Popular culture, participation and progression in the literacy classroom

Parry, Becky (2014) Popular culture, participation and progression in the literacy classroom. Literacy, 48 (1). pp. 14-22. ISSN 1741-4369

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Abstract

In this paper, I share an account of what happens when a teacher values children's experiences of popular culture in a classroom activity. Drawing on a socio-cultural approach to learning, I suggest that children are not simply enthused when their lived cultures are valued in the classroom but more fundamentally that they are motivated because they can participate in (and are not excluded from) the learning that is constructed. Drawing on data from a recent media literacy research project, I aim to demonstrate the necessity of including popular culture experiences in literacy teaching in order to ensure that children are able to articulate and develop key conceptual understandings. Furthermore, I suggest that interrogatory pedagogic strategies, including practical productions, are key to ensuring that children are able to make explicit, and then organise and develop their conceptual understandings.

Item Type: Article
Additional Information: This is the peer reviewed version of the following article: Parry, B. (2014), Popular culture, participation and progression in the literacy classroom. Literacy, 48: 14–22. doi:10.1111/lit.12027, which has been published in final form at http://onlinelibrary.wiley.com/doi/10.1111/lit.12027/abstract. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.
Keywords: Popular culture; Literacy; Film; Progression; Pedagogy
Schools/Departments: University of Nottingham, UK > Faculty of Social Sciences > School of Education
University of Nottingham, UK > Faculty of Social Sciences
Identification Number: https://doi.org/10.1111/lit.12027
Depositing User: Parry, Rebecca
Date Deposited: 07 Feb 2017 14:41
Last Modified: 08 Feb 2017 11:53
URI: http://eprints.nottingham.ac.uk/id/eprint/40176

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