ETL402 final blog post

I entered this unit thinking that I had a lot to offer in the way of children’s literature. My eldest son was diagnosed with Autism at the end of 2013 along with hyperlexia. I discovered a lot about children’s literature through this experience. We read… lots! The truth is, I was wrong, I did have lots to learn. In this unit I examined what is children’s literature, an examination of various genres, child development and reading needs, the changing nature of literature, the importance of including multiliteracies and the use of literature strategies for a TL to collaborate with a classroom teacher.

In examining what is children’s literature and why do we read some of these readings stated the obvious but there were a few responses that resonated with me. I enjoyed the Haven article (Haven, 2007) and I liked Vanessa’s response (Kranenburg, 2015) to the question ‘Why read?’ based on this article. After reading about different genres I chose multicultural picture books as this was most appropriate in my particular school community. After reading Chapter 1 of Cai’s book (Cai, 2002) I discovered there were so many definitions of multicultural literature. The inclusion of multicultural literature is something I and others feel passionately about. See the campaign #1000BlackGirlBooks (Wingate Wire, 2015) as an example of others supporting multicultural literature in schools. I liked reading about the biopsychosocial developmental stages of the child and what that means for their reading interests and habits. (Travers & Travers, 2008)

In creating a dynamic reading program in my school I would really like to include Pennac’s ‘Rights of the reader’ into my library (Pennac, 2006) and the accompanying visual. (Pennac & Blake, 2006) Regarding the changing nature of literature I found ‘Cool Tools for School’ contained so many new ideas and web sites. (Tangient LLC, 2016a) Author skypes also sounded like a brilliant idea. (Tangient LLC, 2016b). The tone then changed to collection management, and I really liked Sophie’s ideas for collection arrangement (Partington, 2015) and replied to her. (Young, 2016) Reading about censorship is quite important and I have to be able to justify why a title is in the collection. We have a very protective and involved parent body. I liked that in Verdergrift’s article about censorship. (Vandergrift, 1997) Cremin (2010) encourages regular reading

It looked at genre hybrids and transmedia storytelling. (Lamb & Johnson, 2010) The Starfall website (Starfall Education Foundation, 2015) is amazing as is the Storyline Online. (SAG-AFTRA Foundation, 2015) I can understand how students can be consumed by fanfiction. The discussion then turned to the use of Book apps or eBooks in the classroom. I have found that eBooks just haven’t taken off in my school. I was so impressed with the idea put forward by Nadine (Bailey, 2016) of printing out the cover of a book available on Overdrive and placing it on the shelves. I might do this in a display rather than on the shelves. I am all for multiliteracies. I already do this in my teaching.

However, all this literature in all these formats are of no good if we cannot use them constructively to teach in class. We need activities to ensure that we keep students engaged. We have whole school approaches in other areas, why not in reading, such as an Sustained Silent Reading (SSR) program across the school. There was information on how to successfully integrate a literature unit in the classroom or library. (Temple, Freeman & Moss, 1998) (Kulleseid & Strickland, 1989) I started to plan my second assignment and chose a topic I am interested in again, a Year 6 migration History unit. I have used the strategies literary circles (Schlick Noe, 2013), reading aloud (Moss, n.d.) and the creation of digital book trailers for understanding.

In conclusion, in this ETL402 we examined the various genres of children’s literature, looked at child development and reading needs, the changing nature of literature as we know it, the importance of including multiliteracies and the use of literature strategies for a TL to collaborate with a classroom teacher. I am very happy that I have come away from this unit with more knowledge than I came in. These are all great skills I will implement in the library.


Bailey, N. (2016). Re: Task 1: EBooks and take up – Primary Libraries. [Online forum comment]. Retrieved from

Cai, M. (2002). Multicultural literature for children and young adults: Reflections on critical issues. Westport, Conn.: Greenwood Press.

Cremin, T. (2010). Motivating children to read through literature. In J. Fletcher, F. Parkhill & G. T. Gillon (Eds.), Motivating literacy learners in today’s world. (pp. 11-21). Wellington, N.Z.: NZCER Press. Available from CSU eReserve.

Haven, K. F. (2007). Story proof: The science behind the startling power of story. Westport, Conn: Greenwood Publishing Group.

Kranenburg, V. (2015, November 10). Re: Task 1: Why read? [Online forum comment]. Retrieved from

Kulleseid, E. & Strickland, D. (1989). Characteristics of an effective literature-based program. In Literature, literacy and learning (pp. 24-29). Chicago : American Library Association.

Lamb, A., & Johnson, L. (2010). Divergent Convergence part 1: Cross-genre, multi-platform, transmedia experiences in school libraries. Teacher Librarian 37(5), 76-81. Retrieved from . Available from EBSCOhost

Partington, S. (2015, December 6). Primary school junior fiction. [Online forum comment]. Retrieved from

Pennac, D. (2006). The rights of the reader. London: Walker Books.

Pennac, D. & Blake, Q. (2006). The rights of the reader. Retrieved from

SAG-AFTRA Foundation. (2015). Storyline online. Retrieved from

Schlick Noe, K. (2013). Literature circles resource centre. Retrieved from

Starfall Education Foundation. (2015). Starfall. Retrrieved from

Tangient LLC. (2016a). Web 2.0: Cool tools for Schools. Retrieved from

Tangient LLC. (2016b). Authors who Skype. Retrieved from

Temple, C. A., Freeman, E. B. & Moss, J. F. (1998). Distinguishing features of a literature unit. In Children’s books in children’s hands: An introduction to their literature. (pp. 482-484). Boston, Mass. : Allyn & Bacon.

Travers, B. E., & Travers, J. F. (2008). Children’s literature: A developmental perspective. Hoboken, N.J.: John Wiley & Sons. Available on CSU eReserve.

Vandergrift, K. E. (1997). Censorship, the internet, intellectual freedom, and youth. Retrieved from

Wingate Wire. (2015). Sick of Reading About White Boys and Dogs, Marley Dias Launches #1000BlackGirlBooks. Retrieved from

Young, S. (2016, January 10). Re: Primary junior school fiction. [Online forum comment]. Retrieved from






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One comment on “ETL402 final blog post
  1. Hi Shellee, I also feel I have more skills since completing the unit. Good luck!

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