The pervasive use of popular cultural texts and artefacts by young children and the role they play in the development of children's literacy has been receiving attention in the research community. A number of studies have explored the potential of televisual texts on writing (Parker 1999) and remixing(Belton 2000) as a new literacy practice. The findings of both studies have been phenomenal.
I have always been interested in young children's emergent literacy and reading studies which have focused on research in this area continue to precipitate my interest in emergent literacy.
I find the 4 theoretical models (utilitarian, cultural capital model, critical and third space/recontextualization) quite useful in explaining the use of popular culture in the literacy curriculum. The Utilitarian model has its roots in the philosophical principle that the right action is the one that brings about the greatest good for the greatest number of people. This model argues that the use of popular culture in schools can familiarize/orient students to school literacy practices although it has come under attack by critics.
I find the cultural capital model consistent with the principle of the New Literacy Studies and ideological literacy. This model views the use of popular culture as a bridge in the gap between young children's home and school literacy practices and knowledge. Certainly the cultural capital model does recognize and appreciate children's cultural knowledge and experiences.
The critical model focuses on the use of popular culture as a way to develop critical readers and writers. whereas the 'third space' model perceives this a providing young children with an opportunity to create/generate new knowledge and discourses from hybrid popular cultural texts and practices.
See side link for a comprehensive reading on the role that popular culture plays in the literacy curriculum.
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