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Essay / Research Paper Abstract
A 3 page research paper that discusses Haas Dyson’s studies of young children, which encompasses the “social and ideological processes” that underlie “children’s use of media symbols—especially the superhero—as material for constructing textual and social worlds” (Hass Dyson 3). In her text she shows the ways in which popular culture is an omnipresent element in a second grade classroom that aids children in linking “literacy, identity and their relations and representation of self” both within the school environment and the broader context of their communities (“Popular Culture”). Bibliography lists 3 sources.
Page Count:
3 pages (~225 words per page)
File: D0_khhasdy.rtf
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Unformatted sample text from the term paper:
(Hass Dyson 3). In her text she shows the ways in which popular culture is an omnipresent element in a second grade classroom that aids children in linking "literacy, identity
and their relations and representation of self" both within the school environment and the broader context of their communities ("Popular Culture"). As this suggests, the meaning that one takes away
from the Haas Dysons considerable research into how children develop literacy skills is that writing exercises should relate to ways in which young children use symbols to interpret their world.
In Writing Superheroes, Haas Dyson explores the multiple ways in which children draw on their knowledge of the popular, media-oriented culture in order to both learn "to compose" and
also learn "to be a community participant," as popular culture offers children templates for "mediating their relationships with others and their own stances and identities through the medium of authors
theatre" (Haas Dyson 3). She observes that in their production and development of symbols, children use writing to "enact social agendas wholly their own" (Siegel 65). This body of
research challenges the concept that learning how to write is a "straightforward matter of learning the written language code" (Siegel 65). What particularly distinguishes Haas Dysons work and her approach
to explaining how children make use of semiotic resources is how this body of research relates the purposes played by oral language in childrens writing and the childrens "appropriation and
re-contextualization of popular culture in their writing" (Siegel 65). She writes that "Learning about written language is thus not just about learning a new code for representing meanings" (Siegel 65).
Rather it is about children entering into unknown territory that expands their worldview, as-inevitably-this activity also encompasses learning about a broader social world in a manner that focuses on the
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