Popular culture, participation and progression in the literacy classroom
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...
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| Format: | Article |
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Wiley
2014
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| Online Access: | https://eprints.nottingham.ac.uk/40176/ |
| _version_ | 1848796000443957248 |
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| author | Parry, Becky |
| author_facet | Parry, Becky |
| author_sort | Parry, Becky |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-14T19:41:01Z |
| format | Article |
| id | nottingham-40176 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| last_indexed | 2025-11-14T19:41:01Z |
| publishDate | 2014 |
| publisher | Wiley |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-401762020-05-04T16:44:41Z https://eprints.nottingham.ac.uk/40176/ Popular culture, participation and progression in the literacy classroom Parry, Becky 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. Wiley 2014-03-17 Article PeerReviewed Parry, Becky (2014) Popular culture, participation and progression in the literacy classroom. Literacy, 48 (1). pp. 14-22. ISSN 1741-4369 Popular culture; Literacy; Film; Progression; Pedagogy http://onlinelibrary.wiley.com/doi/10.1111/lit.12027/abstract;jsessionid=0005AE12E2BE1E629A77252353CE3A9F.f02t03 doi:10.1111/lit.12027 doi:10.1111/lit.12027 |
| spellingShingle | Popular culture; Literacy; Film; Progression; Pedagogy Parry, Becky Popular culture, participation and progression in the literacy classroom |
| title | Popular culture, participation and progression in the literacy classroom |
| title_full | Popular culture, participation and progression in the literacy classroom |
| title_fullStr | Popular culture, participation and progression in the literacy classroom |
| title_full_unstemmed | Popular culture, participation and progression in the literacy classroom |
| title_short | Popular culture, participation and progression in the literacy classroom |
| title_sort | popular culture, participation and progression in the literacy classroom |
| topic | Popular culture; Literacy; Film; Progression; Pedagogy |
| url | https://eprints.nottingham.ac.uk/40176/ https://eprints.nottingham.ac.uk/40176/ https://eprints.nottingham.ac.uk/40176/ |