Parry, RL (2014) Popular culture, participation and progression in the literacy classroom. Literacy, 48 (1). 14 - 22. ISSN 1741-4350
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.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Keywords: | popular culture; literacy; film; progression; pedagogy |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 13 Aug 2015 15:18 |
Last Modified: | 16 Aug 2015 14:33 |
Published Version: | http://dx.doi.org/%2010.1111/lit.12027 |
Status: | Published |
Publisher: | Wiley |
Identification Number: | 10.1111/lit.12027 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:84853 |