ETL402 Literature Across the Curriculum Assessment 2

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ETL402 - Literature Across the Curriculum Assessment 2 Name : Mikaela Elizabeth White Student Number: 11785529 Subject Code & Title : ETL402: Literature Across the Curriculum Assignment Title: Literary learning program and reflective practice Value : 60% Submission Date : 17 January 2024 Word count: 2733 Critical Reflection: https://thinkspace.csu.edu.au/mikaelaewhite1/2024/01/17/looking- back/

ETL402- Literature Across the Curriculum Assessment 2 Mikaela Elizabeth White 11785529 ‘Developing Identity and Diversity in Society Through Literary Learning’ Rationale The terms ‘literacy’ and ‘literary learning’ do not carry the same meaning. Literacy focuses on acquiring the skills to be literate, encompassing aspects such as understanding language structures, decoding sounds, and comprehending the meaning of words, sentences, and paragraphs. It involves the ability to deconstruct literature by analysing elements such as plot, characters, and setting, as well as the application of developed literacy skills (ACARA, 2022; Cole, 2024). Literary learning represents a comprehensive educational paradigm extending beyond literacy acquisition (Spinner, 2019, p. 161). Literary learning is contingent upon prior literacy learning; without foundational literacy skills, students may face limitations in their capacity to engage meaningfully with literature (Cole, 2024; Marantika & Com, 2020, pp. 72-75). It entails actively reading literature within a curriculum that emphasises literature-based and critical thinking approaches and can be integrated into any curriculum area (Cornett, 2014, pp. 147-151). Literary learning is the cultivation of imaginative faculties, urging students to decode elements of text, synthesise words and sentences into vivid mental images. This imaginative engagement, combined with the awareness of linguistic composition, highlights the aesthetic nuances fundamental within literary texts (Spinner, 2019, pp. 163-170). Literary learning emphasises the complexities between personal involvement and objective analysis, underscoring the importance of establishing a subjective connection while maintaining keen attention to perceptive text comprehension ( Wedasuwari, 2020 p. 91). Literary learning warrants the comprehension of characters' perspectives, recognition of narrative logic, and conscious grappling with fictionality ( Linkon, 2011, pp. 54 - 58). It entails proficient engagement with metaphorical and symbolic language, a skill that goes beyond the surface, furthering understanding of literary meaning. Literary learning is an exploration of the inconclusive nature of meaning construction, demanding a willingness to navigate ambiguity and multifaceted interpretations (Spinner, 2019, pp. 163-170). Active participation in literary discussions and an understanding of genres as prototypes further enrich this pedagogical approach ( Linkon, 2011, p. 22). 2

ETL402- Literature Across the Curriculum Assessment 2 Mikaela Elizabeth White 11785529 The theme, "Identity and Diversity in Society," aligns with the Stage 4 NSW PDHPE content strand ‘Health, Wellbeing and Relationships”, and includes the following learning outcomes: ● PD4-3 investigates effective strategies to promote inclusivity, equality and respectful relationships ● PD4-10 applies and refines interpersonal skills to assist themselves and others to interact respectfully and promote inclusion in a variety of groups or contexts Through literary learning, students will develop content knowledge direct from the NSW K- 10 PDHPE Syllabus; “the characteristics of respectful relationships, eg empathy, being inclusive, accepting differences”, “practise being respectful, sympathetic and empathetic to different viewpoints and plan alternative ways to respond to others” and “explore how kinship and extended family structures in different cultures support and enhance health, safety and wellbeing” (NESA, 2018). This content focus will present an opportunity for cross- curriculum priority on Aboriginal and Torres Strait Islander histories and cultures. Literary learning incorporated into PDHPE facilitates a holistic approach to education, providing a rich context for the exploration of inclusion, cultural diversity, empathy, and relationships. Literary learning is a multifaceted tool enriching overall learning outcomes, promoting critical thinking, empathy, effective communication, and a comprehensive understanding of the world (Cornett, 2014, pp. 147-151). This kit is designed for lower secondary students, where most students exhibit satisfactory reading capabilities, and display a moderate to high level of technology experience, with ICT access both within the school setting and at home. The group has varied cultural backgrounds, socioeconomic statuses, and learning abilities. The chosen books aim to cater to varying reading levels and promote identity, acceptance, and empathy. The design of the resource kit aims to be inclusive and accessible, tailored to accommodate the unique needs and backgrounds of all students within this learning environment. 3

ETL402- Literature Across the Curriculum Assessment 2 Mikaela Elizabeth White 11785529 Resource List Resource # 1 Title Wonder Author R.J. Palacio Genre Contemporary Children's Literature Form Novel Date & Publisher 14 February 2012 Alred. A. Knopf Annotation Wonder follows August Pullman, a boy with facial differences, navigating fifth grade in a mainstream school. The novel explores themes of acceptance, empathy, and the impact of appearances on identity. Auggie grapples with challenges like making friends, fitting in, and facing bullying, teaching valuable lessons about empathy. The emotionally engaging narrative provides a lens for young readers to explore human relationships and learn about empathy. Wonder aligns with content knowledge strands, fostering empathy and embracing literary learning. Auggie's unique characteristics prompt discussions on accepting differences, challenging societal norms, and celebrating diversity. The novel portrays characters learning to respond respectfully and empathetically, offering a valuable context for students to reflect on interactions, making it a useful tool for educators addressing identity and diversity in a unique way. 4

ETL402- Literature Across the Curriculum Assessment 2 Mikaela Elizabeth White 11785529 Resource # 2 Title Detention Author Tristan Bancks Genre Middle-Grade Fiction Form Dual Narrative Novel Date & Publisher 2 July 2019 Penguin Random House Australia Annotation Detention weaves the narratives of Sima and Dan, both grappling with challenging circumstances. Sima, held in an immigrant detention centre, faces the constant threat of deportation, having fled the Taliban's violence. Meanwhile, Dan, navigating life in a neglected caravan park due to his mother's frequent absences, becomes unwittingly entwined in Sima's struggle for freedom when protestors engineer a daring escape for detainees. The narrative explores trust, morality, and unexpected sources of help amid legal complexities. Detention transcends traditional narratives, urging students to delve into the complexities of the human experience, addressing themes of inclusivity, empathy, and social justice making it a valuable contribution to literary learning. 5

ETL402- Literature Across the Curriculum Assessment 2 Mikaela Elizabeth White 11785529 Resource #3 Title What About Thao? Author Oliver Phommavanh Genre Middle-Grade Fiction Form Novel Date & Publisher 2 August 2022 Penguin Annotation What About Thao? Tells the story of a city kid who finds himself in a small country town, relishing the experience of being the new student at a tiny two-teacher school. However, the dynamics take an interesting turn with the arrival of Kadir. The novel introduces the duo of Thao and Kadir, navigating the complex challenges of culture and belonging in a remote rural community. As the narrative unfolds, slam poetry becomes a catalyst, potentially leading to a lifelong friendship and a deeper understanding of each other's worlds. What About Thao? explores cultural diversity, friendship, and identity. The friendship between Thao and Kadir, provides a rich context for discussions on cultural diversity and the dynamics of relationships across different backgrounds. The novel offers a unique literary exploration, fostering understanding, empathy, and engagement with readers. 6

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