ETL402: Assessment 2 Part B – Reflection Post

My first major response, and unfortunately only public response, was answering Do you have a vision for the future of children’s literature? Who will be the drivers of change? (Bernard, 2021). Staying true to form, I rambled my thoughts of having a diverse, transmutable, active and communal vision. Immediately in module 1 my vision was highlighted through Wolf (2014), Ross Johnson’s discussion on what literature itself is (2014) and deeply resonated with Short’s inquiry into trending children’s literature from 2018. I have carried Short’s article throughout this module, focusing on the point that the continued lack of diversity is impacting heavily on readers and their passion for reading. 

 

In both Assessment 1 and 2 I strove to highlight the importance of having diverse literature and due to the nature of the market, how limited it is. This unit has given me a purpose to promote as much diverse literature as I am able to and encourage others to push towards change. Upon reflection, I’ve noticed that my focus in Module 3 was on a public library, rather than a school. Currently not working in the field it was challenging, but helped me to grow professionally in what public libraries can offer the community, both as outreach programs, and connecting with schools consistently. Reading for pleasure and the magic of reading are crucial to being a passionate reader and my personal skills enable more opportunities within a public setting. Pennac’s (2006) The Rights of the Reader hit both a professional and personal chord as I want as many children to experience the rights of the reader and find solace, comfort and joy in reading. (Or as the first rule states, not reading). 

 

As teachers, we constantly push the boundaries of what is capable to fit in a day. How much curriculum we can explore and fundamentally teach, however, teacher librarians are given the unique opportunity to embrace our love of literature and apply the curriculum in unexpected ways. Creating a resource kit and finding all different kinds of literature was fantastic and stretched my abilities to find those unique resources in a variety of different places. 

 

This unit also helped to shape a better understanding of literary learning. The concept of using literature as learning, or as a conduit for learning is stated in Module 5 as not commonly found in literature and I believe that the conversations around literary learning needs to move into the academic sphere as they are valuable skills accessible to students, if quality teaching and learning opportunities are created. TLs apply the curriculum through literature and offer those special moments that help students to facilitate literacy skills alongside the passion for literature and learning from reading. With the definition of literacy being rather murky and multiple definitions applicable, I personally think the curriculum should have more of a focus on literary learning and both students and teachers would have a more enjoyable experience. The references used throughout demonstrate the strategies used in literary learning definitely confirm that statement. 

 

References: 

Bernard, P. (2021). ETL402: My Vision For The Future of Children’s Literature. [Blog]

Pennac, D. (2006). The rights of the reader. Walker Books.

Ross Johnston, R. (2014). Literature, the curriculum and 21st-century literacy . In G. Winch, R. Ross Johnston, P. March, L. Ljungdahl & M. Holliday (Eds.), Literacy: Reading, writing and children’s literature (5th ed., pp. 472-491). Oxford University Press. 

Short, K. (2018). What’s trending in children’s literature and why it matters. Language Arts, 95(5), 287-298.

Wolf, S. (2014). Children’s literature on the digital move. Reading Teacher, 67(6), 413- 417. https://doi-org.ezproxy.csu.edu.au/10.1002/trtr.1235

Module 2.1: Digital environments

Think about your own journey as an educator – what has changed in your teaching practice over the course of your career with regards to technology use and literature? Is that change embedded at a core level, or is it a matter of changing tools?

Having only graduated at the end of last year my teaching career hasn’t been a long one so far, however I am still learning and growing in terms of technology use and combining literature with technology. I got placed on a 3/4 class at the beginning of the term and their use of technology was amazing. I quickly got up to scratch on utilising Google Classroom and how to incorporate digital technology in any form of lesson. I had not heard of Wushka before and the students really enjoy reading texts from the Chromebooks. Students also have a Chromebook each, which was unheard of in any of my other teaching experiences. Students engage with literature in a different way and are able to access thousands of stories at a drop of a hat.

My teaching practice has to evolve to incorporate the teaching of new formats and teaching students how to develop their own multimodal texts, which is part of the English syllabus. I also utilise Seesaw which is an app where students can record themselves discussing literature and share that with members of the class, creating a stronger sense of meaning and formatting their ideas to be vocally coherent. The change is not a matter of tools but understanding and teaching students how to engage with this new format that is constantly evolving. Serafini & Youngs (2013) discuss how students are still decoding language, however, the structures and formats being presented are different and teachers need to ensure students have the skills to understand these changes. Sharing, such as on Seesaw, has also become global and students are able to participate in social situations to share, discuss and analyse texts online. I am an active consumer of ‘BookTube’ and discuss novels frequently with friends all over the world and I would like to incorporate it more in my classroom next term.

Serafini, F., & Youngs, S. (2013) Reading Workshop 2.0. Reading Teacher. 66(5), 401-404.  https://org.ezproxy.csu.edu.au/10.1002/TRTR.01141.

INF533 – Assessment 3 Topic Proposal

Topic:

How is sustainability present within literature?

Stage 3 Students are divided into 5 groups and are given the choice of 5 sustainable texts to create a video around. Students are allocated a fortnight block throughout Term 4 to complete their video.

Text List:

Collected Poems by Judith Wright

Where the Forest Meets the Sea by Jeannie Baker

Milli, Jack and the Dancing Cat by Stephen Michael King

One World by Michael Foreman

One Plastic Bag by Isatou Ceesay and the Recycling Women of the Gambia

Digital Tools and Spaces.

Windows Movie Maker would be utilised for students to create their videos, working for a fortnight on their presentation to be uploaded to the class YouTube channel. Students are able to add clips, texts and pictures to make a holistic video.

Rationale:

Sustainability is an area not present at the forefront of learning within my current school. This project would be a Stage 3 semester summative assessment in either Term 2 or Term 4. Prior to the term a “sustainable” term would be run to provide students with the knowledge needed to complete the task and would run in either Term 1 or Term 3. This ensures that students can highlight and explore a range of sustainable measures that individuals and larger communities can take. The idea is that students are combining comprehension skills with an investigation and fulfilling research skills through creating a questionnaire within their group, aligning with both the English syllabus and the Science syllabus. Sustainability is also a cross-curriculum priority.

Students are provided with the digital skills to make this video and edit it independently throughout the “sustainable term”. The fortnight timeframe allows students to draft a script and brainstorm ideas, record the video footage and edit and upload their final creation. Students are required to compose, edit and communicate effectively their ideas on sustainability present within the text.

Sections of the resource:

  • Overall is a 4-5 minute video.
  • Minutes 1-3: showcases the text in video or animation form and then students answer the focus question: “How does this text promote sustainability?”
  • Minutes 4-5: Students will formulate one question each and ask that to the members of their group and record their answer.

Curriculum Codes:

ST3-4LW-S, ST3-1WS-S, EN3-1A, EN3-2A, EN3-3A, EN3-7C, EN3-8D.

 

I am so excited to experiment and make one of the presentations.

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