Although Literature was not integrated at my school as a student, the teacher focused more on providing support as we explored specific text (instruction). We were however, allowed to make our own interpretation based on the text being taught (construction). I never understood the importance of using both approaches in the classroom until we discussed literature based integration in class.
It is important to note that the ‘reading and writing process occur as part of the same activity’. This means that reading and writing are connected. As teachers, we must encourage our students to read aesthetically. This does not mean that students read only for enjoyment but also to engage themselves in the writers’ craft by exploring and constructing meaning. This says to us as teachers we must move students along the continuum from the point of instruction to construction, as it is essential that students take ownership of the reading and writing process. Construction focuses on student sharing ideas and experiences. It also gives students the opportunity to question and form their own interpretation of the text. With this is mind, the teacher can use students input in text selection. This allows students to be active participant in their learning and motivates them to read more. We are also catering to the needs and interest of our students. In addition, the teacher must use literature that is performance based. By performing the text the teacher makes the story come to live; capturing the attention of the students. Journals can also be used to allow students to write down their thoughts. Lastly, the teacher can use discussion where students share their experiences and relate them to those of their classmates.
Although it is advised that teachers allow students to be independent thinkers, it is equally important that teachers provide students with support when necessary. Through instructive writing, students know that they are writing for the teachers. The teacher may provide questions to guide students in responding to the text. Thus, whatever students write has already been constructed. Furthermore, the teacher needs to provide support when introducing complex text. Support can be provided through instruction which assist students in developing the skills required in reading and responding to the text.
