Category: ETL 402 Literature Across the Curriculum

Literature Across the Curriculum – A Final Reflection

As I posted my first entry for ETL402 in my Thinkspace Blog, Defining Children’s Literature (Gonye, 2023, March 2), I hadn’t considered how writing these two paragraphs defining my understanding of children’s literature would lead to a deeper comprehension of the endless possibilities of teaching and learning for myself as a future teacher librarian and the students whom I am yet to meet.

This subject explored in detail many facets of children’s literature. According to the Library of Congress; Collections Policy Statement, Children’s Literature is described as items that are created and written specifically for children and young adults for their entertainment or to acquire knowledge. In addition, the definition encompasses works that are fiction and non-fiction in digital and physical forms (2022, para.1).

When I initially thought about literature in the digital environment, eBooks, video clips, and film were the resources that came to mind. However, I hadn’t considered interactive online stories or enhanced video versions of books that use dramatic readings or music and sound effects to enhance the emotional connection with the reader. Cullen (2015) adds that children engage multiple senses in interactive media that uses touch, audio, animations and illustrations. As children become more engaged in interactive media, the Teacher Librarian can harness this enthusiasm for discovery and learning by providing a more individualised program allowing them to progress at their own pace.

In my post titled, Literature in the Digital Environment (Gonye, 2023, April 28), I referred to how students can engage in reading and learning anytime using technology. There is an expectation that students can navigate competently in a digital environment to access information quickly and instantly. According to Brueck (2014), today’s students use smartphones to access data quickly from one source to another. Transliteracy describes how to interact with different literacies, as outlined in my blog entry What is Transliteracy?  (Gonye, 2023, May 10)  The teacher librarian’s role is to teach students the necessary digital and multiliteracy skills to navigate confidently and effectively in the digital landscape.

As an early childhood teacher, I was familiar with using picture books to enhance learning of new concepts for young children. A book read aloud to a group of children was often used as a springboard to learning mathematical and scientific ideas or historical and cultural perspectives. As I have never taught within a school setting before, I somehow thought that using fiction books to enhance or even consolidate learning concepts across the curriculum was a practice that wasn’t implemented. The use of non-fiction books and resources ‘took the place’ of picture books and other fiction forms. I was happily surprised to find this was not the case. Literary learning describes using fictional or poetic texts to support a learning process separate from reading books to gain competence in literacy (Spinner, 2019, p.161).

As a future Teacher Librarian, I am excited about the direction of literary learning. Not only will I promote a wider variety of books in physical and digital formats for reading for pleasure and support their reading choices, but I plan to implement richer learning experiences through the complementary use of fiction with non-fiction resources to support learning across all curriculum areas.

References

Brueck, J. [ideastream]. 2014, November 18). 2014  IDEA talk: Jeremey Brueck – Developing Transliteracy [Video]. YouTube. https://youtu.be/BpQrfPQA1Ao

Cullen, M. (2015, December 21). How is interactive media changing the way children learn? EducationTechnology.

https://educationtechnologysolutions.com.au/2015/12/how-is-interactive-media-changing-the-way-children-learn/

Library of Congress. (2022).  Collections Policy Statement: Children’s Literature. Library of Congress. https://www.loc.gov/acq/devpol/chi.pdf

Spinner, K.H. (2019) ‘Literary learning’. Film Education Journal, 2 (2): 159–74. DOI https://doi.org/10.18546/FEJ.02.2.06

What is Transliteracy?

Transliteracy is the ability to read, write, communicate and interact with print to digital as well as across multiple forms of media. At first, I was a little confused by the term, thinking it was the ability to access and read the information in various formats, but it is more than that. Transliteracy is the ability to move between distinct forms of literacy with ease. For example, a student who reads a book and then looks online for further information related to the book is using transliteracy skills.

Transliteracy is a vital skill for students in today’s classrooms. It sets the foundation to become confident and accomplished citizens of the future. Anstey & Bull (2006, p.55) state that we do not know how information in the future will be presented, but we can teach students the necessary skills for interpreting new formats successfully through the ability to interact with different literacies.

According to Brueck (2014) in the Developing Transliteracy video, how students learn, and access information has changed significantly. Traditionally, students learnt linearly, reading from printed materials such as books, journals and newspapers. However, today’s student expects to access information instantly and have it available at their fingertips, such as using a smartphone and accessing data using hyperlinks, moving from one source to another very quickly. With this in mind, there is an emphasis on teaching transliteracy skills to students so they can be successful learners in the classroom and into their adult lives.

References

Anstey, M., & Bull, G. (2006). Teaching and learning multiliteracies: Changing times, changing literacies. International Reading Association.

Brueck, J. [ideastream]. 2014, November 18). 2014  IDEA talk: Jeremey Brueck – Developing Transliteracy [Video]. YouTube. https://youtu.be/BpQrfPQA1Ao

Literature in the digital environment

Think about how you process information and read. Are young people any different? Do they use technology differently from older people?

Call me old-fashioned, but I do love to read print. The ability to hold the paper in my hands, turn a page or make notes with coloured felt-tipped pens or use highlighters on a crisp white page. However, with my university learning, I have noticed that when I read articles and large amounts of text from the screen, I become easily distracted; (in fact, I made some online purchases whilst writing this post!) by checking emails and clicking between screens can make it more difficult to absorb important information. I often reread the same paragraphs to gain clarity.

I believe younger readers would read more directly from screens for several reasons. First, devices at home, such as pads, laptops, phones etc., make text more accessible and portable. The expectation in schools is to use electronic devices for learning. Google Classroom is an excellent example of teachers assigning work in multiple subjects, and activities such as sports or creative arts programs can be distributed and communicated more effectively. Students become engaged in their reading and learning anytime using technology. Would the increased accessibility also add to increased distractions for younger readers, as I have experienced? Goodwin (2013, p.78) states modern media features such as hyperlinks and notifications interrupt the reading flow, and this distractibility can take away from the meaning of the text. Within the school environment, students must be taught skills and techniques to help minimise distractions to their learning.

Children use technology differently from adults. First and foremost, in the school environment, it is for learning and reading; at home, it is mainly for entertainment and reading for pleasure. In the older grades, for homework as well. Adult use of technology differs as it is predominantly a communication tool, emails, banking etc., as well as for information seeking in the workplace, for study or for personal interests.

References

Goodwin, B. (2013). The reading skills digital brains need. Educational Leadership. 78-79.

 

A vision for the future of children’s literature.

What is my vision for the future of children’s literature?

Before I read any prescribed readings, I reflected on my experience as an Early Childhood teacher and asked my eleven-year-old daughter for her opinion. Comparing my notes to those reflected in Short (2018) and the Australian Writers’ Centre Team articles was interesting.

My vision for the future includes picture books containing stories about diversity and representation that goes beyond stereotypes. This shift has happened, but cultural diversity is still somewhat underrepresented in this book format. A variety of simple to complex text and storylines in which picture books can be promoted for reading by a wider age group beyond the suggested early childhood and lower primary years.

In my daily practice, I have used picture books for more than just a quiet time activity. Combining text and imagery representing cultural diversity can provide children with many learning experiences they can relate to on a more personal level, developing understanding and empathy.

My daughter suggested that Graphic Novels are gaining popularity. This was confirmed by a somewhat subjective survey conducted amongst the peer group. Graphic novels not only provide a transition between picture books and young adult fiction novels but can engage the reader through bold and detailed graphics and fast-paced text.

According to the Australian Writer’s Team (2020), graphic novels are increasing in popularity across ages and genres. My daughter added, ‘Sometimes you want a quick-to-read entertaining book. A lot can be said through illustrations.’

Who will be the drivers of change?

The audience for which children’s literature is intended will be the primary drivers of change. This includes not only children but parents, carers and educators. These groups will influence the demand for particular types and modes of children’s literature. For example, young children may be affected by literature that ‘comes alive’ through multi-modal formats such as books adapted for a television series or vice versa and characters transformed into plush toys or action figures. Parents may seek literature ranging from traditional or classic stories from their youth to bedtime reading. Whilst educators may seek more contemporary literature with ‘teachable moments relating to ‘sustainability, diversity and indigenous cultures.

 

Australian Writers’ Centre Team. (2020, July 17). 7 trends in children’s and YA publishing. AWC: Australian Writers’ Centre. https://www.writerscentre.com.au/blog/7-trends-in-childrens-and-ya-publishing/

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

 

Defining children’s literature

Children’s literature includes stories written for children up to adolescence. The literature engages with their emotional, cognitive and behavioural needs through stories using relatable pictures and words to gain an understanding of themselves, others and the world around them.

Children’s literature is presented in a variety of formats, including traditional print and picture books to multi-modal media. Children’s literature promotes imagination, creativity, empathy and critical thinking skills.