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Popular culture, participation and progression in the literacy classroom

Parry, Becky

Authors

Becky Parry rebecca.parry@nottingham.ac.uk



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.

Journal Article Type Article
Publication Date Mar 17, 2014
Journal Literacy
Print ISSN 1741-4350
Electronic ISSN 1741-4369
Publisher Wiley
Peer Reviewed Peer Reviewed
Volume 48
Issue 1
APA6 Citation Parry, B. (2014). Popular culture, participation and progression in the literacy classroom. Literacy, 48(1), doi:10.1111/lit.12027
DOI https://doi.org/10.1111/lit.12027
Keywords Popular culture; Literacy; Film; Progression; Pedagogy
Publisher URL http://onlinelibrary.wiley.com/doi/10.1111/lit.12027/abstract;jsessionid=0005AE12E2BE1E629A77252353CE3A9F.f02t03
Copyright Statement Copyright information regarding this work can be found at the following address: http://eprints.nottingh.../end_user_agreement.pdf
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.wi...111/lit.12027/abstract. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.

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Copyright Statement
Copyright information regarding this work can be found at the following address: http://eprints.nottingham.ac.uk/end_user_agreement.pdf





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