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9.1: Popular Culture + Literacy

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    134104
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    DID YOU KNOW?\(^{58}\)

    Literacy rates continue to increase in the U.S., as do the number of words people read and write every year, thanks to the rise in online writing. In university classrooms, as Stanford University’s Andrea Lunsford demonstrates in her research, undergraduate writing students are not only writing longer papers in their courses today, they are making fewer errors of usage and style. Clearly, popular culture has not led to a generation of illiterate people. What’s more, popular culture is not, in itself, the cause of poor writing and when young people engage with popular culture they are learning valuable rhetorical concepts and skills.

    The reason students read popular culture with facility and enthusiasm, including complex and sophisticated forms, is not a matter of simplicity, it’s a matter of practice. Learning how to navigate any genre takes time and practice to figure out how it works. Think about the first time you tried to figure out something in a genre with which you had little practice, whether it was a legal contract, poem, opera, or heavy metal. It probably slowed you down, was a bit confusing, and was neither pleasurable nor confidence building. Yet, if you had more practice, your familiarity and facility would increase. There is no doubt that, for the great majority of students, they have much, much more practice reading and making sense of popular culture than they do with academic articles or textbooks. Although, it is also the case that, for every student, there are genres of popular culture they do not have much experience with and are not able to make sense of easily. When I talk with students about popular culture, it is not long before they’ll tell me of a form or genre that they just think is weird or that they don’t get, whether it’s hip hop or country music or horror films or Twitter. It is practice with reading and interpreting genres that has developed their skills in reading, movies, popular music, television, computer games, social media, and more. They read with ease, but not because the content is always easy.

    The ease with which students can interpret a form of popular culture has developed with practice, which at some point included struggle, help from others, and accumulating knowledge—in other words, learning. Another myth about popular culture and writing is that people learn nothing from it. Students learn a tremendous amount about rhetoric and communication from their engagement with popular culture, most notably about rhetorical concepts such as genre, audience, and style. When researchers talk with students about their popular culture reading, the students talk knowledgeably and even critically about these rhetorical aspects. Students may talk about a romantic comedy in terms of genre conventions, for example, discussing the kinds of character types that typically show up, whether as protagonists or sidekicks. Or, ask students to discuss the people who frequent an online popular culture discussion forum and they will be able to describe the audience there, as well as the kinds of posts that are viewed positively or negatively. Young people may not always discuss these elements using the specific terms we use in academic settings, but they are familiar with these key rhetorical concepts.

    Questions:

    Review the highlighted pieces in this chapter – do you agree with them?

     

     


    \(^{58}\)Snippet from = Williams, Bronwyn T. “Popular Culture is Killing Writing.” Bad Ideas About Writing. Edited by Cheryl E. Ball and Drew M. Loewe. Morgantown, WV: West Virginia University Libraries, Digital Publishing Institute, 2017. CC-BY.


    This page titled 9.1: Popular Culture + Literacy is shared under a CC BY-NC-SA 4.0 license and was authored, remixed, and/or curated by Sybil Priebe (Independent Published) via source content that was edited to the style and standards of the LibreTexts platform; a detailed edit history is available upon request.

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