Literature across the curriculum has been an enjoyable subject over the last few months. The fact that we use literature as teacher librarians  as a base for our teaching is a common fact. As mentioned in my blog post (Powell, 2019), I feel I have an extensive knowledge of literature and am expanding this at every opportunity. I have gained a clearer understanding of the difference between literacy learning and literary learning. While literacy addresses the student’s ability to read and write, literary learning deals with the concept of learning curriculum outcomes through literature. Literary learning is possible in all curriculum areas and uses quality literature to facilitate understanding of the learning outcomes.

The benefits of literary learning have become more evident during the course of this subject. I have always embraced the use of literature in other curriculum areas but was amazed by the extensive benefits that were documented. The book ‘Story Proof’ by Haven (2007) has shown me that there is an extensive amount of research into the use of stories and the benefits of this. The studies all show that stories are the most effective way to teach, motivate and communicate factual information and concepts (Haven, 2007). Furthermore, future-focused learning skills, like critical and logical thinking and collaboration, are supported by the use of literature in all areas. Cross-curricular projects are an ideal teaching opportunity to combine various curriculum areas utilising literary learning.

The use of literature in other curriculum areas seems like a logical option in a crowed timetable. The use of quality texts, relevant to the curriculum content, improves student engagement and understanding. The teacher librarian can play an important role in showing class teachers the impact literary learning can have on other curriculum areas. Through collaboration and professional development, literary learning can be a valuable part of the curriculum.

The history curriculum deals mostly with the facts and therefore non-fiction texts. Although there is certainly a place for this kind of literature in the teaching of historical facts, inclusion of fictional text can add different layers of meaning. This connected and meaningful learning enables students to think critically and incorporate ideas (Cornett, 2007). Students can go beyond the facts and develop an insight into the human aspect of history. The multicultural society we live in requires us to teach empathy and compassion.

The readings on literature response strategies was very informative. Even though I have used some before, to delve deeper into the subject matter was very enlightening. It especially reiterated the vital role we have as teacher librarians to be an advocate for the use of literature throughout the curriculum.

Literature across the curriculum has provided me with a renewed passion for the inclusion of quality texts in all areas of the curriculum. The ability to improve the outcomes for all students through the use of literature is so important in our role as teacher librarians. The different literature response strategies are an asset for me as a teacher librarian.