Part B: Reflective Practice

As an existing teacher librarian within a primary school, I believed literary learning to be quite evident within my daily library classes. However, after engaging in the readings and particularly the Literary Learning Program assignment, I understand now that literary learning is much, much deeper than what I initially believed it to be. Particularly of great significance upon reflection, was the development of my comprehension and transformational thinking throughout ETL402; that ‘literary learning’ significantly differs from ‘literacy learning’ and is an effective learning tool that can be engaged throughout all curriculum areas, rather than only English curriculum. I was great at implementing literacy learning, however I failed to promote literary learning to my full extent, both in personal programming and collaboration with classroom teachers.

The significant difference I have learnt to distinguish between literay learning and literacy learning, is that literary learning describes the processes of learning by utilising literature effectively to create text connections to support student learning and understanding of a particular concept (Bales, 2018). Whereas Winch, Johnston, March, Ljungdahl & Holliday (2014) describe literacy learning simply as the specific and directed teaching and learning of English skills, e.g. reading, writing and spelling. Prior to commencing ETL402, I did not personally implement to my best ability, or suggest to colleagues the implementation of literature in other key learning areas other than English. Engaging with the learning modules (particularly Module 6 with curriculum based teaching) has empowered me to have a greater understanding of the value of literature across all key learning areas. It has further allowed me to consider the benefits of using this learning tool to engage student learning further in classrooms, whilst also increasing student literacy development and skills. I have since shared my increased knowledge of literary learning (and valuable resources) from ETL402, during staff meetings to further promote understanding and benefits of literary learning not only within the library – but also embed into classroom practice.

Through the implementation of literary response strategies, students are given the opportunity to engage more critically and creatively with literature that creates deeper contextual links and support the delivery of new concepts and reading response strategies. By utilising literary response strategies such as digital storytelling and dialogic reading, students are able to engage with ICT and collaborate and communicate ideas with their peers. This allows for the promotion of greater student engagement in learning and development of interpersonal skills allowing for greater self-efficacy (Xu, Park & Baek, 2011, p. 181).

As a TL it is my responsibility to remain up to date with current literature and developments in literary response strategies and learning programs. This will ensure student learning needs are addressed effectively through the implementation of relevant literature and literary response strategies that can be used to enhance all key learning areas and curriculum. ETL402 has developed my understanding of and ability to enrich the curriculum, in order to increase student learning outcomes and to further motivate and engage learners in a lifelong love of reading.

References

Bales, J. (2018). Literacies and Learning [ETL402 Module 5.1]. Retrieved September 28, 2018, from Charles Sturt University website: https://interact2.csu.edu.au/bbcswebdav/pid-2370010-dt-content-rid-4427857_1/courses/S-ETL402_201860_W_D/PDF%20files/Module%205.pdf

Winch, G., Ross, J. R., March, P., Ljungdahl, L., & Holliday, M. (2014). Literacy: reading, writing and children’s literature. Retrieved from https://ebookcentral-proquest-com.ezproxy.csu.edu.au

Xu, Y., Park, H., & Baek, Y. (2011). A new approach toward digital storytelling: An activity focused on writing self-efficacy in a virtual learning environment. Journal of educational technology & society, 14(4), 181-191. Retrieved from https://search-proquest- com.ezproxy.csu.edu.au/docview/1287031520?accountid=10344