I used to think of literacy as only one aspect of my work as a teacher librarian (TL). I held on to an outdated notion of literacy as only about reading and writing. My definition of literacy has evolved. I now see that literacy learning underpins all facets of my role.
Literacy learning involves integrating children’s literature, aligned with current trends, into the curriculum to meet the changing needs of learners. I can select texts that resonate with issues that 21st century learners grapple with and build the literacy skills required to address these challenges. I previously reflected on the value of collaboration (Miller, 2023, June 29) and feel empowered to adopt a shared instructional leadership model (Bellibaş et al., 2021). I am collaboratively working with staff to explore curriculum scope and sequences to find opportunities for the integration of multiliteracies and literacy strategies into existing units. We will bring these ideas to curriculum meetings to encourage further collaboration and team teaching.
Literacy learning is enhanced with the inclusion of multicultural literature, where students can see themselves reflected and validated (Boyd et al., 2015) creating a sense of belonging. I wrote about creating emotionally safe physical learning environments (Miller, 2024, February 24), but I now see that that safety can also be created through the inclusion of multicultural fiction. I sourced my school’s cultural demographic data and was amazed to find 40 different cultural backgrounds represented. This was a turning point because while I knew that it was important to represent diverse experiences and perspectives (Mathur, 2020) through literature, I realised that many of the cultures from our community were not represented.
So, reminded of Kennedy’s (2023) call to action to advocate for culturally responsive collections, I made changes. I audited our English study novels and realised the diversity of our learning community was not reflected. I presented at an English Faculty meeting about the value of multicultural fiction and I am working with the English Coordinator to update the booklist. I now reflect multicultural diversity in my library book displays and on library pathfinders, regardless of the theme or curriculum focus. I am targeted in my selection when I purchase multicultural fiction and I reflect diversity in my student book recommendations. I am proud that the top five borrowed titles this month are multicultural fiction.
Literacy learning is enhanced with a targeted selection of texts that suit the interests, pedagogical and learning needs of the unique learning community (Wooten et al., 2018). I expressed a desire to extend my graphic novel collection (Miller, 2024, March 24) as I learnt about the benefits of graphic novels such as developing critical thinking (Johnston, 2014). I realise that knowing my students (AITSL, 2007) and acknowledging their reticence to read, alongside an awareness of genres, forms and trends has enabled me to extend my collection in a targeted way. My graphic novel section is now the most popular collection in the library and many of my recently purchased books have a long list of holds.
Literacy learning involves fostering multiliteracies and transliteracies. In Miller, 2024, April 27 I observed a link between these literacies and a participatory, constructivist learning culture. I realised that I had been supporting multiliteracies in my professional practice, but didn’t have the metalanguage to make these literacy links explicit for students and staff. I am excited to make literacy learning transparent in the participatory culture I have established in the library.
References
Australian Institute for Teaching and School Leadership (AITSL). (2017). Australian professional standards for teachers. https://www.aitsl.edu.au/standards
Bellibaş, M. Ş., Gümüş, S., & Liu, Y. (2021). Does school leadership matter for teachers’ classroom practice? The influence of instructional leadership and distributed leadership on instructional quality. School Effectiveness and School Improvement, 32(3), 387–412. https://doi.org/10.1080/09243453.2020.1858119
Boyd, F. B., Causey, L. L., & Galda, L. (2015). Culturally diverse literature: Enriching variety in an era of common core state standards. The Reading Teacher, 68(5), 378–387. https://doi.org/10.1002/trtr.1326
Johnston, R. (2014). Visual literacy: Reading the world of signs. In G. Winch, R. Johnston, P. March, L. Ljungdahl & M. Holliday (Eds.), Literacy: Reading, writing and children’s literature (5th ed., pp. 618-636). Oxford University Press.
Kennedy, E. (2023). Culturally diverse collections. American Libraries, 54(6), 48–51.
Mathur, P. (2020). The importance of multicultural young adult fiction: Reflecting our current multicultural zeitgeist. Scan, 39(2), 14–19.
Wooten, D. A., Liang, L. A., & Cullinan, B. E. (Eds.). (2018). Children’s literature in the reading program: Engaging young readers in the 21st century. Guilford Publications.