Critical Issues In Teaching Children’s Literature

Being able to read, or decode text, is one part of “being literate”. The Department of Education and Training (n.d.) states that “Literacy is the ability to read, view, write, design, speak and listen in a way that allows us to communicate effectively and to make sense of the world”.

Reading is not enough; we need to ensure our teaching enables children to “make sense of the world” and gives them “the best chance to succeed in their schooling and everyday life” (Department of Education and Training, n.d.). So what are the critical elements to consider when teaching children’s literature in the classroom?

I am a strong believer that your own personal reading preferences influence the “quality and quantity” of literature you use in the classroom. I feel that if a teacher has a love of literature then they are more likely to immerse their students in good quality reading experiences and expose them to as many forms and styles of literature, at any opportunity”.

However Brooks (2007) conducted a study, which found that teachers who considered themselves to be competent readers and writers were not necessarily any more effective when teaching literacy (p.1).

“Literature is filtered through the way teachers talk about it” (McDonald, 2013, p. 2). The teacher’s attitude and enthusiasm, is evident to children when teaching, and therefore a teacher who loves reading will display a more positive outlook towards literacy and its practical application in the world around us. They are more likely to prioritise reading activities, such as reading aloud to students, or free reading time in class. Prioritising such activities will encourage children to engage with a range of literature, on a regular basis. Malone and West (2016) found, in their TV documentary, Revolution School, that allowing 10 minutes of student free reading after lunch, increased the rate of borrowing at the school library and the number of books students read for pleasure.

Gamble and Yates (2008) state, “a teacher’s knowledge of children’s literature has a direct bearing on the effectiveness of their literacy teaching” (p.1). This obviously includes familiarity with the curriculum along with knowing and implementing effective literacy teaching strategies. However Gamble and Yates are focussing on the range of literature used and how current and relevant it is to the children.

Children in today’s classroom will not necessarily accept books that we enjoyed ourselves as children. Gamble and Yates (2008) write, “recommending books to children is vital, providing the teacher is able to recommend up-to-date books as well as those classics that stand the test of time”. Hooper as cited by Gamble and Yates (2002) completed a study that found “children did not rate parents’ recommendations highly” while “teacher recommendation rated low for adolescents”. Any recommendations, or literature used in class needs to be relevant and engage the children. We need to understand what influences a child’s choice of literature by looking at how we chose our own reading matter (recommendations, authors, cover illustrations, series, availability) but also understand how children decide what they chose to read.

Literature allows us to make connections between our own lives and a wide range of text styles. Books can validate emotions or give us a different perspective on a situation. I think reading helps us to be more empathetic towards other people.

Literature that introduces social issues or multiple views of an event, also allow us, and students, to connect with the world and make sense of it. At times the issues raised in such books may be completely out of our realm of experience yet Lewison, Leland and Harste (2000) state that these readers are “confronted with perspectives that are different from their own, allowing for interrogation of common, unexamined behaviours and beliefs” (p.10). These books “invite conversations about fairness and justice” (Lewison, Leland and Harste 2000, p.10).

It is important, especially in early years teaching, for readers to connect their own experience to those in the books they are exposed to. These "Text to Self Connections” are an important part of comprehension development and understanding.

Discourse around literature is a vital element in the construction of meanings. “Teachers need a metalanguage with which to support students in analysing texts” (Sharpe, 2005, p. x). Sharing ideas and experiences ensures a deeper understanding of the literary elements providing greater meaning. Vygotsky (as cited by Hammond, 2001, p.23) “argues that learning occurs when students have the opportunity to engage with an expert and to enter into ongoing discussions”.

Such discourse helps children to connect with the literature on a much deeper level. There are several different types of connections:

• Text to Self – Linking concepts in literature to your own experiences in life.

• Text to Text (“intertextuality” (Harris and McKenzie, n.d., p.1)) – Linking concepts in literature to other literature, eg. different versions of a fairy tail, a narrative with a factual reports.

• Text to illustrations (“intratextual” (Harris and McKenzie, n.d., p.3)). This is visual literacy or being able to find deeper meaning from information in the illustrations or connects between the text and illustrations.

Class and small group discourse provides opportunity for teachers to scaffold learning in literacy. “When scaffolding occurs the result is extended understanding with temporary support” (Hammond, 2001, p.23)

If children are to fully exploit literature they must be able to make meaningful connection between a range of literature and the world around them. They must appreciate that literature will often challenge their thinking, open their mind and enhance life experiences.

References

Brooks, G., (2007) Teachers as Readers and Writers and as Teachers of Reading and Writing, The Journal of Educational Research, Retrieved from http://www-tandfonline-com.ezproxy2.acu.edu.au/doi/pdf/10.3200/JOER.100.3.177-191?needAccess=true

Dept of Education and Training (n.d.) Literacy and Numeracy Fact sheet. Supporting your child. Retrieved from http://education.qld.gov.au/literacyandnumeracy/pdf/factsheet-l-n.pdf

Flint, A., Kitson, L., Lowe, K., & Shaw, K. (2014). Literacy in Australia : Pedagogies for engagement (Australian ed.).

Gamble, N., & Yates, S. (2008) Exploring Children’s Literature. London: Sage Publications

Hall, C. (2006). Making Literacy Real: Theories and Practices for Learning and Teaching by Joanne Larson and Jackie Marsh. Literacy, 40(3), 180-181.

Hammond, J. (2001) Scaffolding: Teaching and Learning in Language and literacy education. Sydney: PETAA

Harris, P., and McKenzie, B. Voices in the book, meaning beyond the text: The importance of relationships among texts for reading and related instruction. [online]. Australian Association for Research in Education Conference: Melbourne

Lewison, M.; Leland, C. and Harste, J., (2000) 'Not in my classroom!' The case for using multi-view social issues books with children. Australian Journal of Language and Literacy; v.23 n.1 p.8-20

Malone, T., and West, A. (Producers), & McInerney, N. and Elkin-Jones, N. (Directors). (2016) Revolution School: Series 1, Episode 2 (Documentary). Australia: Screen Australia.

McDonald, L., (2013), A Literature Companion for Teachers. Australia: PETAA.

Medwell, J., Wray, D., Poulson, L., and Fox, R., (1998) Effective Teaches of Literacy. Retrieved on from http://www.leeds.ac.uk/educol/documents/000000829.htm#ch3

Pilinis, D., (2002) Visual literacy: the language of picture books. Classroom; v.22 n.7 p.42-44.

Sharpe, T. (2005) Practical strategies : scaffolding students' responses to picture books. Literacy Learning : the Middle Years; v.13 n.1

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