May 24

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]

https://interact2.csu.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_44234_1&content_id=_3228488_1

 

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.

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March 16

ETL 402- Module 2

My knowledge of children’s literature 

As I start module two in this subject I am keen to learn about the different genres and formats in more depth and the popular titles and trends in children’s literature. I am aware there are probably big gaps in children’s literature I am unaware of as these areas are not of interest to my own class or my own children therefore not something I have been exposed to previously. I am not currently a teacher librarian and even though it interests me to investigate the new books that come into the library and that publishes produce, I like any other teacher am time poor and unfortunately it get’s pushed back until I have more free time.

I am looking forward to in some way, being forced to discover what is out there. Looking forward I recognise I need to perhaps put some strategies in place so I keep up with the trends in children’s literature. The strategies I have identified are as follows

  1. Visiting my school library on a regular basis and asking the teacher librarian what is new, what is coming, what is popular
  2. Subscribing to a librarian online magazine or blog where librarians review new resources available
  3. Follow credible teacher librarians on social media who share what they are doing with the new resources in children’s literature
  4. Become more involved in following the Australian book council and the new titles they recognise
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March 12

ETL 402- Module 1

Vision for the future of children’s literature

Barone (2010) defines children’s literature simply as “literature written for children” (p.6). Barone does not define children’s literature as being a physical printed book, the definition talks about the writing for children, the authors who choose to write for an audience of children and young adults.

When you view children’s literature in light of Barone’s definition the impact of the technological environment does not impact upon the future of children’s literature negatively, which is what many librarians have feared. In fact it gives the audience (children) many options in how they want to consume their chosen literature. Hateley (2013) identifies the digital generation as being one who loves to play online in any capacity and even if they choose to read literature on a device, through an app or online we need to view ‘reading as a meaninful experience” (p. 6). Showing that if children are reading, no matter how they are accessing it, it’s a positive for the future of children’s literature.

The future of children’s literature is in the hands of the consumers and in this case is more often than not the children themselves. Children are more capable of being consumers today than those of previous generations. The ability to purchase an app of choise on an ipad or to download a book from the comfort of their own home sees a new way for children to participate in the purchasing of their own literature, however Harvery (2015) states that print is still alive in the children’s space, showing that both print and digital books for children have seen an increase.

The future vision for children’s literature seems to be one where children can consume literature in a variety of different ways but one that should hopefully continue to grow as authors tap into the trends of what children want and make their products easily accessibly for all.

References

Barone, D. M. (2011). Children’s literature in the classroom: Engaging lifelong readers. Retrieved from Proquest Ebook Central.

Hateley, E. (2013). Reading: From turning the page to touching the screen. In Wu, Y., Mallan, K. & McGillis, R. (Eds.) (Re)imagining the world: Children’s literature response to the changing times (pp. 1-13). Retrieved from Springer Link.

Harvey, E. (2015, December 8). Five trends affecting children’s literature. In Book Business. Retrieved from https://www.bookbusinessmag.com/article/what-we-learned-from-the-top-trends-in-childrens-literature-webinar/

 

 

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