0

University of People

EDUD 5271: Advanced Practices for Teaching Elementary and Middle School Literacy

Unit 1 written assignment

Instructor: Dr. Alicia Clark

November 19, 2023

 1

Introduction

Student achievement in all academic disciplines is fundamentally contingent upon the

ability to comprehend and assimilate information from various written materials (Lemov, 2021).

Insufficient prior knowledge and inadequacies in reading comprehension led to students lagging

behind. Fiction provides the contextual framework and comprehension of the universe, and

certain scholars and writers argue that fiction accomplishes this in a captivating manner

(Nikolajeva, 2014).

Acquiring knowledge via fiction diverges from acquiring knowledge through factual

information and non-fiction materials. Readers acquire information about the world, other

people, and many subjects, often without realizing it. Students acquire knowledge about several

unfamiliar languages, events, actions, history, geography, and science via the perspective of a

fictitious character, all the while delving into the emotions and behaviors of others. Lewis et al.

(2008) argued that works of fiction are more effective in promoting knowledge creation

compared to academic or policy research. They also noted that fiction has a wider audience and,

as a result, holds greater influence. In the subsequent sections of this article, the significance of

fiction in acquiring information about the world, understanding others, and self-awareness will

be further expounded upon.

Knowledge of the World

Fiction allows readers to acquire knowledge about the world and its various facets.

There exist several genres of fiction, with some being more grounded in reality while others are

characterized by fantastical elements that diverge significantly from the real world. An instance

of acquiring knowledge about the world via the perspective of fiction can be found in historical
 2

fiction. In this genre, students have the opportunity to get insights into many characteristics of a

particular era, such as culture, dress, transportation, and more (Nikolajeva, 2014).

The second facet of acquiring information about the world by reading fiction pertains to

the realms of nature and fauna. While animals in fictional novels are often portrayed as talking,

skilled readers can derive genuine pleasure and acquire accurate insights about the world through

fiction (Nikolajeva, 2014). In a study conducted by Jones (2019), the process of acquiring

information through reading and fiction was examined. The findings indicated that this process is

most effectively facilitated inside a classroom environment, under the supervision of a teacher.

This ensures that any potential misunderstandings and deviations from reality in fiction are

minimized.

Knowledge of Other People

Fiction enables us to get insights into individuals' characteristics and delve into their

perspectives, facilitating our understanding of diverse individuals. An essential element of

gaining insight into others via fiction is to explore the diverse range of characters, including

those that are virtuous, malevolent, wicked, self-centered, courageous, or timid. Exploring the

attributes of others via fiction may be a potent instrument for young children to develop their

character and gain insight into others (Nikolajeva, 2014).

The second facet of acquiring knowledge about other individuals through fiction stems

from the idea of the mind. Readers frequently acquire the ability to discern the thoughts of

another by delving into the character's perspective. In reality, this pertains to the ability to

discern individuals' thoughts by observing their behaviors, responses, nonverbal cues, and facial

expressions. Children can acquire knowledge about individuals through fictional narratives and

use these insights in their actual lives, often without conscious awareness (Nikolajeva, 2014).
 3

Knowledge of Self

Readers and students can gain self-awareness by examining the behaviors and emotions

of fictitious characters, just as they do when learning about others. Fiction aids individuals in

cultivating the ability to comprehend the emotions and thought processes of others (Nikolajeva,

2014). Proficiency in this talent is highly sought after by employers in the 21st century, and it

has the potential to be a valuable asset in today's market (Seifert, 2020). Another facet of

engaging in fiction reading that contributes to the enhancement of self-awareness is the capacity

to engage in critical thinking. Fiction challenges the boundaries of imagination and stimulates

the mind to explore boundless possibilities. Engaging in practice and using one's imagination

stimulates the development of critical thinking skills and enhances an individual's own attributes

(Seifert, 2020).

To summarize, fiction has a larger readership and generates more interest in the realm of

literature. Within the classroom setting, students have the opportunity to gain knowledge and

understanding of the world, as well as insights into other individuals and themselves, by

immersing themselves in the perspectives of fictional characters, settings, events, and emotions.

Teachers will have a crucial role in empowering readers and helping them distinguish between

the fictional and non-real elements of literature. Nonetheless, students can acquire knowledge

from many forms of fiction media, such as books, films, and other sources, both within and

outside the school environment (Lewis et al., 2008).

 4

References

Jones, T. (2019). Will students gain knowledge of the world by reading fiction? Theory and

Research in Education, 17(1), 3–18. https://doi.org/10.1177/1477878519832675

Lemov, D. (2021, June 1). How knowledge powers reading. ASCD.

https://www.ascd.org/el/articles/how-knowledge-powers-reading.

Nikolajeva, M. (2014). Reading for learning: cognitive approaches to children's literature.

http://ebookcentral.proquest.com/lib/univ-peopleebooksidetail.action?docid=1715259

Seifert, C. (2020, May 28). The case for reading fiction. Harvard Business Review.

https://hbr.org/2020/03/the-case-for-reading-fiction

Lewis, D., Rodgers, D., & Woolcock, M. (2008). The fiction of development: Literary

representation as a source of authoritative knowledge. The Journal of Development

Studies, 44(2), 198–216. https://doi.org/10.1080/00220380701789828