Prior to beginning this subject I had a very narrow view of literary learning. I did believe that reading has many functions and benefits including that it entertains and provides enjoyment (Linquist, 2019a, November 19). I didn’t really appreciate the significant role that literature can play in student learning beyond its function in the English classroom and through using the library. As a Human Society and It’s Environment (HSIE) teacher I had not considered programming literature into the HSIE curriculum. It wasn’t until I started working on this subject, and searching our school library and the internet sites like Magpies talking about books for children and The Children’s Book Council of Australia, did I realise its benefits in the classroom.
Having not picked up a picture book for years, I had not realised the great potential that these have for the HSIE classroom. In using picture books for the first assignment, I found literature that was relevant and invaluable to a topic that I was currently teaching. I used some of these books for the teaching in my classroom and found that the students showed great interest through their use. Furthermore, these acted as a catalyst for great classroom discussion and analysis. When teachers use appropriate children’s literature to facilitate peer interactions, students’ enthusiasm and effort can be enhanced (Chick, 2006). I also found them an excellent tool for differentiation for the mixed ability students including for those students that required learning support. As a consequence of this study, I found myself seeking the advice of the school’s Teacher Librarian (TL) on a regular basis in searching for appropriate literature to use in the classroom. I gained a greater appreciation for their expert knowledge, and found that this collaboration was of great benefit to both me and the students in my classes. Student learning can be enhanced through classroom teachers and TLs working together (Merga, 2019).
When I closely analysed professional documentation such as The Australian Curriculum general capabilities, I came to a greater realisation of the significant role that children’s literature can play to address its specific elements. For example, using the literary learning strategy of Literature circles addresses the personal and social capability which involves the student developing an appreciation of the perspectives of others, developing communication skills and reflective practice (Australian Curriculum and Assessment Reporting Authority [ACARA], 2010 to present-a). I found myself sharing my learning and resourcing of the curriculum with my HSIE colleagues because of the value that I felt that it had on learning outcomes, and from the positive feedback that I received from students in the classroom.
What I discovered from my work for this subject was that I really needed to continue to expand my knowledge of children’s literature and literary learning in working towards my goal of becoming a TL (Linquist, 2019b, November 26).
References
Australian Curriculum and Assessment Reporting Authority. (2010 to present-a). General capabilities. In Australian curriculum: F-10 curriculum. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/
Chick, K. A. (2006). Fostering student collaboration through the use of historical picture Books. The Social Studies, 97(4), 152-157. doi:10.3200/TSSS.97.4.152-157
Linquist, D. (2019a, November 19). Why read [Online Discussion Comment]. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_38049_1&nav=discussion_board_entry&conf_id=_74552_1&forum_id=_177192_1&message_id=_2580386_1
Linquist, D. (2019b, November 26). Professional knowledge of children’s literature [Blog post]. Retrieved from https://thinkspace.csu.edu.au/dijl/2019/11/26/professional-knowledge-of-childrens-literature/
Merga, M. K. (2019). Librarians in schools as literacy educators: Advocates for reaching beyond the classroom. Retrieved from Proquest Ebook Central
