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Text sets – Literary learning in miniature.

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Text sets – Literary learning in miniature.

Free-Photos / Pixabay

 

The selection of texts is an intrinsic part of education, yet finding appropriate and authentic resources that meet the needs of a diverse classroom can be very challenging for classroom teachers  (Cervetti & Hiebert, 2019; Lupo et al., 2019).  This difficulty arises from a combination of poor literacy skills, reading reluctance and academic disinterest, which has forced teachers to seek additional methods to facilitate learning  (Elish-Piper et al., 2014, p.565).  Theoretically similar to literary learning, text sets are collated using learning outcomes, curriculum links or themes and seek to develop literacy, language and learning in a social context (Derewianka, 2015).  This strategy is an effective literacy tactic that addresses teacher concerns as well as meets the needs of a diverse classroom, develops critical thinking, promotes multimodal literacy, collaborative learning, and can be successfully integrated across the curriculum.   

Definition

Text sets are a range of resources that is designed for collaborative learning and is specifically curated to address a learning outcome for a cohort of students (Beck, 2014, p. 13).  At its most basic form, text sets are composed of four different textual elements and can be physical, digital or multimodal in nature (Hoch, et al., 2018, p. 701).  The efficacy of text sets is increased in social learning environments as it is designed for collaborative learning groups (Beck, 2014, p.13).  Like literary learning, text sets use a variety of genres to give students a diverse perspective, but their difference is in that literary learning uses entire pieces of literature to facilitate learning, whereas text sets are collated extracts that will vary in length, literacy level and structure (Beck, 2014, p.13).  The first element, or main text, is aimed at the median class cohort literacy and contains most of the relevant information, with the remaining sets used to support the targeted text’s comprehension (Lewis & Strong, 2020, p.47). These sets should include a motivation component in a digital, visual or interactive format; an informational portion that provides additional background knowledge; and an accessible element drawn from popular culture (Lewis & Strong, 2020, p.47).  It is important to note that for teenagers, it is the accessible text that the students use to make connections between themselves, the text and their world, thus placing the learning in that essential third space (Elish-Piper, 2014, p.565; Lewis & Strong, 2020, p.47).  

Theory

Text sets and literary learning are an extension of Vygotsky’s and Halliday’s theory that language, literacy and learning develops in a social context (Derewianka, 2015).  This theory, known as genre theory acknowledges that each genre has its own format and thus will showcase different aspects so that students are able to discourse in greater depth on the subject matter (Derewianka, 2015).  Historically single class texts have been used as a foundation for student learning in the form of textbooks and class novels.  But this dynamic is problematic in a modern classroom as the average Australian classroom contains a range and breadth of abilities and needs and textbooks are generally aimed at a specific year level (Beck, 2014, p.12).  The other pertinent  issue is that students are unable to perceive multiple perspectives from a single text viewpoint and this is particularly salient for the teaching and learning of history and science, where bias and perspectives can have significant impact on the reader (Beck 2014, p.12).  

Benefits

There are several literacy benefits to the incorporation of text sets in pedagogical practices.  These include, increasing reading volume, improving text diversity, the provision of covert scaffolding,  as well as expanding perspectives and connections (Lewis & Strong, 2020, p.41; Lupo et al., 2019; Elish-Piper et al., 2014).  A notable positive of text set usage is that it increases the reading volume.   Many teachers minimise reading by providing textless information in the form of powerpoints to reduce the cognitive load of their students.  Unfortunately, the removal of texts is detrimental to literacy development, as reading volume is correlated to comprehension, vocabulary knowledge, disciplinary literacy as well as reading stamina (Lewis & Strong, 2020, p.41).   

Text diversity is a natural consequence of text sets as the inclusion of literary fiction and fictional narratives introduce students to new and complex concepts and perspectives in a storytelling format; whereas informational texts scaffold students with additional background information for understanding challenging concepts (Derewianka, 2015; Elish-Piper et al., 2014, p. 567).  Diversity in texts also exposes students to varying forms of literature that they may not normally experience, which in itself promotes literacy development (Lupo et al., 2019, p.514).  Another merit is that text sets increase the number of connections a student will make with the text and thus increase their overall comprehension and understanding of the content within the text (Lewis & Strong, 2020, p.43).   

Impact

Text sets align with Australian educational values as they are child centred and constructivist in nature as students are required to utilise a span of literacy strategies to construct and compose their own meaning (Elish-Piper et al., 2014, p. 567).   This construction of meaning occurs in two steps.  Firstly, the variety and range of texts increase the number of connections between students and the texts, and thus allows them to go past the alphabet and construct their own knowledge (Lewis & Strong, 2020, p.44).  Secondly, the explicit instruction of literacy strategies before, during and after reading the texts promotes analysis and coalescence of the information within the texts.  Teachers can facilitate reconciliation of prior and new knowledge by requiring students to compose their own analysis, discussions, evaluation, or summarisation (Lewis & Strong, 2020, p.49).  These compositions allow students to engage in low stake writing which increases their ability to make connections and construct their own meaning from the texts (Werder, 2016).  They also offer valuable opportunities for formative assessment and student feedback.  In fact the greatest educational benefit arises from the explicit instruction of literacy strategies whilst using the text sets in a student centred manner (Lewis & Strong, 2020, p.41; Lupo et al., 2019, p.520).  This shows that text sets can be effectively administered and utilised across the curriculum to effectively teach content and bolster literacy and improve learning outcomes.   

Example 1: SCIENCE 

The use of text sets in science classrooms has significant benefits for teaching and learning (Manie, Mabin & Liebenberg, 2018, p.389).  Science textbooks often contain information at a superficial level and their format does not take into concern the developmental age of students (Lewis & Strong, 2020, p. 43).  Their information overloaded pages often overwhelm low ability students, and the lack of varied viewpoints minimise opportunities for critical thinking (Lewis & Strong, 2020).  The inclusion of text sets in classroom practice provides the students with a range of viewpoints and experiences, as well as engaging disinterested students, developing critical thinking, connecting students to the curriculum and improving disciplinary literacy (Lewis & Strong, 2020; Mania, Mabin & Liebenberg (2018).

Critical thinking in particular is increased when literary texts are used because it encourages students to develop empathy, use their imaginations to explore various perspectives and challenge what is considered normal (Mania, Mabin & Liebenberg, 2018, p.391).  In particular, the use of science fiction text extracts allows teachers to combine storytelling with factual science to increase student engagement with the content, provide information in diverse formats and encourage students to envisage future scientific possibilities and their effect on society (Mania, Mabin & Liebenberg, 2018, p.391; Creighton, 2014).   This is because science fiction highlights the human response and how science and technologies can be used and misused.  The most famous of all these science prophets was Jules Verne who imagined space, underground and underwater exploration in the mid 1800’s.  His fictional journeys to the bottom of the ocean, centre of the earth and other space broke social norms and spurred others into creating innovative machines over the past two centuries.  Kay (2012) points out that Verne’s scientific calculations in his journey to the moon were only marginally different from the correct calculations of Apollo 11.  Whereas, non fiction narratives such as Shetterly’s Hidden Figures (2016) shows how women can challenge racial and gender stereotypes in STEM courses. 

Science Example 1 – Science – Space Travel as a Human Endeavour

Science text set 2 – Science – Forces and motion

 

Example 2: English

Novel studies in English could be greatly advantaged by the inclusion of text sets.  A single class text for a novel study can be simultaneously daunting to low literacy and low ability students, and great frustration to advanced and adept readers.  The other issue is that many students lack sufficient background knowledge to fully understand the author’s intent, themes and storyline.  Text sets have the ability to put the novel and author’s intent into context as well as provide important background information that allows the student to make sense of the textual components.  Harper Lee’s “To kill a mockingbird’’ and Shakespeare’s “Macbeth” can be very challenging for students to comprehend, but the inclusion of text sets allows students to develop that prior knowledge and make those valuable connections to improve overall engagement and understanding of the novel (Lewis & Strong, 2020, p.46).  Including information about segregation in the American south or Jim Crow’s laws, a brief biography of Rosa Parks or even an extract from Martin Luther King Jr’s “I have a dream” speech would help place Lee’s novel in context.  Likewise, using Woodward and Bernstein’s “All the President’s men” with “Macbeth” would help put the classic text into context of political power and corruption and interestingly, Howell (2016) suggests that embedding nonfiction such as the science of psychosis, hallucinations and sleepwalking, as well as Jacobean era misogyny with further support students trying to understand the plot to a deeper level.  

Whilst there is evidence illustrating the efficacy of text sets in the study of literature, there are some teachers who believe that the study of an individual text is in itself a developmental milestone and an important reading experience.  Whilst this is true, Lewis and Strong (2020) do point out that a single viewpoint reduces the number of meaningful connections made, and therefore minimises the variety of human perspectives that can be experienced (p.43).  Therefore, the use of text sets in an English classroom allows the teacher to use more complex and challenging texts for their practice, as they are able to scaffold them appropriately and thus ultimately improve the overall literacy ability of their students.  

Novel Study Year 10 Learning outcomes:

  • Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639
  • Evaluate the social, moral and ethical positions represented in texts (ACELT1812 
  • Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (ACELT1642
  • Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (ACELT1774

 

Text analysis: Biographies and Memoirs  

Year 10 Learning outcomes:

  • Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (ACELA1564
  • Analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response (ACELT1641
  • Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (ACELT1642
  • Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication – ACELA1565
  • Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (ACELT1774
  • Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage (ACELY1750
  • Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (ACELY1752 

This text set was constructed very differently.  Most of the students selected a biography or memoir and were asked to analyse the way the text empowered the reader and how it conveyed meaning about the individual’s life and values.  However, there were several students with low literacy and therefore did not have the skills to sufficiently interact with the text in a meaningful manner.  The decision was made to curate a booklet with collated extracts from a biography of their choice and supported with additional resources for greater understanding of the text.

Example 3:

The humanities or social studies would greatly benefit from the inclusion of text sets.  This is because many expository texts can be very dry and unappealing for the modern student that craves narratives and visualisation (Batchelor, 2017, p.13).  As literary learning is already a part of this learning area, teachers are more receptive to utilising text sets as part of pedagogical practices.  In particular the inquiry component of the History curriculum scope and sequence allows for the inclusion of information through disciplinary and inquiry sources because they promote critical analysis and evaluation (Lupo et al., 2019, p. 519).  Picture book extracts are useful in text sets for History classrooms as they provide meaning through illustrations and imagery.  This is especially useful for EALD (English as an additional language or dialect) students and those with low literacy as they are able to use the illustrations to make connections with the content and increase comprehension of the information presented (Batchelor, 2017; NSW DET, (2020).  

There is a plethora of literary texts that can be effectively used within text sets.  Picture book examples include, Pascoe’s Young Dark Emu (2019), Barbara Knox’s Forbidden City (2006),  Gouldthorpe’s The White Mouse (2015),  and Zee & Innocenti’s Ericka’s Story (2013), whereas Spiegelman’s Maus (1991) is a fantastic Holocaust source for teenagers about the Holocaust.  Other texts of value include Anne Franks’ Diary (1947), Kokoda (2004) by Peter FitzSimons,  Simpson and his donkey (2008) by Greenwood, The Rabbits (2008) by Marsden and Pemulway, and The Rainbow Warrior (1988) by Willmot to name a few.  Interestingly, Lannin (2020) suggests the use of poetry in text sets as it asks students to look beyond the text and into the imagery that it offers.  This means that plays, songs and poems such as Manning’s Close to the bone (1994), Roach’s Took the Children away (1989) and Mackella’s My country (1904) would be useful additions to multidimensional text sets (Lannin et al., 2020). 

Contraindications:

Even though there is sufficient information available as to the efficacy of utilising text sets as part of pedagogical practices for a diverse classroom, there are detractors with their concerns.  These reluctant teachers feel that there is insufficient time to use literature and literacy strategies due to pressing and continuous assessment (Balkus, 2019, p.25).  But their fears are misplaced.  Students are still able to gain content knowledge from literary sources and at the same time, bolster their own literacy abilities and cognitive processes (Derewianka, 2015; Balkus, 2019, p.25).  

Conclusion:

The inclusion of text sets has many benefits within a diverse classroom.  It utilises a compilation of resources to heighten background knowledge, improve student engagement, ameliorate literacy and increase textual comprehension (Lewis & Strong, 2020, p.41). Whilst the benefits are easily visible with text diversity, the greatest educational benefit arises from the explicit instruction of literacy strategies whilst using the text sets in a student centred manner (Lewis & Strong, 2020, p.41; Lupo et al., 2019, p.520).  This shows that text sets can be effectively administered and utilised across the curriculum to effectively teach content and bolster literacy and improve learning outcomes.     

REFERENCES:

Balkus, Brenna C. (2019). Utilizing Text Sets To Teach Critical Literacy: Bringing Literacy Into The Social Studies Middle School Classroom.  School of Education Student Capstone Projects. Retrieved from https://digitalcommons.hamline.edu/hse_cp/309

Batchelor, K. E. (2017). Around the world in 80 picture books: Teaching ancient civilizations through text sets. Middle School Journal, 48(1), 13–26. https://doi-org.ezproxy.csu.edu.au/10.1080/00940771.2017.1243922

Beck, P. (2014). Multigenre Text Set Integration: Motivating Reluctant Readers Through Successful Experiences with Text. Journal of Reading Education, 40(1), 12–19. CSU Library. 

Cervetti, G.N., & Hiebert, E.H. (2019). Knowledge at the center of English language arts instruction. The Reading Teacher, 72(4), 499–507. https://doi.org/10.1002/trtr.1758

Creighton, J. (6th February, 2014). Isaac Asimov: Science fact and science fiction. Futurism. https://futurism.com/isaac-asimov-science-fact-and-science-fiction

Derewianka, B. (2015). The contribution of genre theory to literacy education in Australia. In J. Turbill, G. Barton & C. Brock (Eds.), Teaching Writing in Today’s Classrooms: Looking back to looking forward (pp. 69-86). Norwood, Australia: Australian Literary Educators’ Association. Retrieved from https://ro.uow.edu.au/cgi/viewcontent.cgi?article=2620&context=sspapers

Elish-Piper, L., Wold, L., & Schwingendorf, K. (2014). Scaffolding High School Students’ Reading of Complex Texts Using Linked Text Sets. Journal of Adolescent & Adult Literacy 57 (7). DOI: 10.1002/jaal.292 © 2014 International Reading Association (pp. 565–574). CSU Library 

Hoch, M., McCarty, R., Gurvitz, D. & Sitkoski, I. (2019).  Five key principles: guided inquiry with multimodal text sets. The Reading Teacher 72 (6) pp701-710. International Reading Association CSU Library. 

Howell, H. (2016). Embedded nonfiction ideas for Macbeth. Teach like a champion [Blog]. Retrieved from https://teachlikeachampion.com/blog/helen-howell-shares-embedded-nonfiction-ideas-macbeth/

Kay, J. (23rd February, 2012). Prophets of science fiction: Jules Verne Recap. ScienceFiction.com.  https://sciencefiction.com/2012/02/23/prophets-of-science-fiction-jules-verne-recap/

Lannin, A., Juergensen, R., Smith, C., Van Garderen, D., Folk, W., Palmer, T., & Pinkston, L. (2020). Multimodal text sets to use literature and engage all learners in the science classroom. Science Scope, 44(2), 20–28.

Lewis, W., & Strong, J. (2020). Chapter 3 – Designing content area text sets. In Literacy Instruction with Disciplinary Texts: Strategies for Grades 6-12.  Guildford Publications. CSU Library.  

Lupo, S., Berry, A., Thacker, E., Sawyer, A., & Merritt, J. (2019). Rethinking text sets to support knowledge building and interdisciplinary learning. International Literacy Association 73 (4). Pp. 513-524. CSU Library. DOI:10.1002/trtr.1869

Lupo, S., Strong, J., Lewis, W., Walpole, S., & McKenna, M. (2017). Building background through reading; Rethinking text sets. Journal of Adolescent and Adult Literacy 61(4), p.433-444. https://doi-org.ezproxy.csu.edu.au/10.1002/jaal.701

Pennington, L. K., & Tackett, M. E. (2021). Using Text Sets to Teach Elementary Learners about Japanese-American Incarceration. Ohio Social Studies Review, 57(1), 1–14.

Mania, K., Mabin, L.K., & Liebenberg, J. (2018). ‘To go boldly’: teaching science fiction to first-year engineering students in a South African context.  Cambridge Journal of Education 48 (3), pp389–410, https://doi.org/10.1080/0305764X.2017.1337721

NSW Department of Education. (2020). Planning EAL/D support. Multicultural Education. https://education.nsw.gov.au/teaching-and-learning/curriculum/multicultural-education/english-as-an-additional-language-or-dialect/planning-eald-support

Parker, G. (2018). The top 20 scientific breakthroughs in history. MoneyInc.com. https://moneyinc.com/top-20-scientific-breakthroughs-history/

 

Task 1 – INF533 – Reading, literacy and digital literature in the classroom.

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xxolaxx / Pixabay – Reading in a digital landscape.

 

The advent of technology, and plethora of personal devices has revolutionised the reading paradigm to the point where, texts are no longer restricted to print, but are now available through multiple formats and platforms.  Digital literature utilises a continuum of technology to convey meaning, and the level of computation varies from a scanned book, to the interactive hypertext narratives with multimodal features  with a host of genres and hybrid genres such as e-stories, linear e-narratives, interactive stories, hypertext narratives and electronic games narratives. in the middle (Walsh, 2013; Maneti, Lipscombe & Kervin, 2018; Rettberg, 2012).  These new formats as Lamb (2011), and Sadokiesiski (2013) point out, require additional literacies to engage, process, evaluate and communicate. 

This is because reading has evolved from text decoding, to constructing meaning from symbols (Lamb, 2011) . 

ACARA’s (2018)  response has been to define literacy as the ability to interact with, engage and communicate across modalities for personal, social, economic and recreational purposes. 

This definition clearly indicates that teaching practice needs to include a variety of texts, in print, digital and hybrid formats (Leu, Forzani, Timbrell, & Maykel, 2015).  But whilst there are strong arguments and mandates to include digital texts, there are are complications.  

Many students struggle with digital text comprehension, as the simultaneous synthesising of visual, audio and text information causes information overload (Jeon, 2012; Mangen, Walgermo & Bronnick., 2013).   Students with poor fundamental literacy are at further disadvantage, as they are easily distracted away from the content by the multimodal elements, as well as being unable to locate information due poor visual ergonomics (Lamb, 2011; Leu, McVerry, OByrne, Kili, Zawilinski, Everett-Cacopardo,Kennedy, Forzani, 2011;  Jeon, 2012; Hashim & VongKulluksn, 2018; Mangen et al., 2013, p.66). 

geralt / Pixabay – Feeling overwhelmed???

 

I have noticed that here is a strong disinclination for teachers to include the creation of hypertext narratives and games in their practice (Mantei, Lipscombe & Kervin, 2018).  This hesitancy could be attributed to the premise that it requires both the student and the teacher to be competent in the additional literacies  (Leu et al., 2015).  Whilst many students could be considered digital natives and may possess the necessary skill set to create such hypertext, many teachers would be considered digital immigrants and therefore lack the confidence to implement such technologies in their classroom.  Unfortunately by excluding creation of digital texts, students are disadvantaged by the lack of potential extension and consolidation of learning. 

Armstong (2020) Bloom’s Taxonomy. CC – BY – NC

Remember Bloom – By failing to include a creative element – students are being denied opportunities for higher order thinking.  

In an effort to address some of these concerns, our library team has a balanced collection of print and digital literature, as well as have recently implemented an information literacy scope and sequence  (Leu et al., 2015).  Our students have access to a robust physical collection, e-books and audiobooks through a BorrowBox subscription, as well as online databases such as InfoBase, Gale, Britannica, EBSCO, Trove, and World Book.  

Anecdotally from my position as a teacher librarian, I can see the students vastly prefer print for recreational reading, but have a strong preference for digital resources for informational purposes.  I regularly see many teachers include digital texts into their teaching practice through reading and viewing of e-books, online databases and web based texts.  Through our information literacy program, we are endeavouring to teach digital literacy skills, such as, how to locate, evaluate and synthesise information, as well as problem solving in both online and offline scenarios (Leu et al., 2015, p. 140).  

Digital literature has transformed society, the definition of literacy and the landscape of pedagogical practice.  Time will only tell if our scope and sequence improve digital literacies and competencies in both the faculty and the students… stay tuned for further updates. 

 

 

References 

Armstrong, P. (2020). Bloom’s Taxonomy. Center for Teaching, Vanderbilt University. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/. Image licenced under CC – BY – NC 

Australian Curriculum, Assessment and Reporting Authority. (2018). Literacy. In Australian Curriculum – General Capabilities. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/literacy/

Hashim, A & VongKulluskn, V. (2018). E reader apps and reading engagement: A descriptive case study. Computers and Education, 125, pp.358-375. Retrieved from https://www.journals.elsevier.com/computers-and-education/

Jabr, F. (2013). The reading brain in the digital age: The science of paper versus screens. Scientific American. Retrieved from https://www.scientificamerican.com/article/reading-paper-screens/

Jeon, H. (2012). A comparison of the influence of electronic books and paper books on reading comprehension, eye fatigue, and perception. The Electronic Library, 30(3), 390-408. doi: 10.1108/02640471211241663 

Lamb, A. (2011). Reading redefined for a transmedia universe. Learning and leading with technology, 39(3), 12-17. Retrieved from http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/ login.aspx?direct=true&db=ehh&AN=67371172&site=ehost-live

Leu, D., McVerry, J. G., O’Byrne, W. I., Kiili, C., Zawilinski, L., Everett-Cacopardo, H., Kennedy, C., & Forzani, E. (2011). The new literacies of online reading comprehension: Expanding the literacy and learning curriculum. Journal of Adolescent & Adult Literacy, 55(1)5-14. Doi: 10.1598/JAAL.55.1.1

Leu, D.J, Forzani, E.,Timbrell, N., & Maykel., C. (2015) . Seeing the forest, not the trees: Essential technologies for literacy in primary grade and upper elementarty grade classroom. Reading Teacher 69: (2), p.139-145. Retrieved from https://eric.ed.gov/?id=EJ1073399. 

Mangen, A., Walgermo, B. R. & Bronnick, K.A. (2013). Reading linear texts on paper versus computer screen: Effects on reading comprehension. International Journal of Educational Research, 58, 61-68.doi:10.1016/j.ijer.2012.12.002 

Mantei, J., Kipscombe, K., & Kervin, L. (2018). Literature in a digital environment (Ch. 13). In L. McDonald (Ed.), A literature companion for teachers. Marrickville, NSW: Primary English Teaching Association Australia (PETAA).

Rettberg, J.W. (2012). Electronic literature seen from a distance: the beginnings of a field. Retrieved from http://www.dichtung-digital.org/2012/41/walker-rettberg.htm

Sadokierski, Z. (2013, November 12). What is a book in the digital age? [Web log post]. Retrieved from http://theconversation.com/what-is-a-book-in-the-digital-age-19071

Sargeant, B. (2015). What is an ebook? what is a book app? And why should we care? An analysis of contemporary picture books. Children’s Literature in education, 46, p.454-466. doi: 10.1007/s10583-015-9243

Walsh, M. (2013). Literature in a digital environment (Ch. 13). In L. McDonald (Ed.), A literature companion for teachers. Marrickville, NSW: Primary English Teaching Association Australia (PETAA).

Literary Learning – Shifting from ‘Learning to Read’ to ‘Reading to learn’.

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Language and literature has always been part of educational practices. 

This is because language is central to cognition and therefore needs to be implemented in all areas of thinking and learning.  Literary learning is the use of literature across the curriculum.  It is based upon genre theory as language is learned in context and a variety of genres and formats should be made available for all students to (Derewianka, 2015).  Whilst the emotive and behavioural benefits of literature are well documented, some teachers may believe that a variety of genres in teaching and learning are unnecessary.  Cornett (2014) points out the many cognitive values of literary arts in the curriculum such as promoting literacy, supporting active meaning construction and provoking inquiry, lifelong learning, problem solving and increasing critical thinking skills.  The  role of the teacher librarian and educator is to increase the implementation of the various forms of literature, such as narratives, expositions, discussions and recounts, in order to increase student exposure to the heterogeneity of discourses available in their subject area.  

GDJ / Pixabay – Code breaker to text analyser.

Literacy for learning is when a student moves from simply being codebreakers and text participants, to using text for learning and analysing.  The basis of literary learning is genre theory and programs such as ‘reading to learn’ places an emphasis on students using a variety of literature formats in schooling (Derewianka, 2015).  Genre theory has had a great influence on education practices in Australia.  It is an extension of Vygotsky’s and Halliday’s theory of language development occurring in social contexts (Derewianka, 2015).  The extension is based upon the view that students need access to a variety of genres within their subject matter in order to be able to engage in discourse (Derewianka, 2015).  Since each genre has its own identifiable format, it is important that educators offer a variety of genres to maintain equity (Derewianka, 2015).  Derewianka (2015) also elucidates the pertinent fact that each key learning area has a particular vocabulary, and that students need to understand and develop experience with this specific language and various formats in order to achieve academic success. 

ACARA places great emphasis on literacy, language and literature in the curriculum.  It requires students to use language as a method of participating in the learning process (Derewianka, 2015).  I have previously elucidated on the importance of literacy, so I will not go into any more detail about that now.  But within the General capabilities curriculum, there is a requirement for students to be able to make meaning and critically analyse.  Therefore, the use of a variety of genres within teaching and learning practices ensures students are able to meet the learning outcomes set by the standards within the curriculum.  

From a pedagogical perspective, literary learning is a child centred approach to teaching and learning. Derewianka (2015) points out that the shift from teacher to child centric pedagogy requires student’s engagement in order for them to participate in the learning.  Literature can be used as a method to learn about subject matter as it provides a increased engagement for students and also has a higher recall compared to expository texts (Cornett, 2014, p. 151).  Besides being a mode of conveying information, the use of good quality literature has been proven to support construction of meaning, deepen understanding of complex social issues and meet the aesthetic needs of students (Cornett, 2014, p. 151).  The latter is very important as motivation is a commitment to extend the reader’s aesthetic experience (Cornett, 2014).  

 There are some educators that are skeptical of the need to implement literature across the curriculum, even though the implementation of language, literature and literacy across key learning areas has been part of teaching practice for the last few decades.  One of the arguments against the implementation of literature, is that some students would struggle against having to negotiate meaning from the text.  Students with low literacy and those who speak a second language could find some genres more problematic than others.  But Cornett (2014) refuted this argument by determining that literature based learning is beneficial to students combating aliteracy or illiteracy.  This is because students that have literature at the core of their learning improve their overall reading levels in comparison to those that do not  (Cornett, 2014).  Ironically, the use of  standarised tests have been proven to have no benefit in improving literacy outcomes but they still happen at regular intervals (Cornett, 2014).  But whilst literature have been proven to address  cognitive, emotional and developmental needs, not all students (and teachers) like  all aspects such as narrative literature.  Since choice is an essential aspect of engagement and motivation, it is important to implement a variety of genres and resources in educational practices when planning a unit of work.  Astute educators will know that it makes sense to balance pragmatism with literature.  

Literary learning is the implementation of literature across the curriculum.  By using literature as a method of conveying subject specific information, teachers are improving the learning outcomes of the students.  From an evidence based perspective, literature based learning is the better option for students as it allows students to construct their own bank of knowledge from information which is more easily read, understood and comprehended.  It allows students to put into context the subject specific vocabulary they have learned and use correctly the variety of formats and genres that are applicable to their discipline.  Students no longer just learn to read… they read so that they can learn. 

 

References:

Cornett, C. E. (2014). Integrating the literary arts throughout the curriculum. In Creating meaning through literature and the arts: arts integration for Classroom teachers (5th ed,) (pp144-193) USA

Derewianka, B. (2015). The contribution of genre theory to literacy education in Australia. In J. Turbill, G. Barton & C. Brock (Eds.), Teaching Writing in Today’s Classrooms: Looking back to looking forward (pp. 69-86). Norwood, Australia: Australian Literary Educators’ Association. Retrieved from https://ro.uow.edu.au/cgi/viewcontent.cgi?article=2620&context=sspapers

 

ETL 402 – Part B – Learning through reflection

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For a very long time

I was convinced that

literary learning

meant

learning how to read. 

 

BOY was I WRONG! 

 

This is my journey to enlightenment.  

geralt / Pixabay – Enlightened at last…

 

I wrote Once upon a time before this session even started.  I find it interesting to reflect on my journey and see how my understanding has evolved since then.  

What did I learn?

Anemone123 / Pixabay

I learned that: 

  1. Stories are more than just tall tales, they are humanity’s way of imparting information, values and language (Macdonald, 2013, p.2). 
  2. Our ability to understand language is intrinsically linked to our own literacy identity (Anstey & Bull, 2006).  
  3. Literature’s  greatest value is from the discussion that it stimulates (Allington & Gabriel, 2012). 
    1. Student learning outcomes are around a shared reading experience (Fisher & Frey, 2018). 
  4. Genre variety is important as it increases discourse and efficacy in understanding nuances within literature (Tobin, 2012).  

    1. Afterall, how can we expect students to understand the differences between memoirs and biographies, expository texts to essays or picture books and graphic novels if they are not exposed to them? 

  5. We need to equip our students with the skills and strategies for navigating and analysing hypertext and multimodal literature in our classroom practice (Rowberry, 2018).  Their ability to be active citizens in the 21st century depends on those decoding and analysis skills to utilise literature in all its formats – digital, audio, graphic novel, and picture books.  

So what does this mean for my understanding of Literary learning?

Literary learning (as I discovered after wading through

module readings, packets of choccie biscuits and journal articles) is the pedagogical practice of using literature in a social context to teach the curriculum (Derewianka, 2015).

It requires: 

  1. Good quality literature with strong curriculum links in a variety of genres and formats (Derewianka, 2015)
  2. Age appropriate reader response strategies: 
    1. Book Bentos,
    2. Book Trailers 
    3. Literature circles
    4. Story mapping
    5. Word clouds

 (Derouet, 2020)

 

 

I did not know which ones to do…

so I asked for help (and I wrote a gazillion blog posts. Check them out!)

 

  1. Murphy (2020) pointed out that literature circles are ideally suited to the history curriculum in his forum post.
  2. Thurling (2020) argued that the social aspect of literature circles is often undervalued. 
  3. Armstrong (2020) suggested that book trailers suit visual learners and embeds technology effectively into learning in her blog.  
  4. My work colleague advised that teachers could incorporate both strategies together as part of a guided inquiry unit. 

I realised that it was all correct!

  1. Students participate in a Literature circle to analyse the text, 
  2. And then use that analysis to make a book trailer (or another creative piece), to show their understanding of the topic whilst using technology.  WINNING!

  Now that I have had my revelation about the value of discourse…… I wonder, what does that mean for my role as a teacher librarian?  It is clearly obvious that my role is no longer just the promotion of reading, and but has now morphed into the advocacy of literature in classroom practice to promote READING to LEARN !

This means I need to:

Work with classroom teachers to plan their units of work with literature at its core.
2.     Collaborating with colleagues to embed literature throughout the curriculum.
3.     Be willing to team teach using digital literature and digital technologies.

Why?

After all, you cannot have literacy without literature.  Its just ‘racy otherwise.  

Get it??

stux / Pixabay

 

 

 

 

 

References:

Allington, R., & Gabriel, R. (2014). Every child, every day. Educational Leadership, 69 (6).  pp.10-15. Retrieved from http://web.a.ebscohost.com.ezproxy.csu.edu.au/ehost/detail/detail?vid=0&sid=af8a4fab-9b19-447e-835f-78f39f145c0b%40sdc-v-sessmgr02&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=73183256&db=ehh

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

Armstrong, K. (2020). Book Trailers – Promotion tool or pedagogical tool for literary learning.  Musing and Meanderings. CSU Thinkspace. Retrieved from https://thinkspace.csu.edu.au/karenjarmstrong/2020/05/12/book-trailers-promotion-tool-or-pedagogical-tool-for-literary-learning/

Derewianka, B. (2015). The contribution of genre theory to literacy education in Australia. In J. Turbill, G. Barton & C. Brock (Eds.), Teaching Writing in Today’s Classrooms: Looking back to looking forward (pp. 69-86). Norwood, Australia: Australian Literary Educators’ Association. Retrieved from https://ro.uow.edu.au/cgi/viewcontent.cgi?article=2620&context=sspapers

Derouet, E. (2020). Assignment 2 Questions : Examples of literature response strategies. ETL402 Discussion Forum. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_44234_1&nav=discussion_board_entry&conf_id=_88815_1&forum_id=_181934_1&message_id=_2891282_1

Fisher, D. & Frey, N. (2018). Raise reading volume through access, choice, discussion, and book talks. Reading Teacher, 72(1), 89-97. doi: 10.1002/trtr.1691

McDonald, L. (2013). A literature companion for teachers. Marrickville, NSW: Primary English Teaching Association PETA.

Murphy, D. (2020). Thread 6.3 Literature circles in history. ETL402 Discussion Forum. CSU. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_44234_1&nav=discussion_board_entry&conf_id=_88815_1&forum_id=_181940_1&message_id=_2937474_1

Rowberry, S. P., (2018). Continuous, not discrete: The mutual influence of digital and physical literature. Convergence: The International Journal of Research into New Media Technologies. pp.1-11 DOI: 10.1177/1354856518755049

Thurling, D. (2020). RE: 6.3 Literature circles in history. ETL402 Discussion Forum. CSU. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_44234_1&nav=discussion_board_entry&conf_id=_88815_1&forum_id=_181940_1&message_id=_2937474_1

Tobin, M. (2012). Digital storytelling: Reinventing literature circles. Fischer College of Education. 12. NSU. Retrieved from https://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1000&context=fse_facarticles