When I started this subject, I had very little idea about the concept of literary learning apart from the fact that I know from my experience as a teacher librarian that reading is a key but often neglected factor in student’s ability to make progress. The subject has reemphasised the importance of this basic skill as a prerequisite to full engagement as a responsible and active citizen and has given me the inspiration and academic basis for continuing to advocate for more reading in schools.  Reading allows students to enter other worlds and free their imagination as well as developing empathy and consideration for others (Beaumont, 2019) and is also a basic tenet of developing personal and social capabilities within the Australian curriculum (Australian Curriculum, Assessment and Reporting Authority, n.d.).

Through the readings and discussions of this subject, I have developed a much broader approach in my thinking about the reading landscape and appreciate the value of picture books, non-fiction and graphic novels as part of the teacher librarians’ toolkit and it has also increased my knowledge of the diverse resources available.  I have learnt how picture books can provide the opportunity for senior students to access complex and serious issues in an accessible and engaging manner. Picture books provide the opportunity for students of diverse capability to make an emotional connection with the topic, especially non-English speaking students and those with less developed literacy skills. Weir (2019) discusses the practical use of Tales in teaching English, especially with ESL students, as the book has a range of stories that can lead to many activities for teaching, especially for developing students’ skills in visual language. As a humanities teacher, I can see the real value from using picture books to teach human rights and many other areas of the syllabus that may be complex, emotional or sensitive topics. I am definitely going to review my shelf of picture books at school and talk to head teachers about the values of using them.

I am amazed and delighted to discover that science that says we need stories to grow and develop as human beings (Haven, 2007, p. vii) and that story telling is probably the most effective method for retaining information (2007, p. 90). The next time I teach History I might spend the first part of the lesson telling a story to start the lesson! I am also excited about trying new approaches with students to engage in a theme (such as human rights and freedoms in year 10) using a learning circle as a literary response. I was uncertain as to establish them and unsure of how to approach them or what was involved. I will definitely be promoting the idea of making book trailers with other staff. I think this would work very well with our EALD students to assist in their comprehension and understanding of the texts. Many of the literary response strategies seems to indicate that students will respond and engage if the text is relevant and interesting and this in turn provides an opening to understanding the topic.

 

References

Australian Curriculum, Assessment and Reporting Authority. (n.d.). Personal and Social Capability. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/personal-and-social-capability/

Beaumont, D. (2019, December 18). 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=_2627679_1

Haven, K. F. (2007). Story proof: The science behind the startling power of story. Retrieved from https://ebookcentral.proquest.com

Weir, F. (2019, December 5). Picture Books [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=_177193_1&message_id=_2575374_1