This chapter is based on supporting students impacted by poverty through literacy education. Specifically, it looks at literacy methods, resources, and strategies that offer students engaging opportunities to learn in safe and supported environments. Student-centered instructional examples provide both voice and choice through quality pedagogical practices. As the wealth gap continues to widen, it is more important than ever to be diligent in ensuring equitable access to educational resources available to all students regardless of income status. Within this chapter, the authors have offered ways in which educators can access some of these resources.
TopTheoretical Framework
The theoretical framework for this chapter is based on three overarching constructs. The first is based on the importance of equitable access to educational opportunities and support. Second, the ideas encompassing Multiple Literacies Theory (Cope & Kalantzia, 2009; The New London Group, 1996) are explored. Third, “ideological rationale” (Marsh, 2008, p. 530), to support the use of popular culture in language learning is presented.
Equitable access as a theoretical foundation is supported by the International Literacy Association’s (2018) stance that K-12 education “has persisted for generations and is tied to long-standing historical marginalization of youth based on race, class, and gender” (p. 4). However, technology implementation “removes barriers to learning materials, supports students where they are across varied learning contexts and needs, and gives educators more insight into the learning environments they’re creating” (Anderson, 2019, para 1). Yet, impoverished students often have inadequate technology access outside the academic setting (Celano & Neuman, 2010; Collins & Halverson, 2009; Crawford, 2005; Judge, Puckett, & Cabuk, 2004; Light, 2001).
Multiple Literacies Theory (Cope & Kalantzia, 2009; The New London Group, 1996) offers the idea of a “variety literacy modes that differ based on culture and context and are constantly changing by and for users based on specific cultural purposes” (Haas & Tussey, 2021b, p. 258). This theory consists of four constructs which can be realized in any order and consist of situated practice, overt instruction, critical framing, and transformed practice. Cope and Kalantzia (2009) offer that this theory changes the perspective of what should be required of students. They offer that students should be “required to be users, players, creators and discerning consumers rather than spectators, delegates, audiences or quiescent consumers” (p. 172).
Marsh (2008) provides four different rationales for incorporating popular culture into literacy education. Werner and Teege (2021) offer succinct overviews of each rational model provided in a bulleted list.
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Utilitarian model: pop culture is exploited as a means to lead to schooled literacy practices;
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Culture capital model: pop culture is acknowledged as an integral part of students’ lives and valued as a sole cultural experience in certain social environments;
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Critical model: learners are to be developed into critical readers and writers of both canonical and non-canonical texts;
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Recontextualization model: a new type of knowledge is created, bringing together home and classroom cultural spaces (p. 6-7).