I have always had deep conviction that literature has a powerful influence on the reader. Used as a teaching tool and purely as a pleasurable shared experience, literature has the ability to connect students to new learning experiences without realising their thinking is being challenged and new schemas are being formed. Murdoch (2015) supports this view stating literature offers a rich world with potential to deepen and widen student’s thinking and understanding. The truth is I love reading books to students. I love seeing their excitement sharing new-found knowledge. I love the multilayered interactions that occur during a shared reading experience. These views have been my launching platform as my knowledge and understandings of literary learning(LL) began to truly be awakened and transformed.
I already had questions I wanted answers to August Reflection ETL402. Answers began to be unpacked and continually built upon as I progressed through my readings. I discovered many practical ways the TL can transform a literate illiterate student September Reflection ETL402. However, I realised I had limited knowledge of the diverse range of genres and digital platforms a TL could offer a student who just hadn’t found the right book to get hooked on reading, and a limited knowledge of genres to enhance learning across the curriculum. This triggered new bookmarks Initial Reflection ETL402 and new followings on social media platforms. I discovered teachers are not afraid to ask for ideas or help, that teachers are great at giving practical advice and sharing information. This put my inadequacies at ease, knowing there is access to information by simply asking or searching on these sites. This will be a critical ongoing practice for my own growth and learning, by keeping up with new literature and trends and literary learning strategies(LLS) that I can use and share with students and teachers.
I have learned the importance of essential guiding questions to stimulate schemas, check understanding, make connections, deepen and challenge thinking and develop inquiring minds. Murdoch (2015) exemplifies the use of questioning to unpack information and perspectives. Being intentional about guiding questions is a pedagogy practice that is now embedded in my teaching philosophy. I have also discovered many LLS that engage learners and create authentic interactive learning experiences. Hurst, Wallace & Nixon (2013) state social interaction improves learning and enhances critical thinking and problem solving. Implementing LLS that provide this kind of interaction is another intentional practice that has influenced my view of LL.
After an incidental discussion with my children’s TL I felt discouraged learning the reality of allocated library time constraints to implement LLS. I recall reading about a TL wishing to incorporate STEM in her LL practices and her frustration reflecting mine. Some suggested she do reading and borrowing one week and the STEM related book activity the next. This could offer a solution to my frustration. I also see great value in collaboration and supporting CT in their literary practices across the curriculum. Being able to suggest resources and learning strategies that offer new learning experiences to both teachers and students demonstrates the value TL’s bring to their school. Using LLS in a collaborative setting will give me the opportunity to put my knowledge into practice and support learning.
References
Greensill, J. (2018, October 7). Initial Reflection ETL402. [Blog post]. Retrieved from https://thinkspace.csu.edu.au/edenscorner/2018/10/07/etl402-literature-across-the-curriculum/
Greensill, J. (2018, October 7). August Reflection ETL402. [Blog post]. Retrieved from https://thinkspace.csu.edu.au/edenscorner/2018/10/07/etl402-literature-across-the-curriculum/
Greensill, J. (2018, October 7). September Reflection ETL402. [Blog post]. Retrieved from https://thinkspace.csu.edu.au/edenscorner/2018/10/07/etl402-literature-across-the-curriculum/
Hurst, B., Wallace, R., & Nixon, S. (2013). The impact of social interaction on student learning. Reading Horizons, 52(4), 375-398 Retrieved from https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=3105&context=reading_horizons
Murdoch, K. (2015). The role of literature in the inquiry classroom. Retrieved from https://www.alea.edu.au/documents/item/1117