In classrooms across Mount Gambier, stories created through the Our Yarning program are beginning to shape how students are engaging with reading that centers culture, and identity.
For Sally Work, an Aboriginal Community Education Officer at Mount Gambier North Primary School, the Our Yarning books have become both a classroom resource for her to lean on and a powerful example of local and ethical storytelling in action.
“I’m not a teacher as such,” she explained. “My role is Aboriginal Community Education Officer, but it gives me the opportunity to be involved in promoting resources such as books.”
Before participating in the Our Yarning Writers’ Workshop that led to her own published book, Sally had already been using titles from the Our Yarning collection at the school.
“I’d been using the books from Library For All because Aunty Dawn had been able to get me at least ten of the books… donated to school.”
“It’s been fantastic using real stories by Aboriginal people… the relevance and the fact that it related better to our kids.”
The school has around 41 Aboriginal students, a significant number for a regional school community. For many of those students, seeing familiar places, experiences, and cultural knowledge reflected in books can change how they connect with reading.
When Sally received her own book following the Mount Gambier workshop, she immediately began sharing it with students.
“I’ve been lucky enough to read to two classes so far…and it felt fantastic.”
Student responses and engagement show they have quickly connected with the story.
“They’ve already said, ‘Now Sally, are you going to make sure you’ve got a copy in our library??”
Family members began ordering copies for their own home collections, and teachers started requesting books for other classrooms.
“I’ve had more requests… colleagues who are teachers want copies for their families as well.”
The books also offer something educators often struggle to find: culturally authentic resources, written by community and for community, and that align naturally with the Australian curriculum.
“My particular book covers cultural connection and identity, caring for country, traditional knowledge, sharing and community values.”
Those themes connect easily with multiple learning areas in the school curriculum.
Sally said her book Collecting Billy Goat Plums could work across different school subjects: “… science, sustainable practices, plant biology and growing traditional food sources. And also history and connection to land and people.”
As a result, the books can be integrated across subjects rather than used as isolated cultural content.
For students, seeing a local community member become an author can also be incredibly inspiring. When Sally reads the book in class, she tells students how it was created through a workshop.
“They thought it was quite a remarkable thing”
“I think sometimes you might only need a couple of good role models that plant a seed in yourself to know something possible.”
This was particularly close to Sally’s heart. As a child she attended a tennis clinic run by Aboriginal champion Evonne Goolagong.
“Even though I didn’t play tennis competitively, it showed me what you could do.”
She hopes her experience as an author might spark similar inspiration.
“I may not have the fame that Evonne had, but it might be relatable for children in our school and surrounding community.”
Beyond inspiration, the books are also supporting tangible learning outcomes. One example came from a Year 5 student who had been struggling with reading. Using the book Grandpa Goes Camping, Sally created a story table with props linked to the narrative.
The student began retelling the story using pretend objects such as a petrol can, a tent, and a drink bottle.
“He eventually knew the book off by heart.” she said.
The student then retold the story to teachers, the school principal and visiting family members.
“We filmed it and sent it to his mum. She loved it.”
The breakthrough was significant because the story reflected experiences familiar to the student.
“He could relate to it really well, and the characters looked like his family as well.”
The success of this activity also led to additional literacy exercises including sight-word practice and sentence sequencing.
“We were able to produce quite a lot of activities out of one book.”
This kind of engagement shows how culturally relevant stories can support both identity and literacy development.
But for Sally, the deeper impact will be felt for years from now.
If Indigenous children grow up with more stories like these in their classrooms, she believes it will strengthen both cultural identity and confidence.
“It helps develop strong cultural identity and pride,” she said.
“And its really valuable to have lots of different voices heard through a story,”.
Learn more about the program: Our Yarning
Download the free Our Yarning Reader app to explore the collection: Mobile Reader Apps
Sally lives in Mount Gambier, South Australia, and is from Luritja and Arrernte Country. She loves singing, eating, and yarning with her family. Sally’s favourite stories as a child were The Little Red Hen and Harry the Dirty Dog
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