Most children engage with a range of popular cultural forms outside of school. Their experiences with film, television, computer games and other cultural texts are very motivating, but often find no place within the official curriculum, where children are usually restricted to conventional forms of literacy. This book demonstrates how to use children's interests in popular culture to develop literacy in the primary classroom. The authors provide a theoretical basis for such work through an exploration of related theory and research, drawing from the fields of education, sociology and cultural studies. Teachers are often concerned about issues of sexism, racism, violence and commercialism within the disco

Computer Games

Computer games

‘Video games are better than books’ cos you can be a player in games and you just have to read books.’ Jahed, the child who proffered this comment when asked about books and computer games,1 is typical of his generation. In a major study of children's interests in the new media, Sonia Livingstone and Moira Bovill, from the London School of Economics and Political Science, found, in their interviews and surveys with over 1,500 6–17-year-olds, that:

Books are widely seen as old-fashioned, boring, frustrating, and on their way out … There are of course a few children and young people for whom reading books was pleasurable. Those who read for pleasure are usually middle-class children, girls or younger children for whom being able ...

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