Embarking on ETL402 has been like exploring unfamiliar territory, each module revealing new depths in my understanding of children’s literature. As I journey through these literary landscapes, I am deeply aware of the critical role I will play as a teacher librarian, shaping the literary experiences of future generations.  My journey commenced with a reflective analysis of the child as a literary subject, a foundational step in understanding the detailed complexities of children’s literature. Through thorough investigation and exploration, I discovered the inherent value of children’s books, refining my ability to curate a diverse and inclusive collection that reflects the multifaceted identities of our student body.  Wham et al. (1996) suggested that literature holds the power to shape students’ beliefs, values, and attitudes. Pantaleo (2002) further supported this notion, emphasizing that reading aids children in comprehending and valuing their unique identities, their contribution to the community, and universal emotions and themes depicted in personal narratives.

Exploring the diverse landscape of children’s literature, I immersed myself in its rich array of voices and forms, analyzing narrative techniques and exploring various genres.  This exploration underlined the significance of offering literature that connects with the diverse identities and experiences of our students, including LGBTQ+ narratives and Indigenous perspectives. Equipped with a range of literacy strategies, I am prepared to curate age-appropriate materials that foster both cognitive and emotional growth among our young readers. As I prepare to embark on my future role, I recognize the crucial role I will play in nurturing empathy, understanding, and critical thinking through literature.

Transitioning to a broader perspective, the integration of literature across the curriculum raises numerous concerns, including representation, diversity, alignment with curriculum objectives, student engagement, and the need for teacher training and support. May and Wright (2007) clarified the resistance of subject-based teachers to whole-school literary aims, often viewing them as the exclusive purview of the English department. Furthermore, the negative impact of modern technology and social media on children’s literacy development (Auld, 2024) . These multifaceted issues underline the role of a teacher librarian in addressing the complexities of literacy education.  In the meantime, I am aware of the transformative potential of digital literature in shaping the reading landscape of the 21st century. Embracing technological advancements, I aim to integrate digital resources and literature apps into our library collection, enriching students’ literary encounters and expanding their horizons.  As I gaze towards the horizon of my career, I am eager to implement innovative teaching and promotion strategies that cultivate a culture of inquiry and lifelong learning. From whole-school initiatives to intimate literature discussions, I am committed to fostering a deep-seated love for reading and empowering students to become perceptive consumers and creators of knowledge.

In conclusion, ETL402 has been a transformative journey, equipping me with the knowledge, skills, and passion to embark on my role as a custodian of children’s literature. With each module, I have explored deeper into the complexities of literary learning, emerging ready to pave a path that will enrich the lives of countless young readers.

Reference

Auld, N (2024, March 30). Purpose of Reading. [Comment on ‘Forum 1.1b Why read?]. Forum; Module 1. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_71808_1&nav=discussion_board_entry&conf_id=_150286_1&forum_id=_333629_1&message_id=_4757609_1

May, S., & Wright, N. (2007). Secondary literacy across the curriculum: Challenges and possibilities. Language and Education, 21(5), 370–376. https://doi.org/10.2167/le797.0

Pantaleo, S. (2002). Children’s Literature across the Curriculum: An Ontario Survey. Canadian Journal of Education, 27(2/3), 211–230. https://doi.org/10.2307/1602221Bottom of Form

Wham, M. A., Barnhart, J., & Cook, G. (1996). Enhancing multicultural awareness through storybook reading experience.  Journal of Research and Development in Education, 30, 1-9.