ETL402 – Assignment 2: Reflective Blog Post

Standard

During the subject ETL402 I have experienced numerous critical points in my learning about the concept of literary learning and the importance of children’s literature. The teacher librarian (TL) has a fundamental role to:

– Promote the benefits of reading a wide range of fiction

– Encourage students to read fiction independently

– Provide students with access to a wide range of genres (and formats) in children’s literature

– Collaboratively develop, teach and assess literary learning programs to embed fiction across the curriculum

  • Early on in ETL402 I listed strategies that could be used to increase my professional knowledge of children’s literature (Walker, 2014b)
  • I was on the right track with many of these strategies, in particular the necessity for me as a TL to read more widely, that is, read children’s literature across all genres
  • In the process of completing Assignment 2 (A case for literary learning) I have gained a deeper understanding of why it is vital for the TL to have an extensive professional knowledge and understanding of children’s literature
  • Professional knowledge will enable the TL to support teachers in understanding the educational benefits of embedding fiction into the curriculum (Cremin, Mottram, Bearne & Goodwin, 2008, p.459)
  • The TL can assist teachers to select fiction which can be utilised as a teaching and learning tool to engage students in their learning
  • In Module 1 for this subject we were asked to write about why reading fiction is important for students
  • I included three reasons: improved comprehension, creating meaning and improved literacy and language skills (Walker, 2014a)
  • Adding to this, I have learnt that children who read more often and more widely will improve in their academic success (OECD, 2002, p. 3)
  • During the course of this subject I have gained a deeper understanding of why it is essential to engage students in literary learning programs, regular independent free reading and reading aloud to students. The reasons include:

– Improved understanding of story structure

– Encouraging imaginative thinking

– Improved logical and critical thinking skills

– Motivation to learn

– Creates empathy

– Improved writing skills

– Improved memory

– Provides pleasure and enjoyment (Haven, 2007, pp. 89-121)

  • Reading fiction engages students in other worlds, experiencing different cultures, different perspectives, different environments, possibilities, historical events, complex issues and imaginative worlds
  • Professional knowledge of children’s literature will enable the TL to provide the school learning community with access to children’s literature in many different formats; print, digital and audiobooks
  • The TL’s role includes utilising professional knowledge to collaboratively develop, team teach and assess student learning outcomes in literary learning programs
  • Such programs will enable the TL to meet the learning needs of the students by matching readers to fiction texts that meet their reading / cognitive levels and any special needs
  • Literary learning programs can provide a wide range of content/themes which engage students in such a way that the they want to read more independently and gain pleasure from reading (Cornett, 2007, p. 106; Cremin et al., 2008, p.459)
  • TLs can develop effective literary learning programs which address learning outcomes for the Cross-curriculum priority areas and General capabilities in the Australian curriculum (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2015)

References

Australian Curriculum, Assessment and Reporting Authority. (2015). Australian curriculum. Retrieved January 30, 2015, from http://www.australiancurriculum.edu.au/

Cornett, C. E. (2007). Creating meaning through literature and the arts: an integration resource for classroom teachers (3rd ed.) Upper Saddle River, N.J.: Pearson Merrill Prentice Hall.

Cremin, T., Mottram, M., Bearne, E., & Goodwin, P. (2008). Exploring teachers’ knowledge of children’s literature. Cambridge Journal of Education, 38(4), 449-464. doi:10.1080/03057640802482363

Haven, K. (2007). Story proof: The science behind the startling power of story. Retrieved from EBook Library.

OECD. (2002). Reading for change: Performance and engagement across countries: Results from PISA 2000. Retrieved from http://www.oecd.org/edu/school/programmeforinternationalstudentassessmentpisa/33690904.pdf

Walker, M. (2014a). ETL402 – Forum post 1: Why read? [Blog post]. Retrieved from https://marieleewalker.wordpress.com/

Walker, M. (2014b). ETL402 – Personal mastery: Strategies to increase professional knowledge of children’s literature [Blog post]. Retrieved from https://marieleewalker.wordpress.com/

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