ETL 402 – Assignment 2: Part B
REFLECTIVE BLOG POST
As a classroom teacher, I thought I had a pretty good idea of what using literature to support the curriculum looked like. However as I have progressed through this subject I have developed a deeper understanding of literary learning, recognising it as a tool in which teachers can use to enhance any curriculum area and boost student achievement, viewing it not as a separate area to teach but a new way of teaching (Johnston, 2020b Module 5 ).
I’ve come to understand that the concept of literary learning allows students to learn through the use of literature, giving opportunity to increase their knowledge on curriculum subjects through the reading of many genres and formats as it’s integrated into the curriculum (Cornett, 2014). When used correctly literary learning can help the reader interpret visual information, find the underlining meaning of text and critic the prompts and the way the book tries to take the reader on a journey through the pages (Charles Sturt University,2020).
I found it particularly helpful discovering picture books for older readers, not only have I discovered many types of genres I wasn’t aware of but practicing picking apart the story lines, interpreting use of the images, colours, textures, text display and position and then constructing meaning from it all when all of the elements are combined, this helped me fully understand the application of literary learning. Reflecting on the fact that students are consumers of literature of many formats and genres and what can be learnt from these texts when you delve further than just reading for enjoyment (Johnston, 2020a). Experiencing the emotions, life experiences and cultural behaviours of characters are the benefit that literature brings over facts (Lukens, Smith & Coffel, 2012). Studying response strategies has allowed for better understanding of how reader responses prompt the reader to draw on previous and gained knowledge while reading the text and in doing so support the case for literary learning (Larson, 2009).
When discussing the topic of literary learning with my colleagues many were concerned with already teaching so much literacy, this is where the problem lies about literary learning, many teachers confuse it with teaching reading and writing and not about using literature to support units of teaching. I have planned to discuss with our teacher librarian about the possibility of some teacher professional learning on the concept of literary learning, offering my newfound skills in willing to collaborate on this training for staff. Going forward I can’t ignore the knowledge I have gained during this semester; I am going to weave some reader response strategy work into my program that supports our class units. I aim to help my students be more literary literate, looking for various genres and formats of texts in my teaching and teaching students to look at texts critically, trying to find meaning from each element and not just the words on the page.
The teacher librarian leads the school in being the information specialist and in sharing how literary learning can benefit students even when learning new information will help improve the teaching and learning of all students and advocate for the teacher librarian within the school (Cornett, 2014).
References
Charles Sturt University. (2020). Literature across the curriculum [ETL 402 Module 5]
Cornett, C. E. (2014). Integrating the literary arts throughout the curriculum. In Creating meaning through literature and the arts : arts integration for Classroom teachers (5th ed.). Prentice Hall.
Johnston, M.(2020a, March 12). Vision for the future if children’s literature [blog post] https://thinkspace.csu.edu.au/melissa/
Johnston, M. (2020b, May 23). Online forum comment module 5. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_44234_1&nav=discussion_board_entry&conf_id=_88815_1&forum_id=_181939_1&message_id=_2913314_1
Larson, L. C. (2009). Reader response meets new literacies: Empowering readers in online learning communities. The Reading Teacher, 62 (8), 638-648. http://doi:10.1598/RT.62.8.2
Lukens, J., Smith, J. J., & Coffel, C. M. (2012). A critical handbook of children’s literature. (9th ed.). Pearson Higher Ed.