In a previous post, I asked the questions, “why is reading important?” and “why is reading fiction important?” While I agree that reading improves reading and writing skills, I wanted to dig deeper on this topic. How would school library staff argue for funding for including fiction literature in the collection? Does the literature add some benefit to curriculum programs?
This subject has really opened my eyes to the exciting opportunities fiction books can provide students – specifically fiction picture books.
Firstly, reading fiction is very important – and not just for improving reading and writing skills. After reading through the Modules and devouring many articles on the subject, here are just some opportunities it provides students:
- the ability to ‘step into the story’ to imagine and infer the experiences and perspectives of the people within, and to build empathy and understanding of others’ lives (Curtis, 2017)
- a tool to understand and appreciate diversity, and to assist all children to shape a positive identity (Monoyiou, 2016)
- the opportunity to form bridges between their own internal lives and what is happening in the environment around them and the world beyond (Medress, as cited in Bradbery, 2013)
- the chance to extract meaning, purpose, perspective and bias and generate further inquiry (Curtis, 2017)
- illustrations for a difficult concept or idea
- a springboard for inquiries.
Some of these points relate specifically to books on sustainability and cultural diversity, but they are relevant to books on many other topics, too.
This is why, then, that O’Connell, Bales and Mitchell (2015) stated that books that address curriculum, student learning and recreational reading needs must be provided in school libraries. Keeping up to date on the curriculum and programs taught by teachers is important for Teacher Librarians so that they can provide relevant resources to their school community.
It has been really quite exciting to explore fiction literature and its importance in the school library collection and in curriculum programs – two areas, that, before studying this subject, I had not yet had the opportunity to explore.
Having already looked at the theoretical aspect of using fiction literature in curriculum programs, I am looking forward to learning more about the practical aspects of this.
References
Curtis, J. (2017). Value of using picture books in geography. Scan, 36(3), 15-30.
Bradbery, D. (2013). Bridges to global citizenship: Ecologically sustainable futures utilising children’s literature in teacher education. Australian Journal of Environmental Education, 29(2), 221-237. doi:10.1017/aee.2014.7
Monoyiou, E., & Symeonidou, S. (2016). The wonderful world of children’s books? Negotiating diversity through children’s literature. International Journal of Inclusive Education, 20(6), 588-603. doi:10.1080/13603116.2015.1102338
O’Connell, J., Bales, J., & Mitchell, P. (2015). [R]Evolution in reading cultures: 2020 vision for school libraries. The Australian Library Journal, 64(3), 194-208. doi:10.1080/00049670.2015.1048043
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