As an experienced primary and secondary school teacher I considered ‘Literature Across the Curriculum’ to be an extension of the literacy I incorporated into my teaching programs and planning. However, after working my way through Module 1 I soon realised literacy and literature were two totally different concepts, and the considerable scope of literature and the significant opportunities new technologies offered teacher librarian’s and teacher’s to reshape the way in which narratives are presented to and received by students, so they continue to construct meaning in their lives (Kerlin, 2014, Blog, Module 1). When working through Module 1(2014) I came to realise how digital technology and mobile devices had significantly impacted on the format and content of student’s fiction and reading experiences, and changed the nature of literacy across the school curriculum and libraries, especially with the introduction of E-books, iPads, and multimodal platform like Clickview (Madej, 2003; ETL 402, Overview and introduction to children’s literature). I found Elizabeth Bird’s (2011) article especially interesting regarding Literature Apps as Apps are a large part of my school’s curriculum texts as the students utilise iPad technology throughout the school curriculum (p. 26).
Ensconced in my History teacher world, I realised I had missed out on the cascade of new fiction genres that the students had embraced with such enthusiasm, particularly dystopian (Hunger Games series), Steam Punk, sophisticated/YoungAdult picture books and graphic novels (The Arrival & Maus), the blending of horror and romance such as the Twilight series, and LGBTQ (Lesbian, Gay, Bisexual, Transgender, and Questioning) themes which are so relevant to our 21st century world and an important consideration of school library collections (ETL402, Module 2, 2014). Such a variety of genres and formats allow teachers/teacher librarians to diversify their students’ reading experiences and expand their understanding and interaction with the literary world, as the students move on from traditional linear plots and narrative closure, to preferences for hypertext narratives or digital literature where they can interact with the text and direct their own content or direction (Unsworth, 2005, p.1).
Multi-cultural literature, whole literature programs and curriculum reading environments have become popular with school curriculums and teacher librarian’s with the introduction of the Australian Curriculum’s cross curriculum priority areas, which provide the opportunity for the integration of literary programs incorporating critical, multi and visual literacies and transmedia story telling into learning area curriculums to promote an engaging and enriching literary experience for the students (ETL402, 2015, Assignment 2; Australian Curriculum, Assessment and Reporting Authority (ACARA). (2014). History: Overview. Cross curriculum priorities).
I have acquired considerable knowledge and learning from completing the modules of Literature Across the Curriculum and particularly enjoyed Joyce Valenza’s Manifesto for 21st Century School Librarians revised (2010 ) which I have included on my Blog and includes inspirational gems for future teacher librarians like myself, such as always explore new ways to promote and celebrate reading, make learning an engaging and colourful experience, and lead through strong vision, excitement, engagement, and enthusiasm.
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2014). History: Overview. Cross curriculum priorities. Accessed 23 January 2015 and retrieved from: http://www.australiancurriculum.edu.au/humanities-and-social-sciences/history/cross-curriculum-priorities
Bird, E. (2011). Planet APP. School Library Journal, 57(1), 26. Retrieved from http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=f5h&AN=57053781&site=ehost-live
ETL402 Literature Across the Curriculum. (2014). Assignment 2. A case for literary learning.
ETL402 Literature Across the Curriculum. (2014). Module 1. Overview and Introduction to Children’s Literature. Retrieved February 10, 2015, from Charles Sturt University website: http://interact.csu.edu.au/portal/site/ETL402_201490_W_D/page/e01b27e4-b56b-4b05-00cf-9cd2cadb5e00
ETL402 Literature Across the Curriculum. (2014). Module 2.Diversity in Children’s Literature. Retrieved February 10, 2015, from Charles Sturt University website: http://interact.csu.edu.au/portal/site/ETL402_201490_W_D/page/e01b27e4-b56b-4b05-00cf-9cd2cadb5e00
Kerlin, J. (2014, December 22nd). Literature Across the Curriculum. [Web log post]. Retrieved from:
Madej, K. (2003). Towards digital narrative for children: from education to entertainment, a historical perspective. ACM Computers and Entertainment, 1(1). doi: 10.1145/950566.950585
Unsworth, L. (2005). E-Literature and On-Line Literary Resources: Engaging ‘Net-Age’Children with New Forms of Literary Texts. 1-4. Retrieved from: http://www.slav.schools.net.au/synergy/vol5num2/unsworth.pdf