Blog Six

Integrating Literature Across the Curriculum

            Thematic Units, as mentioned in the previous blog, can be seen as allowing students the opportunity to see how their subject areas or disciplines are integrated into one another rather than fragmented. In a further effort to understand how Literature may be integrated into other subject areas, the relationships between three subject areas and Literature will be examined. These subject areas are Mathematics, Science and Social Studies.

            The Mathematics curriculum has been described by the National Council of Teachers of Mathematics as involving students in ‘communicating Mathematically, relating and applying ideas to real life and cultivating interest in the subject’ (Harb,2007). Literature integrated into Mathematics provides students with the beneficial experience of observing the similarities between the two disciplines. Literature orders the world around us and deals with classification, problem solving, patterns and relationships. All of these are also done in Mathematics, which brings light to the connections found between these two disciplines.  When literature is integrated into the Mathematics curriculum, language development is aided, ‘which allows students to effectively form and communicate ideas in Mathematics’ (Hellwig, Monroe and Jacobs, 2000 cited in Harb, 2007).

            The Science curriculum can also be enhanced through the use of Literature. The devices found in literature, especially poetry, ‘mirror the figurative aspects of science’ (Abisdris 2001, cited in Harb 2007). If students are able to carefully examine poetry, they will also be able to apply this knowledge to scientific poetry, which allows them to better understand concepts and contributions in the field of Science. Some literature even allows for students to make use of knowledge learned in the Science class, in the Literature class through the use of texts. One such example is the teaching of ‘Plant life’ which can be discussed in the Literature class through the use of the text ‘Seedfolks’ by Paul Fleischman (George, 2001). Cerullo (1997) concluded that students ‘achieve a greater understanding of the Science discipline through Literature, by allowing them to recognize that truths are constantly changing and never fully understood’ (Harb, 2007).

            Like Mathematics and Science, literature can also be integrated into the Social Studies curriculum.  Krey (1998), believes that the use of both fictional and factual trade books can help students understand, learn and appreciate the content found in Social Studies (cited in Harb, 2007). The fact that it is not possible for students to live in all times and places of human experience, literature can act as ‘the vehicle to transport learners into other cultures, places and eras’ (Krey,1998 cited in Harb, 2007). Issues that can be quite difficult to discuss with students in Social Studies, can be done comfortably and in an honest manner through the use of literature.

            Literature can be integrated across the curriculum with other subject areas to improve the learning experience of students. More meaningful learning occurs this way, as students get to experience learning knowledge as a whole, rather than in fragments.

Sources:
George, M. (2001). What’s the Big Idea? Integrating Young Adult Literature in the Middle School. English Journal. 

commons.emich.edu/cgi/viewcontent.cgi?article=1151&context