Who Is DeAndre? Tapping the Power of Popular Culture in Literacy Learning

Autor/in	Gainer, Jesse
Titel	Who Is DeAndre? Tapping the Power of Popular Culture in Literacy Learning
Quelle	In: Voices from the Middle, 16 (2008) 1, S.23-30 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1074-4762
Schlagwörter	Popular Culture; Literacy Education; Videotape Recordings; Relevance (Education); After School Programs; Social Influences; Special Needs Students; Grade 8; Minority Groups; Media Literacy; Middle School Students; Urban Schools; African Americans; Student Projects; Films; Texas + Suchen Sie Ihr Suchwort? Popkultur; Relevance; Relevanz; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Sozialer Einfluss; Sonderpädagogischer Förderbedarf; School year 08; 8. Schuljahr; Schuljahr 08; Ethnische Minderheit; Media skills; Medie competence; Medienkompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Afroamerikaner; Schulprojekt; Film
Abstract	Gainer talks about the importance of connecting students' background knowledge, experiences, and interests to curricular goals. He highlights the voice of DeAndre, an eighth-grade boy in special education classes, whose participation in an after-school club led to the creation of a video. According to Gainer, "[W]hen given the opportunity to engage with popular culture as a text, DeAndre was a highly organized, self-confident, and caring leader who coached, scaffolded, and taught others using a variety of high-level literacy competencies." DeAndre's experiences reflect the power of popular culture in helping us build bridges between students' in-school and out-of-school literacies. (As Provided).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10