The power of fiction can be overlooked if not fully understood. My learning in the opened my eyes to the learning possibilities that exist within fictional stories. Neil Gaiman (2015) stressed, that the telling of stories is an important part of the human experience. It helps people to make sense of their lives and experiences. Stories are what tell us that other people, perspectives, and experiences exist.
Prior to studying in this area, my idea of fiction and the uses of fiction in schools was confined to leisure reading, and language studies within the English curriculum. I have now come to understand that fiction can be a powerful tool in teaching across the entire curriculum, and is especially powerful in exploring social, emotional and environmental issues. Sanders (2017), Lindgren Leavenworth and Manni (2021) state that fiction can offer students a safe place to explore uncertainty, alternative perspectives and unfamiliar experiences in a non-threatening way. Bishop (1990) described fictional stories as windows, mirrors or sliding glass-doors; the window representing the different views and experiences than our own, the mirror representing a reflection of our own world, and the sliding glass-door as the moment where stories can spark real-world action and participation (Johnson, et al., 2017). This analogy illustrates why fiction can be so powerful when exploring social, emotional and environmental issues.
I have taken an in-depth look into how genre and impacts on the way themes and messages are received. Strong the emotional reactions to a story, lead to greater impact. When students experience strong emotion when learning, they are more likely to retain that information (Persellin, 2014). Recognising fiction as a blend of information and emotion, distinct from the largely informative nature of non-fiction texts, has been a revelation. Genre, previously not deeply understood, plays a crucial role. On reflection, contemporary realistic fiction was something that was requested frequently by students, probably due to the mirror qualities. Students were wanting to see their world and familiar experiences represented in the books they read. Vardell (2019) describes contemporary realistic fiction as in the present time with events and people that could be real, even though they are fictional. Realism is a powerful learning tool, as students can connect with characters and places easily, applying prior experiences to what they are reading.
Conversely, historical and fantasy fiction can prove powerful in teaching across the curriculum developing inference and complex understandings. Delamain and Spring (2018), describe inference as the ability to apply knowledge, experiences and reasoning to a text beyond what is written. Fantasy and historical fiction offer opportunities for students to build inference as the characters and situations presented in the story are most likely to be unfamiliar to their world, requiring them to think critically and reason. As a result, I intend to familiarise myself with historical and fantasy stories within our collection, incorporating them more deliberately as we expand our resources.
The implications of this learning directly apply to my role in the library, significantly influencing resource promotion and development. I am equipped to advocate for the integration of fiction in all learning and will be recommending them alongside requested non-fiction resources. The recognition of fiction’s potential to engage, educate, and inspire will reshape my daily practices, enriching the teaching and learning experiences in our school.
References:
Bishop, R. S. (1990). Mirrors, windows and sliding glass doors. Perspectives. 6(3), ix-xi
Delamain, C., & Spring, J. (2018). Reading between the lines set two : Inference skills for children aged 8 – 12. Taylor & Francis Group.
Johnson, N. J., Koss, M. D., & Martinez, M. (2017). Through the sliding glass door: #EmpowerTheReader. The Reading Teacher. 71(5), 569-577. https://doi.org/10.1002/trtr.1659
Lindgren Leavenworth, M., & Manni, A. (2021). Climate fiction and young learners’ thoughts- a dialogue between literature and education. Environmental Education Research, 27(5), 727-742. https://doi.org/10.1080/13504622.2020.1856345
Persellin, D. C., & Daniels, M. B. (2014). A concise guide to improving student learning : Six evidence-based principles and how to apply them. Taylor & Francis Group.
Sanders, D. L. (2017). Windows on a changing world: using children’s literature as an aesth/ethical trope in early years education for sustainability. In O. Franck & C. Osbeck (Eds.), Ethical literacies and education for sustainable development: young people, subjectivity and democratic participation. (pp.127-136). Springer International Publishing.
Vardell, S. M. (2019). Children’s Literature in Action : A Librarian’s Guide: Vol. Third edition. Libraries Unlimited.