Literary learning
My understanding of literature in learning was limited prior to this topic and I have tried to show my understanding and changes towards this in my blog post “Responding to literature – what is enough?” (Proctor, 2023, May 14) where I spew some inflammatory comments about the absurdity of literature in my content area, only to read, reflect and build an understanding of how it can support the learning I was already developing in my students. As a teacher librarian I feel that this is something I can help support teachers with, even if I am still not an expert in literary response strategies yet. I feel I am getting used to the simplicity of some ideas like bento boxes which can have layered meaning beyond their surface (Valenza 2019), and the complex language and theories that underpin the pedagogy of literary learning.
Social and cultural issues as they apply to the use of literature in education
In reflecting on the cultural issues that are involved in literature my main focus came via the lack of First Nations books in the collection at my school (Proctor, 2023, April 22). This led me to seek ways to build the collection that decolonised the library and made students feel that their voices and stories were valued and reflected in their space (ASLA, 2018). The growth in queer fiction at my school has been exciting for some students and thrown up challenges as well, with a new prayer room being made inside the library space. Some students of different faiths have expressed disapproval of these new books and sparked conversations around inclusion, acceptance and literature with many students and staff (Oltmann, 2016).
Role of librarian in promoting literature across the curriculum
I am only new to the role of librarian and have been on a mission to promote formats other than Manga including the library space to encourage reading in a safe and engaging space (Proctor, 2023, May 2). There are a vast variety of text types in the literature that can be used to promote literature in the curriculum and for the enjoyment of a range of readers (Winch and Holliday, 2014). My own awakening with this came through the format of picture books, which as a secondary teacher only new to the role I had never engaged in this format before deciding it was too simplistic for the needs of my learners and beneath me to indulge. In fact they can be an entry point to literature analysis for all readers where postmodern pictures books have multiliteracies and layered meaning created through the interaction of the reader and the text (Goldstone, 2001/2002), but similarly still operate as short narratives and images supporting text.
References
Australian School Library Association. (2018). ALIA-ASLA policy on school library resource provision. https://read.alia.org.au/alia-asla-policy-school-library-resource-provision
Oltmann, S. M. (2016). “They kind of rely on the library”: School librarian serving LGBT students. Journal of Research on Libraries and Young Adults, 7(1). http://www.yalsa.ala.org/jrlya/wp-content/uploads/2016/03/Oltmann_They-Kind-of-Rely-on-the-Library.pdf
Proctor, D. (2023, April 22). Decolonising a library collection – the benefits of inclusive collections that adequately represent First Nations voices. Teacher librarianship – the journey. https://thinkspace.csu.edu.au/davidproctor/2023/04/22/decolonising-a-library-collection-the-benefits-of-inclusive-collections-that-adequately-represent-first-nations-voices/
Proctor, D. (2023, May 2). Engaging readers – wedded to ideas and challenging traditions. Teacher librarianship – the journey. https://thinkspace.csu.edu.au/davidproctor/2023/05/02/engaging-readers-wedded-to-ideas-and-challenging-traditions/
Proctor, D. (2023, May 14). Responding to literature – what is enough?. Teacher librarianship – the journey. https://thinkspace.csu.edu.au/davidproctor/2023/05/14/responding-to-literature-what-is-enough/
Valenza, J. (2019, May 4). Building beautiful book bentos. School library journals. https://blogs.slj.com/neverendingsearch/2019/05/04/building-beautiful-book-bentos/
Winch, G & Holliday, M. (2014). The reader and the text. In G. Winch, R. Ross Johnston, P. March, L. Ljungdahl & M. Holliday (Eds.), Literacy: Reading, writing and children’s literature (5th ed., pp. 109-128). Oxford University Press.
