Category: ETL402

One concept ETL402 explored is the effect of a teacher’s knowledge of literature in shaping the curriculum as researched by Akins et al. (2018) and Merga, (2015). It is vital that the TL facilitates a diverse range of reading genres and formats for both staff and students, for example, does the collection include postmodern texts, picture books for older readers, series etc.

 

Upon reflection, this connects with a concept from ETL401 in that when making decisions about the collection, patron needs should be a primary consideration. TL’s need to consider the needs of their students and staff in expanding their own understanding beyond “it’s a story” and elevating fiction’s value. Kammer et al. (2021) supports and extends this arguing that the teacher librarians expertise in fiction and how it is taught plays a pivotal role in the professional development of teachers when collaborating which is something I will need to advocate in my role.

 

Go Digital or Not Digital?

 

Another area explored is the role digital texts play. Though the research shows many benefits including improved engagement and the fact that children would have experienced digital storytelling well before they are introduced to the printed book (Albanese, 2013), it does bring up issues which challenge the traditional cultural zeitgeist of literature education. In particular, they may present narrative in a non-linear interactive format similar to that of a game. Further reading by Toda et al. (2017) suggests that this approach often leads to competitiveness which diminishes the integrity and learning of the lesson. From my own perspective, I firmly believe that engagement = learning, I cannot deny the value digital media potentially has, however, I believe that TL’s would have a repertoire of strategies and forms to engage their students without solely relying on flashing screens to grab their students attention. It is a tool; not a substitute for traditional fiction forms. Which brings us to the last topic:

 

What are some effective strategies for teaching fiction?

 

Having a diverse collection made in collaboration with the needs of the school community is one thing, but having the strategies to make them come alive is another. We explored the benefits of having a whole school approach, establishing a culture of reading and even the benefits of sustained silent reading. One strategy that I am drawn to is “read aloud.” Not only does it conjure up fond nostalgia, but research shows how valuable it is as a tool to build sustained reading skills, strategically introduce issues and build positive attitudes. Conversely, Laminack (2021) states that with overloaded curricula, the amount of read aloud time has diminished despite his fervent advocacy. It seems contrary for a school to have, on one hand, the desire for their students to be successful readers and yet not provide adequate time for students to appreciate texts  due to “time restraints.” 

 

From completing this course, I have come to appreciate the complexities and diversity of literary learning. Inspired by Dr Bales extensive repertoire of literature as shown in lectures, blogs, discussions and modules, I realise that a strong knowledge of fiction and researched based strategies is critical in providing support for staff and forming an effective collection. In my future practice as a TL, I will continue my own journey in building an extensive repertoire of fiction and strategies to support student learning through collaboration.

 

 Reference List

 

Albanese, A. (2013, January 17). Vegetables or candy? DBW panel looks at gamification of children’s books. PW Publishing Weekly. https://www.publishersweekly.com/pw/by-topic/childrens/childrens-industry-news/article/55546-vegetables-or-candy-dbw-panel-looks-at-gamification-of-children-s-books.html

 

Akins, M., Tichenor, M., Heins, E., & Piechura, K. (2018). Teachers’ knowledge of children’s Literature: What genres do teachers read? Reading Improvement, 55(2), 63-66.

 

Kammer, J., King, M., Donahay, A., & Koeberl, H. (2021). Strategies for Successful School Librarian and Teacher Collaboration. School Library Research, 24.

 

Laminack, L. (2021). The Read Aloud. Time Spent Reading Aloud is Never Wasted.  https://edublog.scholastic.com/post/read-aloud-time-spent-reading-aloud-never-wasted

 

Lance, K. C., & Kachel, D. E. (2018). Why school librarians matter: What years of research tell us. Phi Delta Kappan, 99(7), 15–20. https://doi.org/10.1177/0031721718767854

 

Merga, M. K. (2015). “She knows what I like”: Student-generated best-practice statements for encouraging recreational book reading in adolescents. Australian Journal of Education, 59(1), 35-50. https://10.1177/0004944114565115 

 

Toda, A. M., Valle, P. H., & Isotani, S. (2017, March). The dark side of gamification: An overview of negative effects of gamification in education. In Researcher links workshop: higher education for all (pp. 143-156). Springer, Cham. https://doi.org/10.1007/978-3-319-97934-2_9

In module 3 and 4 we learnt about something that I find critical for all educators of children, especially teacher librarians. How can we foster a love for reading for our students? Though this question is only 11 words, answering it would require many, many more. 

 

In the discussions Pure offered ideas such as author visits, book fairs and attending book launches as a strategy to “sell” reading which definitely has its merits for teacher librarians. However, from my experience working in a 100% EAL/D school in Western Sydney where there is a dangerous perception that reading is an effeminate activity, the best strategy advocating fiction for me is modelling and time.

With a curriculum that is bursting at its seams, with administrative tasks as high as a skyscraper and managing the aftermath of a global pandemic, how often do our students sit down and listen to a good book? I would put forward the argument, though controversial, that one of the reasons why Australia is slipping its once enviable dominating lead in literacy in the PISA in the 90s, is that we have stopped making reading time as a class or independently a priority in lieu of boosting arbitrary literacy grades. In my opinion, this isn’t a correlation but a causation. I remember quite distinctly in the late 80s and 90s as a child having D.E.A.R. (Drop everything and read) time and sitting in a semicircle with my peers listening to a good story being read enthusiastically by my teacher. As a teacher, I don’t see that happening at my school, being told by so-called commercial “experts” that independent reading is an ineffectual waste of time and should be done as homework instead. The “teacher” should be solely teaching explicit strategies instead.

 

I couldn’t disagree more.

  

A love for reading can only be established if students are given the opportunity to fall in love. Which is why, I am personally an advocate of “read alouds” and sessions where students just read and discuss. Not to comprehend, not to cover a textual concept, not because a commercial product says you HAVE to read this level of book  but purely for the love of reading. It might sound cliche, but that moment where a child has an emotional response to something I have read, whether happy or sad (we read a lot of sad stories in Year 5), is the moment I have succeeded.  

 

Hopefully, the future of reading will be brighter as I step into the new role of a teacher librarian. Yes, there might be new collections to cater for the growing digital needs of our students. Yes, there might be more diversity in the collection to include international literature such as manga and texts which promote diversity. All of which have been discussed at length in the discussions. We might even have robots helping us with reshelving. Who knows?

 

 But at its heart, the future of our students MUST include that intangible but also very visible love for fiction.

Back in the 80s, I remember vividly my Year 1 teacher explaining our school library. “Here are the fiction books – which are “made up stories” and here is our non fiction books which are book about “real things.” This misguided perception has followed my cohort all the way to Year 6. Fiction is “made up” and non fiction is “real” and the two will never meet.

But fiction is more than this limiting and dangerous classification. Even using the term “made up” connotes this perception that fiction is of a lesser value than its non fiction counterpart. As the readings for this week clearly show from  Leland et al. (2017), fiction is about imagination and wonder. It takes the reader on a journey (often in the narrative form) and has the power to evoke an emotional responses within the pages.

This week my eyes became broadened by the number of genres and formats in fiction. From post moderism, series, sustainability, POV even literary non fiction. The range of genres and genre sub sets is vast and wide and this has huge implications for the library collection.

Do we specialise in a limited number of genres to achieve a sound level of comprehensive depth OR do we have a scatter gun approach and pick a few pieces from each part?

So far from both the reading and my own experience, the question of quantity is not as important as the quality of the collection. A carefully selected collection has the potential to cover multiple genres without compromising depth and integrity. For example, texts from Claire Saxby can be genrified on sustainability but could also incorporate other genres such as literary non fiction.

I’m looking forward in this course to see examples of how librarians display these texts in their libraries. Also, how do they advertise and inform this to a school community as the research of Akins et al., (2018); Merga, (2015) and Burgess et al. (2011) all agree that there is a correlation between a knowledge of fiction and the quality of lessons/ discussions. And finally, do they use spine label stickers, symbols or dedicates special shelves?