Youth & Popular Culture in the Primary School

As I was busy in the school library I had a child come to me and ask; “Mrs T, could you please tell me what book would be good to borrow”?  My first response was “there’s lots of good books to choose from”, and I pointed to the many bookshelves that housed lots and lots of books.  The child squirmed their nose and said that they wanted something funny and new, something that they would like.  I had a think about this and thought that if the school library collection included some of these fun and silly books that so cleverly discuss and address related topics of today’s youth, no matter in what form of literacy, then maybe I could create a world of interest, fascination, and a love of reading for these young readers.  My task was set.  I had to find these literacies and find a way to show these children that interacting with reading can be lots of fun.

I set about looking for books, magazines and anything really that fit in the category of Popular Culture for youth, and that I could include on the library shelves that would capture the interest and imagination of young readers.  I wanted to know what it was that captured this imagination and interest, so I set about reading and reviewing different literature.  This is what I found, to name a few anyway.  These books were quite funny to read and they all had specific messages they were conveying.  Most were about hygiene such as Wash your hair, going to sleep and bathing and picking your nose.  I had to laugh when I read them. The illustrations were colorful and engaging and the pages felt soft and glossy.  This was the first step in my project of finding fun and engaging literacy.

         

I looked a little deeper to find other books that are very funny.  “Captain Underpants”, how hilarious or Horrible Histories, that are full of facts and fun .

The books were great but I started to think that every child was an individual and that we all learned in different ways. Hang on I thought to myself.  This is Gardeners model of multiple intelligences!  Ok, so I did learn something in those long arduous hours of uni lectures.  I tried to think of different ways to apply this theory in the library with popular culture and this is what I came up with.

1. Verbal – storytelling either in an ebook activity online or physically by myself.  Even an interactive CD would be fun.
2. logical – create online painting, naming of colors, artists and experimentation with patterns. Draw them, explain them and write their meanings.
3. Visual representations – introduce games, specific games such as monopoly or puzzles that help map ideas and places. How about minecraft games?  At this stage I was not sure if minecraft was a good option.
4. Bodily or kinesthetic – How about some drama classes during lunch or after school where the children can create movements and depict images and scenes from text.
5. Music – playing soft music while they are entering the premises.  Using music to express tones and moods from fairytales or texts that have been discussed.  This could be used as a scaffold for other activities.
6. Interpersonal – create an environment that has enabled the users to contribute to rule making.  Provide resources that children can visit places on the internet that they are learning about.
7. Intrapersonal – providing children with the opportunity to give feedback or time to reflect and learn about themselves.
8. Naturalistic – display collections of artwork or artefacts.  Create a whole school painting.

I was preparing myself for the massive task of trying to implement these activities in the library and how to integrate these intelligences into activities that involved more than one.  This was going to be an interesting journey.  One that I hope will have the children at the school engaged in learning and having lots of fun.

Youth & Popular Culture in the Primary School

As I was busy in the school library I had a child come to me and ask; “Mrs T, could you please tell me what book would be good to borrow”?  My first response was “there’s lots of good books to choose from”, and I pointed to the many bookshelves that housed lots and lots of books.  The child squirmed their nose and said that they wanted something funny and new, something that they would like.  I had a think about this and thought that if the school library collection included some of these fun and silly books that so cleverly discuss and address related topics of today’s youth, no matter in what form of literacy, then maybe I could create a world of interest, fascination, and a love of reading for these young readers.  My task was set.  I had to find these literacies and find a way to show these children that interacting with reading can be lots of fun.

I set about looking for books, magazines and anything really that fit in the category of Popular Culture for youth, and that I could include on the library shelves that would capture the interest and imagination of young readers.  I wanted to know what it was that captured this imagination and interest, so I set about reading and reviewing different literature.  This is what I found, to name a few anyway.  These books were quite funny to read and they all had specific messages they were conveying.  Most were about hygiene such as Wash your hair, going to sleep and bathing and picking your nose.  I had to laugh when I read them. The illustrations were colorful and engaging and the pages felt soft and glossy.  This was the first step in my project of finding fun and engaging literacy.

         

I looked a little deeper to find other books that are very funny.  “Captain Underpants”, how hilarious or Horrible Histories, that are full of facts and fun .

The books were great but I started to think that every child was an individual and that we all learned in different ways. Hang on I thought to myself.  This is Gardeners model of multiple intelligences!  Ok, so I did learn something in those long arduous hours of uni lectures.  I tried to think of different ways to apply this theory in the library with popular culture and this is what I came up with.

1. Verbal – storytelling either in an ebook activity online or physically by myself.  Even an interactive CD would be fun.
2. logical – create online painting, naming of colors, artists and experimentation with patterns. Draw them, explain them and write their meanings.
3. Visual representations – introduce games, specific games such as monopoly or puzzles that help map ideas and places. How about minecraft games?  At this stage I was not sure if minecraft was a good option.
4. Bodily or kinesthetic – How about some drama classes during lunch or after school where the children can create movements and depict images and scenes from text.
5. Music – playing soft music while they are entering the premises.  Using music to express tones and moods from fairytales or texts that have been discussed.  This could be used as a scaffold for other activities.
6. Interpersonal – create an environment that has enabled the users to contribute to rule making.  Provide resources that children can visit places on the internet that they are learning about.
7. Intrapersonal – providing children with the opportunity to give feedback or time to reflect and learn about themselves.
8. Naturalistic – display collections of artwork or artefacts.  Create a whole school painting.

I was preparing myself for the massive task of trying to implement these activities in the library and how to integrate these intelligences into activities that involved more than one.  This was going to be an interesting journey.  One that I hope will have the children at the school engaged in learning and having lots of fun.

Music, Interpersonal, Intrapersonal and Naturalistic views of literacy

There is always room for Music in learning.  Music provides the opportunity to add sound to learning and for those that use instruments or enjoy background music whilst reading or connecting with text this is an ideal way to learn.

Bodily or kinesthetic representations of literature

The arts have always played an important role in primary school.  It is a tool that is used to help learners who connect with learning through the arts.

Logical representations of text

online painting, naming of colors, artists and experimentation with patterns.  Draw them, explain them and write their meanings

Verbal story telling

Traditionally storytelling was told verbally.  It goes back to the indigenous people who used to convey messages of culture and ancestors through the use of stories.

Story telling in Public Library after school hours.

Visual representations of text

Visual representations of text could refer to visual as in text and visual as in screen.  Regardless of which medium, visually representing literacy can prove to engage visual learners.   Literacy on a screen?  Will this help engage children in reading?  Children love the idea of feeling in control of scrolling through a book rather than flicking through pages.  They like the idea of research by incorporating the touch to learn.  Children love to touch and control what the story is about.

CBC of Aust

Youth & Popular Culture in the Primary School

As I was busy in the school library I had a child come to me and ask; “Mrs T, could you please tell me what book would be good to borrow”?  My first response was “there’s lots of good books to choose from”, and I pointed to the many bookshelves that housed lots and lots of books.  The child squirmed their nose and said that they wanted something funny and new, something that they would like.  I had a think about this and thought that if the school library collection included some of these fun and silly books that so cleverly discuss and address related topics of today’s youth, no matter in what form of literacy, then maybe I could create a world of interest, fascination, and a love of reading for these young readers.  My task was set.  I had to find these literacies and find a way to show these children that interacting with reading can be lots of fun.

I set about looking for books, magazines and anything really that fit in the category of Popular Culture for youth, and that I could include on the library shelves that would capture the interest and imagination of young readers.  I wanted to know what it was that captured this imagination and interest, so I set about reading and reviewing different literature.  This is what I found, to name a few anyway.  These books were quite funny to read and they all had specific messages they were conveying.  Most were about hygiene such as Wash your hair, going to sleep and bathing and picking your nose.  I had to laugh when I read them. The illustrations were colorful and engaging and the pages felt soft and glossy.  This was the first step in my project of finding fun and engaging literacy.

         

I looked a little deeper to find other books that are very funny.  “Captain Underpants”, how hilarious or Horrible Histories, that are full of facts and fun .

The books were great but I started to think that every child was an individual and that we all learned in different ways. Hang on I thought to myself.  This is Gardeners model of multiple intelligences!  Ok, so I did learn something in those long arduous hours of uni lectures.  I tried to think of different ways to apply this theory in the library with popular culture and this is what I came up with.

1. Verbal – storytelling either in an ebook activity online or physically by myself.  Even an interactive CD would be fun.
2. logical – create online painting, naming of colors, artists and experimentation with patterns. Draw them, explain them and write their meanings.
3. Visual representations – introduce games, specific games such as monopoly or puzzles that help map ideas and places. How about minecraft games?  At this stage I was not sure if minecraft was a good option.
4. Bodily or kinesthetic – How about some drama classes during lunch or after school where the children can create movements and depict images and scenes from text.
5. Music – playing soft music while they are entering the premises.  Using music to express tones and moods from fairytales or texts that have been discussed.  This could be used as a scaffold for other activities.
6. Interpersonal – create an environment that has enabled the users to contribute to rule making.  Provide resources that children can visit places on the internet that they are learning about.
7. Intrapersonal – providing children with the opportunity to give feedback or time to reflect and learn about themselves.
8. Naturalistic – display collections of artwork or artefacts.  Create a whole school painting.

I was preparing myself for the massive task of trying to implement these activities in the library and how to integrate these intelligences into activities that involved more than one.  This was going to be an interesting journey.  One that I hope will have the children at the school engaged in learning and having lots of fun.