For this week I looked at few different articles that touched on how different aspects of popular culture can be used to enhance and engage in learning in the classroom.
In DIY Media Creation the authors discuss how new digital literacies will shape teaching practices and learning process (Fields 19). Figment an online social networking forum was provided as an example of a digital literacy that can be used in the classroom to enhance learning. Figment allows students to “post profiles, share their own writings, comment and review other written work, and join topic-focuses groups (21). The author explains that Figment enhances learning by “incorporating familiar aspects of social networking forums, such as comments, likes, and sharing features, these project-based DIY websites encourage collaboration and provide you [the student] with a passionate audience for their creative works and computer programs” (23). I think that digital literacies are essential for the future of teaching and learning as they allow for students to work together collaboratively and explore their own interest while being engaged.
The next article Starting With Style: Toward a Second Wave of Hip-Hop Education Research and Practice discusses hip-hop education. The author discusses sampling which is “taking pieces of previously recorded music (usually from vinyl records) by using a digital instrument (called a sampler) and piecing them together with a variety of techniques to create an instrumental track (Petchauer, 81). The author explains that sampling is being used as a form of engagement in the classroom. For example, “affective connections to social justice pedagogies . . . and collaborative-competition or battling among students in science (97). In general, I think that music is a powerful resources that can be utilize in the classroom in a variety of ways to help engage the students.
Fields, D. (2014) DIY Media Creation Journal of Adolescent & Adult Literacy 58(1), (Sept 2014) Pp. 19-24.
Petchauer, E. (2015) Starting With Style: Toward a Second Wave of Hip-Hop Education Research and Practice. Urban Education 2015, Vol. 50(1), pp. 78–105.
In DIY Media Creation the authors discuss how new digital literacies will shape teaching practices and learning process (Fields 19). Figment an online social networking forum was provided as an example of a digital literacy that can be used in the classroom to enhance learning. Figment allows students to “post profiles, share their own writings, comment and review other written work, and join topic-focuses groups (21). The author explains that Figment enhances learning by “incorporating familiar aspects of social networking forums, such as comments, likes, and sharing features, these project-based DIY websites encourage collaboration and provide you [the student] with a passionate audience for their creative works and computer programs” (23). I think that digital literacies are essential for the future of teaching and learning as they allow for students to work together collaboratively and explore their own interest while being engaged.
The next article Starting With Style: Toward a Second Wave of Hip-Hop Education Research and Practice discusses hip-hop education. The author discusses sampling which is “taking pieces of previously recorded music (usually from vinyl records) by using a digital instrument (called a sampler) and piecing them together with a variety of techniques to create an instrumental track (Petchauer, 81). The author explains that sampling is being used as a form of engagement in the classroom. For example, “affective connections to social justice pedagogies . . . and collaborative-competition or battling among students in science (97). In general, I think that music is a powerful resources that can be utilize in the classroom in a variety of ways to help engage the students.
Fields, D. (2014) DIY Media Creation Journal of Adolescent & Adult Literacy 58(1), (Sept 2014) Pp. 19-24.
Petchauer, E. (2015) Starting With Style: Toward a Second Wave of Hip-Hop Education Research and Practice. Urban Education 2015, Vol. 50(1), pp. 78–105.
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