Duff A., Patricia. “Pop Culture and ESL students: Intertextuality, Identity, and Participation in Classroom Discussions”. Journal of Adolescent & Adult Literacy. Newark: Mar 2002. Vol.45 Iss.6
In this article, Huffman observed a classroom in which the majority of the students were native language speakers. She tells us that once the teacher introduced popular culture into his discussions of literature, students reacted right away, all except non-native speakers whom did not relate to the subject matter as easily. Bringing pop culture into the classroom helped students develop a sense of identity which made class participation a more natural event. By talking about The Simpsons, the teacher could reach the students in a more effective level without disregarding traditional ways of reading a text and creating relevant and important links between the lit and pop culture.
Jerome, Evans. “From Sheryl Crow to Homer Simpson: Literature and Composition through Pop Culture” English Journal: High school edition. Urbana: Jan 2004. Vol. 93, Iss. 3; p. 32
In this article, Evans serves believes that popular culture gives access to literature for students and that it makes the learning experience more effective. He teaches American Literature and gives students opportunities to find in untraditional texts, recurring themes presente in Cannonical works to compare them as a whole.He believes this enhances critical thinking and at the same time helps them in their writing. By practicing with pop culture, they will be better prepared for the analysis of more challenging texts.
Keller Simon, Richard. “Much ado about ‘Friends’: What Pop Culture Offers Literature”. The Chronicle of Higher Education. Washington: Jun 16, 2000. Vol. 46, Iss. 41
In this article, Shakespeare is taught through the popular series “Friends”. Keller describes the multiple similarities betwen the NBC series and Shakespeare’s Much ado about Nothing. He also tells us that by bringing these two things together he can more effectively teach both and keep students’ interest in the challenging works of Shakespeare. He stresses that popular culture is a powerful device for teaching and should be part of every English classroom.
Weedman, Roslyn Z.“Mass Appeal: Pop Culture in the Composition Classroom.” English Journal: High school edition. Urbana: Nov 1988. Vol. 77, Iss. 7
In this article, Weedman tells us that we must first of all get a sense of what mass media and pop culture is before we bring it into the classroom. The article basically summarizes relevant works about the subject matter and points at where one can find this information. She also acknowledges the idea that of students can relate to pop culture more than they can to the Classics then it is worth bringing into the classroom. She concludes by stating that we should let students have their own authority and by integrating the un-traditional to the traditional we are able to give them their own voice, enhancing learning.
Witkin, Mitzi.“A Defense of Using Pop Media in the Middle-School Classroom.” English Journal: High School Edition. Urbana: Jan 1994. Vol. 83, Iss. 1
Witking gives us a historical account of how pop culture vame to be part of the curriculm, acknoledging that at first it was rejected by Purists. She tells us that the only difference between the pop culture and literature is its means of expression; both can be critically analyzed in much the same way. She concludes by stresing the benefits of bringing pop culture and mass media into the classroom.
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