Read about it: childrens literature

Demonstrating a sound understanding of lifelong learning, current educational pedagogy to support innovative teaching and learning programs, a comprehensive understanding of literature, the curriculum and effective methods of reading promotion, displays an excellent professional knowledge base, as required by Standard 1 (ASLA).

As instructional partner, TLs work with classroom teachers to provide authentic learning experiences for students (Herring, 2007). Through integrating curriculum and resource knowledge with innovative teaching and learning pedagogies, TLs collaboratively design and implement effective programs to meet subject outcomes and enhance classroom learning. Collaborating with classroom teachers to integrate teaching and learning strategies such as Literature Circles, book trailers and reading aloud to students, provides a valuable opportunity to support and enhance the teaching of History. Integrating online resources and children’s literature, defined as works of fiction, non-fiction or combining both as faction, designed to inspire, entertain and educate children, to achieve personal or academic growth, enhances the NSW Board of Studies (BOS) 7-10 History Syllabus, particularly the Stage 5 Core Depth Study 3.

Image: This Genre in Middle School by vanhookc

Attribution (CC BY-NC-SA 2.0)

Literary learning, defined as learning content through reading literature chosen to support and enhance the curriculum, is a valuable support to learning History. Historical fiction brings historical events to life through stories, increasing student engagement and understanding (Barone, 2011, p. 68). History can present a multitude of seemingly uninteresting facts, thus introducing information through exciting historical narratives connects with students’ emotions enhancing memory, and can awaken interests of which they were previously unaware (Dowswell, 2013).

As the demands of a crowded curriculum puts pressure on the incorporation of literature, Serafini supports using picturebooks and novels to “explain the emotional aspects of historical events”, as well as to illustrate the content taught and demonstrate the value of literature as a window to the world (2011, pp. 32 - 33). As children connect and engage with texts, their responses demonstrate literary comprehension, promoting literary analysis and criticism and deepening the reading experience (Lehman, p. 15).

Acquiring quality resources to share with classroom teachers to support teaching and learning, requires identification of materials such as fiction and non-fiction works, teacher’s notes created to support instruction, as well as innovative online resources including websites, then evaluating these according to predetermined selection criteria. Important tools for identifying quality resources for selection include reviews contained in professional journals, such as Access and Reading Time and websites such as Inside a Dog.

Curriculum area History

Literature-based units offer a supportive foundation for thriving educational experiences (Serafini, 2011, p. 33). Historical fiction, enables extension of the History curriculum by exposing students to a variety of information sources and interpretations, whilst stimulating curiosity about historical events (Barone, 2011). Historical fiction authors combine memorable characters with historical times and places to create exciting stories which capture emotions and assist students to empathise with others and make sense of events they would otherwise be unable to experience (Rycik & Rosler, 2009). Further, engagement with quality historical fiction to support classroom instruction, awakens students literary sensibilities to the pleasure of reading this genre (Rycik & Rosler, p. 163).

Despite significant benefits for student learning, historical fiction has the potential for creating confusion due to inaccuracies or contradictions, thus critical analysis is necessary to distinguish fact from fiction (McTigue, Thornton, & Wiese, 2013).

The multimodal nature of historical fiction picturebooks ensure their value in promoting critical discussion as students are challenged to interpret meaning from visual images and design elements, as well as written language (Youngs & Serafini, 2011, p. 115). Picturebooks support the transition from text-based literacies to developing multiliteracies as readers must apply strategies to comprehend visual images and design elements as well as written text (Youngs & Serafini, p. 116). To be multiliterate, students need to be able to apply problem-solving skills to select appropriate strategies to interpret, use and produce print-based, digital and electronic texts (Anstey & Bull, 2006).

One particular challenge facing students when reading historical fiction, is a lack of familiarity with the historical context and language of the era (Youngs & Serafini, 2011, p. 116). Introducing a range of texts and making cross curriculum links can assist developing this understanding.

As well as addressing syllabus outcomes, using a range of oral, written, visual and digital platforms to access and communicate historical information demonstrates 21 century transliteracy proficiency, as identified by Thomas et al (2007).

Teaching and learning strategies

Reading aloud to the whole class, although not often used with older students, is a strategy which benefits student literary learning, vocabulary knowledge and comprehension, as the teacher models good reading practices and introduces new language and ideas, as well as displaying enthusiasm for the topic (Lehman, 2007). Students share the experience of listening and discussing the story with the teacher and with each other, pausing to reflect on key ideas and developing interest in the topic. Following reading, the use of language and visual images is discussed, providing background information on the topic, to build upon in later activities. Connecting with websites where historical accuracy can be established through inquiry into real events, utilises technology to build student’s understanding and emotional response to books (Rycik & Rosler, 2009, p. 166).

Begin by previewing the text, sharing textual elements including the book’s covers, and dedications, as recommended by Youngs & Serafini (2011). Examining the front cover, students are asked what they know about the subject and characters. Pausing throughout the reading, the conversation is directed to how and why the author and illustrator selected language, images and design features to convey ideas (Youngs & Serafini, p. 117).

Student choice is an important factor influencing motivation and passion for reading (Lamb, 2007). Students choose from a preselected range of texts for individual reading, to use as a basis for journaling reading responses and creating book trailers. After reading several chapters of their chosen novel, students pause to journal their thoughts and feelings and connect to prior experiences and attitudes, promoting aesthetic experiences (Wong, Kuperis, Jamieson, Keller, & Cull-Hewitt, 2002, p. 179). Using this writing as a basis for discussions with teachers and peers, develops writing and speaking skills. Further, journal discussions enable teachers to assist students to determine fact from fiction, demonstrating responsible introduction of historical fiction, as recommended by McTigue et al (2013, p. 497). Employing student choice, written reflection and literary discussion promotes whole language education to benefit student learning as identified by Weaver (1995).

Following reading, journaling and discussions, students demonstrate understanding of the text through creating a digital book trailer to share with peers. Research into connecting reading with technology, identified producing book trailers increased reading motivation, even for disengaged readers, as well as encouraging critical analysis of themes and information contained within the text (Ragen, 2012, p. 9). Creating book trailers requires students to demonstrate critical analysis to select appropriate methods of conveying meaning and offers useful opportunities for stimulating creativity, teaching ICT skills and ethical use of digital information. The Digital Booktalk website is useful to support the process of creating a book trailer, including scripting, storyboarding and story invention.

Literature Circles enable students to read, discuss and reflect on literature as a group, slowing down the process of reading to reflect and analyse responses to the text, search for deep meaning and improve literacy learning. Picturebooks allow multiple readings, enabling students to go beyond observations of visual, textual and design elements, to deeper analysis. Each student performs a designated role, while the classroom teacher and TL work collaboratively to observe and support discussions. Students undertake clearly defined roles whilst discussions are open-ended, offering structure to ensure quality, although still allowing freedom to explore (Moeller & Moeller, p. 2). Each session, students complete worksheets corresponding to their role, scaffolding their responsibilities and assisting reflection and personal response to the reading, prior to commencing discussion, ensuring they become active readers, well-prepared for meaningful discussions (Moeller & Moeller).

The wealth of exemplary historical fiction enhances the teaching of the History curriculum by engaging student interest through bringing historical information to life. TLs, with combined expertise in children’s fiction and curriculum understanding, are uniquely placed to integrate literature into classroom learning and improve student outcomes. Selecting strategies, such as reading aloud, website inquiry, journaling, creating book trailers and Literature Circles, that involve students individually and collaboratively using language in written, oral and digital formats, stimulates development of the critical thinking skills and transliteracy competencies required of 21 century citizens.

References

Anstey, M., & Bull, G. (2006). Defining multiliteracies. In Teaching and learning multiliteracies: changing times, changing literacies (pp. 19-55). Newark, Del: International Reading Association.

Australian School Library Association. (2004). Standards of professional excellence for teacher librarians. Retrieved 14 March 2014, from http://www.asla.org.au/policy/standards.aspx

Barone, D. M. (2011). Children's literature in the classroom: Engaging lifelong readers. New York: The Guilford Press.

Dowswell, P. (2013). History - A novel approach to the past. The Times Educational Supplement, (5031), 42. Retrieved from http://search.proquest.com/docview/1326038311?accountid=10344

Herring, J. (2007). Teacher librarians and the school library. In S. Ferguson (Ed.), Libraries in the twenty-first century: Charting new directions in information (pp. 27-42). Wagga Wagga, N.S.W.: Centre for Information Studies, Charles Sturt University.

Lamb, A. (2007). Literature learning ladders: Encouraging active reading through book-technology connections. In Eduscapes. Retrieved 27 September 2013, from http://www.eduscapes.com/ladders/themes/circles.htm

Lehman, B. A. (2007). Children's literature and learning: literary study across the curriculum. New York, N.Y.: Teachers College Press.

McTigue, E., Thornton, E., & Wiese, P. (2013). Authentication projects for historical fiction: Do you believe it? The Reading Teacher, 66(6), 495-505. doi: 10.1002/trtr.1132

Moeller, V. J., & Moeller, M. V. (2011). Literature circles that engage middle years and secondary school students. Moorabbin: Hawker Brownlow Education.

Ragen, M. (2012). Inspired technology, inspired readers: How book trailers foster a passion for reading. Access, 26(1), 8-13. Retrieved from http://search.informit.com.au.ezproxy.csu.edu.au/documentSummary;dn=038187200313062;res=IELHSS

Rycik, M. T., & Rosler, B. (2009). The return of historical fiction. Reading Teacher, 63(2), 163-166.