POKEMON MINI INQUIRY

By Carmen Macharaschwili

Why I chose this as my topic:

http://www.southparkstudios.com/episodes/103586

0:33-1:33

INQUIRY:

How can the Pokémon obsession be translated into literacy learning?

Let’s take a look:

Cards Books Video games TV Show Toys Clothing What would YOU do with these

things?

Pokemon Card Maker

What do the experts say?

Vasquez, V. (2003). What Pokémon can teach us about learning and literacy. Language Arts, 81, 118‐125.

“Pokédiscourse”Pokémon gaming, therefore, does not

involve actual physical battling over cards but systematic analysis of which cards to trade with whom in order to add to the value of one’s collection.

Playing the game involved:

learning how to strategically outmaneuver other players

learning how to be analytical about what moves and strategies to employ

developing good problem-solving skills.

Being able to continue to participate in this literate culture required the ongoing learning of a

growing community of literate practices associated with:

problem solving analyzing strategizing It was discussion, challenge, and the

constant exchange of ideas that created the space needed for this learning to be sustained and generative

How can we capitalize on the new literacies developed through engagement with

everyday popular texts that children encounter during the

course of daily life?

Graham, L. (2001) ‘From Tyrannosaurus to Pokemon: autonomy in the teaching of

writing.’ Reading: Literacy and Language, 35:1

Four case studies of children who were reluctant writers. Changes to teaching caused children to overcome their reluctance to write and then went on to make significant progress as writers.

Involved the changing of teaching methods from skills to motivation to write, such as:

Writing journals Topics of interest Use of materials such as

Legos Dinosaur figures Pokémon Song lyrics and collaboration as a strategy

Findings:Success was achieved when children:

wrote about what mattered to them wrote as experts were given the opportunity to write in companionship

with other children heard their writing read aloud experienced genuine response to their writing from

the teacher and from their peers boys wrote in the company of other boys the relationship between teacher and pupils was one

of mutual trust in which children could take risks in their writing

there developed over time a shared culture of commitment to writing

Elizabeth E. G. Friese – Popular Culture in the School Library:

Enhancing Literacies Traditional and New School Libraries

Worldwide – Volume 14, Number 2, July 2008.

When observed closely, the content and structure of Pokémon texts and cards actually coordinate with many goals of school studies. The cards and the game involve opportunities for engagement in reading and writing, mathematics, science

Buckingham, D., & Sefton‐Green, J. (2004). Structure, agency, and pedagogy in children’s media culture. In J. Tobin, (Ed.), Pikachu’s global adventure: The rise and

fall of Pokémon (pp. 12‐33). Durham, NC:Duke University Press

“in participating in the culture of Pokémon, children are learning how to learn”

To understand the game and the stories surrounding it requires extended attention and knowledge, as well as interactions with other players that may involve peer teaching.

Examining student‐produced texts and exchanges based on Pokémon can reveal engagement with a number of literacies, such as acquisition of specific vocabulary, understanding of the complex workings of the game, and negotiating meaning with peers

Instead of dismissing student interests out of hand,

educators should take time to look deeply into the worlds they represent. While these

characters are clearly motivating, they also

encourage engagement in a wide range of literacies

beyond school‐variety reading and writing. When we allow these texts and stories into

collections and curriculum, we open up possibilities for

student literate expressions.