Popular culture, participation and progression in the literacy classroom.
Parry, RL · White Rose Research Online
Abstrak / Ringkasan
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.
Referensi Serupa
Teaching assistants’ perspectives of deaf students’ learning experiences in mainstream secondary classrooms
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Literatur Lain dari White Rose Research Online
Teaching assistants’ perspectives of deaf students’ learning experiences in mainstream secondary classrooms
Salter, JM; Pearson, SE; Swanwick, RA · 2015
Early Literacy And Comprehension Skills In Children Learning English As An Additional Language And Monolingual Children With Language Weaknesses
Bowyer-Crane, C.; Fricke, S.; Schaefer, B.; Lervåg, A.; Hulme, C. · 2017
Working with Children with Learning Disabilities and/or who Communicate Non-verbally: Research experiences and their implications for social work education, increased participation and social inclusion
Mitchell, Wendy; Franklin, Anita; Greco, Veronika; Bell, Margaret · 2009
Scaffolding learning through classroom talk: The role of translanguaging
Swanwick, RA · 2016
Curriculum vocabulary learning intervention for children with social, emotional and behavioural difficulties (SEBD): findings from a case study series
Clegg, J. · 2014
Legitimisation, personalisation and maturation: Using the experiences of a compulsory mobile curriculum to reconceptualise mobile learning
Joynes, V; Fuller, R · 2016
Information literacy and inquiry-based learning: evaluation of a 5 year programme of curriculum development
McKinney, P.A. · 2013
'I used to copy what the teachers at school would do'. Cross-cultural Fusion: the role of older children in community literacy practices
Rosowsky, A. · 2006
Literatur Terbaru yang Relevan
Teaching assistants’ perspectives of deaf students’ learning experiences in mainstream secondary classrooms
Salter, JM; Pearson, SE; Swanwick, RA · 2015
Early Literacy And Comprehension Skills In Children Learning English As An Additional Language And Monolingual Children With Language Weaknesses
Bowyer-Crane, C.; Fricke, S.; Schaefer, B.; Lervåg, A.; Hulme, C. · 2017
Working with Children with Learning Disabilities and/or who Communicate Non-verbally: Research experiences and their implications for social work education, increased participation and social inclusion
Mitchell, Wendy; Franklin, Anita; Greco, Veronika; Bell, Margaret · 2009
Digital Media Literacy in a Sports, Popular Culture, and Literature Course
Carolyn Fortuna · 2015
Scaffolding learning through classroom talk: The role of translanguaging
Swanwick, RA · 2016
Curriculum vocabulary learning intervention for children with social, emotional and behavioural difficulties (SEBD): findings from a case study series
Clegg, J. · 2014
Motor performance and learning difficulties in schoolchildren aged 7 to 10 years old
J. Silva; T.S. Beltrame · 2011
Legitimisation, personalisation and maturation: Using the experiences of a compulsory mobile curriculum to reconceptualise mobile learning
Joynes, V; Fuller, R · 2016