The Brothers and Sisters Learn to Write, Anne Haas Dyson

Dyson spoke with:

·        Parents

·        Miss Rita, the teacher

·        Representatives of KMEL, the local radio station

·        Coach, a member of the staff of the Oakland Raiders

·        Pen, an illustrator for an animated action series

 

During these meetings, Dyson displayed classroom artifacts that represented both the official and unofficial components of the previous year’s work, which reflected the school and popular literacies discussed throughout her text.

Dyson also incorporated her own opinions and reflections upon the research to conclude her study

Adults showed surprise at the influence of popular literacies on the children

·        DJ was surprised that six year old children listened to the radio show

·        Coach was surprised that that student played games that made them members of sports teams they watched in the media

·        Parents were shocked to hear their children express opinions or following along to songs they viewed as too mature for, or outside the understanding of their children

The role of mediating between students and popular and official literacy is unclear for each member of the students’ lives 

·        Parents feel they cannot filter all of the music, media and other popular literacies their children view because they are “everywhere”

·        Media members (sports, music and animation) hope that parents can regulate the interaction their children have with media, as the media is a business and is not run for the purpose of safeguarding children

·        Teachers believe that the disconnect between their daily work and the parents, the administration, their fellow teachers and the curriculum limits their power to mediate how students interact with literacies outside of school

Adults recognize that in their employment there is an official and unofficial discourse:

·        Pen realizes that he must use words like “blast” instead of words like “shoot” because his employers present the boundaries of the official world and which literacies will be available for his use

·        DJ recognizes that the businessmen dictate the official discourse of the radio station and decide whose voices will be heard in the form of music played

·        Coach recognizes that was is promoted within the discourse of sports media is that which makes money and brings in the viewers

Adults think that students should be educated to understand the official discourses behind what makes up their popular literacies – this additionally is a transferable skill for students learning within official and unofficial discourses

·        DJ believes that industries that promote popular literacies should be present in school; Coach believes that students should understand the business behind sports and sports media

·        Dyson points out that Noah would understand an animator’s need to self-censor because the student was able to change a character’s gun to a water gun

Adults think that students should be educated to understand the official discourses behind what makes up their popular literacies – this as a skill is additionally is a transferable skill for students learning within official and unofficial discourses

·        DJ believes that industries that promote popular literacies should be present in school

·        Coach believes that students should understand the business behind sports and sports media

·        Dyson points out that Noah would understand an animator’s need to self-censor because the student was able to change a character’s gun to a water gun

Academic Researches as Outside the Popular Literacies and Cultures of a School and School-Aged Children

·        Dyson recognizes the fact that she is unfamiliar with the popular literacies the students have included in their discourse within the official and unofficial worlds during the school day

·        As an academic researcher, Dyson is at a disadvantage; she is outside both the official and unofficial worlds

·        Teacher-researchers are more likely to correctly interpret the actions and dialogue of students within their classes because of their familiarity with the neighborhood, the students, the local and national media and their understanding of the age group