Connecting Literacy and Popular Culture: Annotated Bibliography

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Popular culture is part of children’s everyday life experiences, embedded in film and news media, cartoons and television programs, in comics, music and advertising (Seiter, 1999; March, 2000 as cited in Ashton, 2005). Yet recognition of popular culture as a valid literacy medium within early childhood contexts continues to be problematic (Ashton, 2005; Shegar & Weninger, 2010; Arthur, 2001). The development of literacy learning begins well before children start school as they engage in literate practices in their homes and communities, allowing them to engage in meaning-making (Arthur, 2001; Ashton, 2005). Children engage with multi-modal texts that often consume forms of reading such as the internet, where children are required to have literacy skills to navigate (Shegar & Weninger, 2010). Inclusion of popular culture allows educators to develop intertextuality through linking home and community literacies with new experiences, helping them to feel connected to familiar people, places, events and understandings (Shegar & Weninger, 2010; Department of Education, Employment and Workplace Relations, 2009). Children can enter early childhood settings to be confronted by texts which are an established part of the ‘canon’ of children’s literature, a canon, which has historically being created by white, middle-class educationalists (Shegar & Weninger, 2010; Marsh, 2000; Arthur, 2001). Many early childhood educators regard literacy as being largely book-based alone, thus focusing on conventions of reading and writing thought to be fundamental to ‘good’ literature (Shegar & Weninger, 2010). Research has shown that inclusion of media outside the dominant preferred literacies of education allows children to build literacy capital and is... ... middle of paper ... ...ctive argument. I also believe I have been able to reflect on my beliefs and values throughout being part of a study group and within the papers. I believe I have been able to synthesise learning and knowledge from a range of sources in order to develop key arguments. The MQ Graduate capability of Problem Solving and Research Capability has been important to my learning as I have been able to develop my ability to look for different articles through library database searches and evaluate their effectiveness for my topic (Djonov, 2013).. Through reviewing the articles in the annotated bibliography, I was able to learn about what to look for in articles and how to critique articles. I believe this is an essential skill to have in teaching, as I will be continuously learning and it is important to be able to discuss findings on relevant topics with staff and parents.

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