Evans, J. (2004) ‘Literacy moves on: Using popular culture, new Technologies and critical Literacy in the Primary Classroom’

Children’s out of school interests – illustrates children’s answers to questions about what they like to do outside school – answers focussed on playing computer games, watching TV – children being ‘computer game literate’.

Also addressed idea that children are not given time to talk about their likes and dislikes at school, which is a topic that they enjoy discussing – needs to be integrated into the school curriculum.

However – Margaret Mackay (2002) ‘Literacies across the Media: Playing the Text’ – research found that children’s popular culture activities did not mean that they no longer wanted to read or write at home – but children change their interests and able to show a variety of interests at different times.

Changing nature of literacy, not decreasing levels – children having these skills and watching these new technologies is just as important, developing vital ITC skills as they are ‘playing’. Confidence in using these new technologies – a three year old seemingly more confident than many adults. Should it be that adults use/play with these new technologies to prevent children as young as three being more competent at using them?

New technologies changing literacy, due to the activities they now engage in, and choose to do. ‘New’ and ‘different Literacies’ of the twenty-first century – becoming the norm.

Needing to bridge the gap between the new Literacies and the demands in the curriculum – but how do teachers achieve this? Children able to use the new technologies and popular culture/critical literacy in the classroom.