preferences. The Turkish Online Journal of Educational Technology, 13(1), 21-28.

Zhang, Y., & Kudva, S. (2014). E-books versus print books: Readers’ choices and preferences across contexts. Journal of the Association for Information Science and Technology, 65(8), 1695-1706. https://doi.org/10.1002/asi.23076

Multicultural literature

This week we were asked to respond to the following:

When you select literature (for library collections or use in a classroom), what criteria are you using? Identify one or two actions to support you in providing culturally diverse literature to support programs and readers?

I’m wondering how TLs in international schools would respond to this. There are so very many different people/cultural groups in such settings. For example, in my school in Seoul, the dominant cultural group are those who hold dual Korean/US passports. Thus, definitions of multiculturalism in literature where the dominant group is identified as white and Anglo-Saxon, would not apply. Obviously, how a TLs response would be completely dependent on their setting. In regards to resources for all, I would definitely want to be aware of the student demographics and try to cater for every group. As I have had no practical experience as a TL, however, I’m not sure how realistic this thought is. In addition….would this mean literature that has characters from all cultural groups represented at school, or authors from all these groups or both, or should I be looking beyond the basics to something else?

Cai (2002) presents several different definitions of multiculturalism in literature. By far, the one that makes the most sense to me is “books other than those of the dominant culture” (Austin and Jenkins cited in Cai, 2002 p. 5). Although Cai (2002, p. 12) argues convincingly that an all-inclusive definition is detrimental, this definition is appropriately adaptable to a TL in an international setting and allows moving beyond just race, to also include other groups (disability, gender, sexuality, age etc). When I think about pervasive heteronormativity, couldn’t a ‘multicultural’ definition then include books that mirror, promote LGBTQ issues?

I feel I have a lot to consider in this area.

References

Cai, M. (2002). Multicultural Literature for Children and Young Adults : Reflections on Critical Issues. ABC-CLIO, LLC.

Defining Children’s Literature

My son and I read The Bear Snores On (Karma Wilson, 2002) in Jakarta, Indonesia, 2004. It was our favourite book at the time 🙂

Defining children’s literature is no easy task! From our readings, the definitions firstly of ‘children’ and then of ‘literature’ appear very flexible, and often seem culturally dependent. It was interesting to read about the diverse interpretations of childhood throughout history and through the lens of various theories (Burke, 2008; Guldberg, 2009). I found Hunt’s definition of children’s literature helpful:

“Children’s books are different from adults’ books: They are written for a different audience, with different skills, different needs, and different ways of reading: Equally, children experience texts in ways which are often unknowable, but which many of us strongly suspect to be very rich and complex” (Hunt as cited in Barone, 2010, p. 8).

I think that an age dependent definition of “children’s” literature presents rather a grey area as children get older – one 16 year old reader may handle and be interested in themes that another 16 year old is not ready for. In addition, according to Short (2018), adults make up 55% of YA literature. So at what age should we drop the ‘young’ in ‘young adult’ when describing literature?

In addition, I like Hunt’s qualifier – that a book is good FOR (something) rather than just judging literature as “good” or “bad” (Hunt as cited in Barone, 2010, p. 7). Barone uses the example of the Nancy Drew series being criticized for being unsophisticated but yet so many of us read and loved this series as kids (myself included!) Neil Gaiman agrees – there are no ‘bad’ authors for children if that is who they want to read and it helps them up the “reading ladder” (Gaiman, 2013). This is such a good reminder as an aspiring TL!

I can resonate with Barone’s point (2010, p. 7) that a good book is one that causes the reader to ponder, wonder, think, and may internally refer to at a later date. I think we all have a set of “good children’s literature/books” in our minds that may be very different from one another’s. Mine would include Charlotte’s Web and Enid Blyton’s The Faraway Tree series and anything by Roald Dahl for when I was younger and Tolkien and Victoria Holt (!) for when I was a little older. My love of history (and later, teaching history) grew out of reading incredibly sobering books such as Bury My Heart at Wounded Knee (Dee Brown, 1970) and Wild Swans (Jung Chang, 1991) in my teenage years. These books stay with me.

References

Barone, D. M. (2010). Children’s literature in the classroom engaging lifelong readers. Guildford Press.

Burke, C. (2008). Theories of childhood. Encyclopedia of Children and Childhood in History and Society. Retrieved February 22, 2021, from http://www.faqs.org/childhood/So-Th/Theories-of-Childhood.html

Gaiman, N. (2013, October 16). Neil Gaiman: Why our future depends on libraries, reading and daydreaming. The Guardian. Retrieved February 22, 2021, from https://www.theguardian.com/books/2013/oct/15/neil-gaiman-future-libraries-reading-daydreaming

Guldberg, H. (2009). Reclaiming childhood: Freedom and play in an age of fear. Taylor & Francis.

Initial thoughts regarding ETL402

Lu. (2007). Persepolis by Marjane Satrapi. [Photograph]. Flickr. https://www.flickr.com/photos/24226200@N00/377292798

I’ve read over the subject outline and commenced on the readings for Module 1 and 2 of the ETL402. So much to learn. As a DP History/ MYP Individuals & Societies teacher, I’ve had packed curriculums to follow that have allowed little time to integrate literature, although I have thought of units in which I could have if time allowed. I’m looking forward to exploring ways of being able to do this, even if it is just on an optional basis for students. For example, the Higher Level DP History course is so content overwhelming it is a race to cover it before the exams. However, I have had “readers” in the past taking History (and these students, long graduated, still email me about the latest books they are reading!) and in the future I could at least recommend literary nonfiction, or historical fiction to pair with units. When I taught integrated MYP units of Language & literature as well as Individuals & Societies in previous years in Grade 7 and 8, we had more time (and were expected) to make cross-disciplinary links. One really successful unit we developed was looking at the Israeli-Palestinian conflict as we were reading The Wall (William Sutcliffe, 2013).

I’d like to explore graphic novels while undertaking ETL402. I know little about them except to note their rise in popularity over the years. I’ve never even read one (this is embarrassing to admit). I was in our high school library the other day and noticed Grade 11 checking out a class set of Persepolis (Marjane Satrapi, 2004) which they are studying for DP Language & literature. So I signed out a copy too 🙂 I’d like to think about ways to incorporate graphic novels with the more senior students and our DP History curriculum. Hopefully when I am in a future TL position, I can knowledgeably suggest a range of graphic novels (fiction and nonfiction) to pair with different subjects for older students.

I’m also looking forward to exploring other genres I know little about, such as wordless books and steampunk. Strategies to increase my knowledge (that I could use beyond the readings provided by the modules) would be to definitely visit the elementary and middle school libraries on our school campus (I’m much more familiar with the high school library). I could definitely ask the TLs there what is trending in different genres / formats and update my knowledge on younger children’s literature. I have also done quite a few searches within Primo and on the web to locate research and peer opinions regarding graphic novels and older students. I’ve saved these to use potentially for Assessment #1.

References

Satrapi, M. (2004). Persepolis. Pantheon.

Sutcliffe, W. (2007). The Wall. Bloomsbury Children’s Books.