Category Archives: ETL402 – Literature Across the Curriculum

ETL402 – A critical reflection and final position on what I have learnt.

It was sobering to learn that hundreds of studies have proven the link between the reading of stories and improved comprehension – and that such skills filter into some of the most basic of life skills (Haven, 2007). The ability to develop … Continue reading

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Indigenous Literature: Feeling connected to the land

I have particularly enjoyed the opportunity this unit (ETL402) has given me to both read Indigenous literature, and to read about it. One thing that has stood out for me personally is the way so much of it relates back … Continue reading

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My response to Zipe

(Critics) are not recognising or do not want to recognise that the former traditional approaches to alphabetic literacy through reading print are not meeting the needs of young people who read texts much differently than the generations of teachers and … Continue reading

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Why Read? (rationale for a primary school principal)

The advantages of encouraging primary school aged children to read run so deep and wide it is difficult to know where to start. However, we know we want to create a primary school that is inclusive and allows students to … Continue reading

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What are the key elements for a definition of children’s literature?

There is no doubt that children’s literature is very difficult to define. As I see it, the overall flavor of the many views on what its key elements are can be largely encompassed by the following dot points: – Written largely … Continue reading

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My vision for the future of children’s literature

Question: Do you have a vision for the future of children’s literature? Who will be the drivers of change? Although I am very early into the readings I feel quite confident that the drivers of change will be first and … Continue reading

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