Learning curriculum content through literature can be defined as literary learning. Having not previously engaged with the term specifically, I was intrigued by it. The emphasis upon using fiction to teach content is not new to me, however, my understanding of its power of it has increased greatly over the course of this summer course.

The first task asked us to rationalise the use of fiction to teach curriculum content, other than English. I found myself delving into previously held beliefs about fiction to see if such things were indeed true. For example, does reading fiction increase empathy and perspective taking skills? Does reading a fiction or narrative increase understanding over simply reading facts about a topic? And if it does, why is this the case?

Becoming fascinated by neuroscience of reading fiction, I discovered that the brain responds to reading sensory details in the same way as though we are experiencing it for ourselves (Lacey, Stilla & Sathian, 2012). Suddenly, the popularity of romance novels made sense! It’s the reason we describe books as being delicious or moving. We are ourselves changed by the experience of reading through another’s eyes (Mar, Oatley, & Peterson, 2009).

For subjects where our students need to exercise empathy and understanding such as History as well as the Cross-Curriculum Priorities, Aboriginal and Torres Strait Islander Cultures and Histories, Sustainability and Asia and Australia’s Relationship with Asia, fiction and narrative can foster the appreciation other’s perspectives in ways which other texts cannot (Rodwell, 2019). The rich language and imagery provide more scope for developing creative responses (Outterson-Murphy, 2020).

The most interesting past of the subject has been learning different ways that literary learning can be applied to enhance learning for students. Response strategies such as digital storytelling, concrete found poetry, book bento boxes and book trailers are all highly engaging ways to deepen students’ critical thinking and creative response (Gaiman, 2013 and Johnson, 2019). Working with classroom teachers together on these types of reading responses is the first time I’ve really seen how this collaboration might work. Having the teacher librarian as the information, technology and literature expert alongside the classroom teacher’s knowledge of the individual students and their strengths and instructional needs is an important combination.

I’m excited to work towards collaborating with classroom teachers in my school. Being able to present a well-thought out, research-based resource list and response strategies will be an asset to my tool kit, especially with Cross-Curriculum Priorities at the heart to support and enhance to their teaching and learning endeavours.

I began the session considering the quote from Short, Lynch-Brown, & Tomlinson, (2017) about children reading literature to experience life and be challenged to think in new ways (Henderson, 2021). This subject has illuminated two aspects of literature in particular, developing empathy and sparking creativity in response to it (Haven,2007). I’m convinced that literature is the soul of our education system, lighting the path for a more empathetic and creative future.

References

Gaiman, N. (2013, October 16). Why our futures depend on libraries, reading and daydreaming. The Guardian. https://www.theguardian.com/books/2013/oct/15/neil-gaiman-future-libraries-reading-daydreaming

Haven, K. (2007). Story proof: the science behind the startling power of story. ABC-CLIO, LLC.

Henderson, D. (2021, November 18). Why read? ETL402 Discussion Forum. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_58477_1&conf_id=_115076_1&forum_id=_259135_1&message_id=_3856410_1&nav=discussion_board_entry

Johnson, J. (2019). Using found poetry to cultivate student literacy, empathy, and creativity. Social Studies Research and Practice, 28(3), 335-348. https://doi-org.ezproxy.csu.edu.au/10.1108/SSRP-10-2018-0039

Lacey, S., Stilla, R. & Sathian, K. (2012). Metaphorically Feeling: Comprehending Textural Metaphors Activates Somatosensory Cortex. Brain & Lang.

Mar, R., Oatley, K., & Peterson, J. (2009). Exploring the link between reading fiction and empathy: Ruling out individual differences and examining outcomes. Communications-European Journal of Communication Research, 34(4), 407-428. http://doi:10.1515/comm.2009.025

Outterson-Murphy, S. (2020, August 23). Using fiction to teach on the climate crises. Morningside Center for Teaching Social Responsibility. https://www.morningsidecenter.org/stories-voices/using-fiction-teach-climate-crisis

Rodwell, G. (2019). Using fiction to develop higher-order historical understanding. In Allender, T., Clark, A & Parkes, R. (Eds.), Historical thinking for history teachers : a new approach to engaging students and developing historical consciousness,(pp. 194-207). Allen and Unwin.

Short, K. G., Lynch-Brown, C., & Tomlinson, C. (2017). Essentials of children’s literature (9th ed.). Pearson.