Linking Literature engaging first year students with real world bookclubs

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1 Linking Literature engaging first year students with real world bookclubs Dr Sharyn Jameson Senior Lecturer English/Literacy, Faculty of Education, Australian Catholic University Abstract This presentation showcases a first year pre-service primary teaching curriculum project used with student teachers called Linking Literature. The unit content focuses on the teaching of children s literature. The format of the unit requires the students to participate in a real world bookclub project using life enriching children s literature. The innovative format of this project engages students in small group reflective learning which helps to foster a sense of belonging in their first year of tertiary study. The success of the project is attributed to the incorporation of real world learning elements. The real world learning framework, underpinned by a sociocultural constructivist pedagogy, will be explained in the context of the Linking Literature project. This presentation will describe the format of this innovative learning project- the structure, key features and the value of exploring life enriching literature in Linking Literature bookclubs will be discussed and explored through participation in some Linking Literature strategies. Introduction This presentation reports on a research project focused on innovative practice within a first year higher education curriculum unit. The unit is the first in a series of mandatory literacy courses for first year education students. This first unit is called Children s Literature for Literacy and is designed to develop student teachers knowledge of children s literature and literary theory. The innovative aspect of this unit is the incorporation of bookclubs in a project known as Linking Literature. The Linking Literature project is designed to engage the student teachers in real world learning practices and encourages a sense of belonging through small group social learning, recursive practice and a range of literary techniques that promote reciprocity. The presentation will describe Linking Literature, the development and implementation of this practice-based initiative and report on its success by revealing some early research findings. It will also contextualise the need for pre-service teachers to gain literary knowledge driven by the introduction of a national curriculum in Australia. Literature and the Australian National Curriculum In 2008, the Australian government committed to the development of a national curriculum as a means of delivering quality education to all young Australians from entry in kindergarten (K) to their final year of schooling, Year 12. Stemming from this inaugural decision, the Australian National Curriculum for English K - 10 is now expected to be implemented in each jurisdiction by The English Curriculum is divided into 3 interrelated strands - one of which is Literature. The literature strand requires students to develop an informed, aesthetic appreciation of literary texts and learn to interpret, evaluate and create literary texts including narrative, poetry, prose and plays. The curriculum defines literature as those texts that are recognised as having the potential to promote aesthetic, ethical and imaginative learning experiences. It refers to children's books that have 1

2 stood the test of time and are considered to have important value in terms of appeal, style of language, quality of graphics and potential for exploration of imaginative experiences, to enrich students understanding of human experiences, and to encourage reflection on a range of experiences (ACARA, 2012). This has major implications for the teaching of literature in Australian classrooms. Teachers and pre-service teachers will be required to have both literary and pedagogical understanding and knowledge. Teaching Children s Literature To fulfil the expectations of the Australian Curriculum, student teachers will require expert knowledge and in-depth understanding of literary texts, aesthetic appreciation, literary theory and criticism. Effective teaching of literature involves expertise in both pedagogy and essential knowledge related to literature and the literary field (Jameson, 2009). Required knowledge for the teaching of children s literature includes content such as the types and features of literature, literary theory and criticism, approaches to the study of literature, choosing quality literature, experiencing and responding to literature, and creating a motivating literary environment in the classroom. Developing student teachers' knowledge in all of these areas is critical to the successful implementation of teaching literature. Student teachers need to feel confident and knowledgeable in both the theoretical and pedagogic aspects of teaching literature. Linking Literature is a project that enables student teachers to gain the necessary skills and literary knowledge for their teaching practice. Linking Literature an innovative approach to the teaching of children s literature Linking Literature is a key component of a compulsory first year unit focused on the teaching of Children s Literature. Linking Literature introduces pre-service teachers to the benefits of book clubs for developing an appreciation for literature. Through participating in a book club, student teachers analyse what avid adult readers do when sharing literature and are shown how to replicate these strategies in classrooms to hopefully instil a love of literature and lifelong reading in school students (Jameson, 2009). Through expert guidance and their own participation in bookclubs during this unit, student teachers develop literary concepts and understanding and are shown how to impart literary knowledge and develop an aesthetic appreciation for literature using the real world learning strategies of Linking Literature. The social learning processes underpinning the structure of Linking Literature engage first year student teachers and engender a sense of belonging with their peers through the formation of bookclubs. The student teachers are shown how to establish a children s literature bookclub with their peers and are then guided in transferring the real world features of a book club to their respective small groups. The project has led to some very successful outcomes in motivating student teachers towards a deeper appreciation of literature and increased commitment to reading. The pedagogic philosophy underlying Linking Literature is derived from a framework of real world learning elements. The Real World Learning framework (Jameson, 2009), drawn from a sociocultural constructivist perspective (von Glaserfeld, 1995; Vygotsky, 1978), acknowledges the complex nature of learning, the active construction of knowledge by the learner and the importance of social interaction (Gee, 1990; Rushton, Eitelgeorge & Zickafoose, 2003; Wells, 1999). Sociocultural constructivist learning theories provide the foundation for 2

3 collaborative classrooms, co-operative learning and building communities of learners (Jameson, 2005). The presenter s interest in identifying optimal conditions for teaching and learning, be it in a higher education environment, primary school classroom, or professional development for practising teachers, led to the development of a theoretical framework called Real World Learning (Jameson, 2009). The presentation will discuss characteristics of real world learning deriving from sociocultural constructivist learning principles, authentic learning, flow and motivational theory. Real World Learning Real World learning attempts to replicate the types of meaningful interaction and authentic, purposeful experiences that are undertaken in everyday living and social contexts. Meaningful interaction in real world learning frequently involves articulating thoughts, collaborating with peers, actively constructing meaning by relating new learning or ideas to past experiences or knowledge, and seeking assistance or expert guidance. The Real World Learning framework is drawn from sociocultural constructivist learning principles and other learning theories including authentic learning, flow and motivational theory. The framework identifies key elements for learning strategies that encourage motivation, collaborative, and successful learning. The elements, listed here with a brief description include: autonomy - providing choice and flexibility achievement -facilitating learning through modelling and scaffolding purpose - relevant, contextualised tasks motivation - engaging environment, authentic resources reciprocity - collaboration and cooperation knowledge construction - actively building on prior knowledge empathy - appreciating diversity, increase understanding and inclusivity The framework is an attempt to identify and draw together aspects of learning that will contribute towards engagement and success. The Linking Literature project is based on the Real World Learning framework and promotes the use of literature through bookclubs. Linking Literature is seen as an innovative solution for meeting the expectations of the Australian Curriculum. Linking Literature key features The Linking Literature project is underpinned by intersubjective processes (Bruner, 1986) and incorporates strategies that are conducive to enjoying literature and learning literary theory through social learning in meaningful and engaging ways. Intersubjectivity recognises the significance of relationships and intertextual connections that occur through interaction with text and fellow readers. Using the real world book club concept, student teachers are guided and scaffolded through literary knowledge using social learning practices. Student teachers collaboratively reflect on what they as adult readers do with books. They learn about literature and build their own literary knowledge whilst, with expert guidance and collaborative peer learning, simultaneously develop skills and strategies for teaching children s literature in the classroom. The collaborative, small group interaction in Linking Literature, comprising recursive reciprocity between group members, is a key feature of the project. Initial sessions commence with a reflective task called a literary ontogenesis (Meek, 1988) in which student teachers reflect on and share their own personal reading journeys. Sessions continue with each bookclub choosing their own life enriching children s literature to read together, reflecting on their reading, and then sharing connections using a 3

4 range of literary discussion techniques and strategies. This collaborative, small group interaction builds communities of learners (Marshall, 1999; NSW Department of School Education, 2005), develops recursive thinking habits (Schwiebert, 2005) using transactional literary theory (Rosenblatt, 1976) and engenders a sense of belonging with fellow bookclub members. The use of quality, life enriching literature with its focus on the universal human condition, capitalises on natural human interest in the interpersonal, affording opportunities for intertextual connections to be shared, and providing rich, multilayered content to explore and help increase students understanding and empathy for others (Roache-Jameson, 2005). The presentation will expand on the curriculum and pedagogic theory underpinning the success of Linking Literature. It will describe the development of the Real World Learning Framework and the structure and implementation of Linking Literature. The audience will learn the tools of a bookclubber (Jameson, 2009) and will be invited to participate in some of the Linking Literature strategies that the case study reveals are making it a successful project for developing literary knowledge, instilling interest in reading literature, engaging student teachers and increasing a sense of belonging amongst first year students in a higher education context. References Australian Curriculum Assessment and Reporting Authority (ACARA). (2012). Australia Curriculum : English. Version 3.0. Sydney: Australian Curriculum Assessment and Reporting Authority Bruner, J. (1986). Actual Minds Possible Worlds. Cambridge, MA: Harvard University Press. Gee, J. (1990). Social Linguistics and Literacies. Ideology in Discourses. Basingstoke, UK: The Falmer Press. Jameson, S. (2009). Bringing the real world into the classroom strategies to motivate learning. In Refereed Proceedings from the Bridging Divides National Conference for Teachers of English and Literacy. Hobart, TAS:Australia. Marshall, S. P. (1999). Creating sustainable learning communities for the twenty first century. In Hesselbein, Goldsmith & Beckhard, (Eds.). The organisation of the future. Drucker Foundation. Meek, M. (1988). How Texts Teach What Readers Learn. Stroud, UK: Thimble Press. NSW Department of School Education Schools as learning communities. A discussion paper. Roache-Jameson,S.M. (2005). Kindergarten Connections : a study of intertextuality and its links with literacy in the kindergarten classroom. - Australian Journal of Language and Literacy. Volume 28(1), Rosenblatt, L. (1976). The reader, the text, the poem. Illinois : Southern Illinois University Press. 4

5 Rosenblatt, L. (1982). The literary transaction : Evocation and Response. Theory into Practice Vol XX1, Number 4. Rushton, S.P., Eitelgeorge, J. & Zickafoose, R. (2003). Connecting Brian Cambourne s conditions of learning theory to brain/mind principles : Implications for early childhood educators. Early Childhood Education Journal. 31(1), Schwiebert, J. (2005). Reading and writing from literature. Boston, MA : Houghton Mifflin. Von Glaserfeld, E. (1995). Radical Constructivism: A Way of Knowing and Learning. London, UK: Falmer Press. Vygotsky, L. (1978). Mind in society : the development of higher psychological processes. Cambridge, MA: MIT Press. Wells, G. (1986). The meaning makers : Children learning language and using language to learn. Portsmouth, NH : Heinemann. 5