[ The following blog post was originally published as part of my university studies on, 07/10/2016 with the title ETL402 A Reflection ]
Prior to commencing this unit, I was stuck in a rut and looking for ways to motivate and engage readers as well as make staff aware of the benefit reading can bring to their curriculum. It turns out we were limiting ourselves by only focusing on the area of book talks, what I’ve learnt is that to have an impact we need to integrate literature into all aspects of the curriculum.
A concept I’ve been grappling with is how do we foster this love of literature? At the start of ETL 402, I couldn’t answer this question. In my current job we battle with this scenario. We want to have classes coming into the library and when they do we always do a book talk, promoting the latest books and some old favorites and although talking about books has been recognized as being a powerful motivator (Cremin, 2010, p.16) it is sometimes not enough, especially when it is usually only the English teachers who come in.
Now, at the end of the unit, I realise that we need to be aware of the 21st century needs and textual preferences of our students so that we can somehow foster a love of literature (Cremin, 2010, p.12). We need to be aware that the concept of reading has changed, our students are savvy and have been exposed to the digital environment (Madej, 2003, p. 2), therefore we need to incorporate this into our quest for creating motivated readers.
Through ETL 402 I learnt that what we need to be focusing on is literary learning, we need to embed this into all areas of the curriculum, which also means effective collaboration between the teacher librarian and the subject teacher (Cooper & Bray, 2011, p. 48). This can be achieved by including a literature based goal directed activity that encourages social interaction (Guthrie, Alverson & Poundstone, 1999 p. 9) The teacher librarian can simulate a curiosity for learning by collaborating with subject teachers to create literature based strategies that promote reading whilst also engaging with curriculum outcomes (Guthrie, Alverson & Poundstone, p. 13). In doing so, the teacher librarian is exposing students to genres and texts they may not read and therefore, creating conditions for the students to develop new interests.
Combining technology and reading is an area that I will bring into work and experiment with. The literary learning program (assessment 2) was done in conjunction with our HASS department, which is a step in the right direction to working collaboratively and letting departments know what we in the library can offer. I am hoping, once it has been marked and then modified with feedback in mind, to give this resource to the department to trial. I intend to seek feedback from both staff and students to I can continue to work on fostering a love of literature across the curriculum.
Cooper, O.P. & Bray, M. (2011). School library media specialist-teacher collaboration: characteristics, challenges, opportunities. TechTrends, 55(4) 48- 55.
Cremin, T. (2010). Motivating children to read through literature. In J. Fletcher, F. Parkhill, & G. T. Gillon (Eds.), Motivating literacy learners in today’s world (pp. 11-21). Wellington, NZ : NZCER
Guthrie, J., Alverson, S. & Poundstone, C. (1999). Engaging students in reading. Knowledge Quest, 27(4), 8-16.
Madej, K. (2003). Towards digital narrative for children: From education to entertainment: A historical perspective. ACM Computers in Entertainment, 1(1), 1-17.