qimono / Pixabay

Before undertaking Literature Across the Curriculum, as a Secondary English teacher and almost through my Master of Education (Teacher Librarianship), I thought my knowledge of literature and literary learning was rigorous. Although never conceited enough to consider my knowledge complete, I baulked at the subject trying to assess whether it would be worthwhile – already having taught literature for the past fourteen years. However, since undertaking the subject, my breadth of knowledge of texts has proliferated, especially of digital texts. For example, in Module 2A.2b, I discovered Simonetta’s discussion forum response which offered an inspiring digital story of K’gari interactive documentary (2021, November 17) (n.d.). My learning continued to grow from the inception of the course throughout.

From my first blog entry which delved into the definition of children’s literature, I was captivated by the evolution of history, previously society treating children as adults and how that impacts on the appropriateness, interests and benefits for children and young adults now (Travassaros, 2021a). I knew that every student has individual learning needs but the importance of choosing appropriate literature that students can identify and connect with, their culture and their situation was emphasised, as evidenced in Assessment 1 which expounded the inclusion of Aboriginal and Torres Strait Islander realistic fiction (Travassaros, 2021b). Furthermore, not only is it beneficial for the individual represented but also for the class to learn cultural awareness (Travassaros, 2021b). Additionally, by introducing the texts written by or in collaboration with Aboriginal and Torres Strait Islander authors, it provides an authenticity and credibility to the text  which, when studying perspectives, encourages students to empathise with protagonists which encourages social cohesion (Travassaros, 2021b).  In future, I will use this knowledge when undertaking collection development, in creating book displays, creating book boxes and collaborating with teachers to deliver literature across the curriculum.

The pedagogical benefits of literary learning through various genres and forms was explicitly taught, not only with diversity and perspectives but I also learnt that through the genre.  For example fantasy uses metaphor to diminish the severity of unpleasant or hard issues (Flanagan as cited in Travassaros, 2022, January 21). I learnt that literature response strategies are important for further cultivation, developing and shaping the learning of students experienced through the literature read. A book trailer, with its kinesthetic approach, can encourage interest, and act as a relaxant for those who are challenged by the activity (Festa as cited in Travassaros, 2022). Not only was I reminded of some learning strategies such as think pair share, but my eyes were opened to strategies I was unfamiliar with and wished to try, such as literature circles.

This subject has provided me with valuable information a teacher librarian can use across the curriculum.  My teacher librarian journey has only just begun and my learning path will continue. Professional development and connections within the teacher librarian industry will assist this process, as well as undertaking my own research and readings. The future is bright!

References

Festa, K. (2017). The book trailer project: Media production within an integrated classroom. Journal of Media Literacy Education. 9(2). 105-113. https://doi.org/10.23860/JMLE-2019-09-02-08.

Flanagan, V. (2014, March 3). Children’s fantasy literature: Why escaping reality is good for kids. The conversation. https://theconversation.com/childrens-fantasy-literature-why-escaping-reality-is-good-for-kids-22307.

Gimono. (n.d.). Light bulb idea lit. [Image]. Pixabay. (https://pixabay.com/illustrations/light-bulb-idea-lit-inspiration-4514505/. Used pursuant to Pixabay Creative Commons licence.

SBS. (n.d.). K’gari interactive documentary. http://www.sbs.com.au/kgari/.

Simonetta, J. (2021, November 17). RE: 2A.2b Literary non-fiction. [Online discussion comment]. Interact 2. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_58477_1&nav=discussion_board_entry&conf_id=_115076_1&forum_id=_259136_1&message_id=_3848830_1

Travassaros, E. (2021a, November 12). ETL402: Literature Across the Curriculum. Charles Sturt University ThinkSpace: Ellene’s reflective journal. https://thinkspace.csu.edu.au/ellene/2021/11/12/elt402-literature-across-the-curriculum/.

Travassaros, E. (2021b, December 17). Assessment item 1 – Rationale for fiction, journal article. Charles Sturt University EASTS. https://interact2.csu.edu.au/webapps/csu-serviceslink-BB5c1c4db3261aa/link?type=easts&course_id=_58477_1&mode=view.

Travassaros, E. (2022, January 21). Assessment item 2 – Literary resource kit. Charles Sturt University EASTS.