collaboration

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A Reflection on Literary Learning

 

Literary learning

There is so much more to literature than literacy. In literary learning, the use of literature linked to the curriculum enables students to gain multiple competencies, starting with a deeper understanding of the topic content, through multi-literacies, to the building of character through empathy, emotional engagement and ‘moral imagination’, the term Rundell (2019) uses to describe the kind of imagination that allows us to experience the world from the perspectives of others.

 

Resources

I have realised how important the quality of resources is; resources that not only support the curriculum, but do so in sophisticated, artistic and innovative ways. Being able to guide students and teachers to the right resource can make a considerate difference to their learning: a difference between shallow, literal learning and lasting, profound understanding through engagement with texts that stimulate inquiry, deep thinking and empathy. Whilst there might be a place in school libraries for books about underpants, farts or glittery unicorns, children also deserve exposure to literature that is interactive, varied in formats and genres, that cultivates their appreciation of literary and visual arts, to stories that challenge the stereotypes and raise deep questions, and to characters that represent their diverse personalities. To increase engagement in curriculum topics, texts should not be boring – they are more likely to impact students’ learning if they stimulate an emotional response.

 

Strategies

Having the most amazing books just sitting on library shelves will definitely not do the trick. These resources need to be displayed well, promoted, and most importantly presented to students and teachers through meaningful reading response strategies. To create valuable experiences for students and keep them motivated and involved in their learning, we have to be looking for more creative and interactive ways of integrating literature into the curriculum (Kopka, 2014). As technology continuously changes, effective reading strategies must include the use of innovative formats and digital technology platforms. Whilst I was familiar with some of the strategies presented in the module readings and discussions of ETL402, many of them were new to me and I cannot wait to implement them in my own practice.

 

Time and free choice

Krashen (2011) hypothesises that language and literacy development happens when the reader is directed at a message they find interesting, not at the language itself (p.85) and stresses the importance of having access to a wide range of books and time to read, as opposed to the idea of compulsion and comprehension checking, both of which he finds counterproductive. Indeed, students’ free choice in the selection of their reading materials plays a crucial role in sustaining their motivation and their development as independent and life-long readers.

 

TL’s role and the power of collaboration

Teacher Librarians are experts in finding learning opportunities within resources, thus having a significant influence on teaching and learning within their school communities (AITSL, 2017 and Magdolenova, 2022). However, successful literary programs can only be delivered to students in collaboration with other educators, from class teachers, specialist teachers, and IT professionals, to leadership teams.

 

A recurrent theme throughout many subjects has been the importance of instilling the love of reading in students. In ETL402, through the exposure to high quality literature of all genres and through the understanding of its value, the love for children’s literature has been reawakened in myself as well. Its richness, its art and its impact on our growth as learners, as individuals, and empathetic human beings, and the discovery of new exciting possibilities of its delivery to students leave me with a renewed passion for the profession, a perfect culmination of my studies at CSU.

 

References:

Krashen, S. D. (2011). Free voluntary reading. ABC-CLIO, LLC.

Kopka. S. (2014, May 7). Transmedia and education: Using transmedia in the classroom with a focus on interactive literature. Sekopa. https://sekopka.wordpress.com/2014/05/07/transmedia-education-using-transmedia-in-the-classroom-with-a-focus-on-interactive-literature/

Magdolenova, M. [mmagdolen] (2022, May 23). Sophisticated Picturebooks in Upper Primary Classrooms. Panta Rhei. https://thinkspace.csu.edu.au/michaela/2022/05/23/sophisticated-picturebooks-in-upper-primary-classrooms/

 Rundell, K. (2019). Why you should read children’s books, even though you are so old and wise. Bloomsbury Publishing.

The Australian Institute of Teaching and School Leadership (AITSL). (2017). Australian Professional Standards for Teachers. https://www.aitsl.edu.au/standards/highly-accomplished

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Study Visit Report – Essay

A well-resourced information agency is a successful information agency.

Information centres without great resources would be like empty treasure chests (Magdolenova, 2021, May 24). The quality of the resources and their relevance to the users is a non-negotiable element.   The nature of these resources, however, is a constantly changing part of the formula.

In a matter of decades, information agencies have evolved from being mere repositories of print resources to being dynamic centers where knowledge is not only stored and shared but also created, with resources taking on a multitude of shapes and forms.

Ruffles (personal communication, September 7, 2021) presents an overview of a plethora of activities and programs the libraries at Melbourne Grammar School offer to their students.   Her libraries are well-resourced in terms of print and digital resources, physical spaces, technology and staffing. She demonstrates that a well-funded and consequently well resourced library gives the librarians an opportunity to increase the scope of what they can do, and what they can offer their users, maximizing the impact on student achievement and well-being. When it comes to school libraries, the quality of the collection and access to resources has been identified as one of the main elements associated with good school library provision (Teravainen & Clark, 2017).

In order to create a well-resourced library, the starting point is establishing the purpose of the collection, as this should provide the base for all further decisions (Braxton, 2016). Each library has a unique mission and serves different users, who have a unique set of needs. The purpose of the library will also be unique, in alignment with the vision and mission of the organization, and it is for this reason that collection development process cannot be uniform. Hider (2013) acknowledges that the main problem of today’s digital environment is that the abundance of information resources makes finding and accessing the most useful information more difficult. He identifies two primary ways of addressing this problem – providing quality information resources and organizing them to facilitate effective access (Hider, 2013, p. xi).

It is not the quantity, but the quality of resources that is more important and in case of special libraries, like a health library or even an orchestra library, the quality is absolutely crucial. Griffith (personal communication, August 31, 2021) stresses the importance of strategic planning that guides the provision of resources in health libraries. She identifies the role of the special librarians as “connecting professionals with resources”. Likewise, Mathilde Serraille of Paris Opera Library stresses that provision of the right resources to the right users is absolutely crucial for the running of an orchestra, as is the librarian’s skill and responsiveness to sudden changes (Serraille, personal communication, September 1, 2021).

Systematic analysis and evaluation of resources, be these physical or online resources, are tools that help the collections stay current and relevant. Holly Godfree of Lake Tuggeranong College (LTC) Library explains in clear terms: “everything has to earn its place”. As an example, she provides reference to the LTC website, in which it is clear that only the top, most relevant resources, get their place on it (Godfree, personal communication, September 3, 2021). Keeping resources which do not fulfill the selection criteria in the collection is in fact detrimental to the rest of it and has a big impact on whether the resources are used effectively (Beilharz, 2007 and Magdolenova, 2021, May 24). Regular collection evaluation, the ability to quickly respond to changes in the curricula, current pedagogy trends and events happening around the world are important aspects for keeping the libraries up-to-date and well-resourced.

Lastly, easy access to resources, their promotion and the promotion of all library services need to be considered. The way resources are presented has a big impact on whether they are used effectively (Beilharz, 2007).

How flexible do the present-day information specialists have to be to keep ahead of their users and retain the relevance of their resources? Our flexibility, as information professionals, is being re-examined as the global pandemic effects not only the way resources are accessed, but the nature of the resources and services we offer. In a short time-frame, the librarians were ready to provide a whole range of online resources replacing the physical ones. Kylie Carlson of Yarra Libraries inspires the librarians with her modern and flexible approach, as she finds new ways to support and engage with her community, even in difficult times. Utilising her expert management and business skills, Carlson redefines what a public library can offer to the community, always adapting to the current needs of its members (Carlson, personal communication, September 10, 2021).

Creation of resources is a significant part of the work of the present day information specialists, as opposed to an old fashioned view of the profession being the one of the resource keepers. All of the presenters have demonstrated that creating their own resources is now an expected standard of a highly skilled information professional. Websites, research guides, video recordings, innovative borrowing kits, new programs and services are created using high levels of ICT skills, subject knowledge, originality and attention to detail.

Whilst resources are critical for any information agency, all of the specialists from a wide range of different organisations presenting at the 2021 CSU study visit prove that there is an extra element to the success of their libraries – the care and love they have for their communities, their enthusiasm, passion and sense of purpose in their work.

References:

Beilharz, R. (2007). Secret library business – part 2. SCIS Connections 63.

Braxton, B. (2016). Sample collection policy. http://500hats.edublogs.org/policies/sample-collection-policy/

Grigg, K. (2012). Assessment and evaluation of e-book collections. In R. Kaplan (Ed.), Building and managing e-book collections (pp. 127-137). American Library Association.

Hider, P. (2013). Information Resource Description. American Library Association Editions.

Teravainen, A., & Clark, C. (2017). School Libraries. A literature review of current provision and evidence of impact. London: The National Literacy Trust.