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.

Engaging students in literature, books and stories is hard. They are surrounded by a visual and digital culture. Briggs (2016) explains that games give the students quick feedback, makes them use active experimentation, gives them challenges, builds up the level of difficulty, and it is visual. I have used games in the library to teach cyber safety. “The lost summer” is a role-playing video game designed for 11 to 14-year-olds to build digital intelligence skills and encourage safe online experiences. This was an essential part of the lesson cycle. The students were engaged as the format appealed to them, the content was relevant and it expanded and consolidated their knowledge of the topic.

Briggs, S. (2016). Using gaming principles to engage students. InformED. Retrieved from https://www.opencolleges.edu.au/informed/features/using-gaming-principles-to-engage-students/

Born and raised in The Netherlands, my view of freedom of speech and the right to have an opinion has always been at the forefront of my being. Growing up in a multi-cultural society with an array of people was normal.. This obviously went hand in hand with a variety of beliefs, cultures and points of view. In the school library we have the obligation to establish a divers and multifaceted collection. We need to make sure literature is not biased but is also addressing issues of the current world. It is not our job as TLs to censor the topics or view points of books, based on our own ideals.

I love children’s books. Being a mum of 3 has given me knowledge of a range of formats, quality and trends. As a TL my knowledge is expanding daily! My professional knowledge is something I work on every day. I talk to other TLs, attend meetings where new books are showcased, visit my local bookstores, read online reviews, look for new books online. There are various ways to expand my knowledge, time is my only barrier….