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El. knyga: Children's Literacy Practices and Preferences: Harry Potter and Beyond

(Lancaster University, UK), (Lancaster University, UK), (Lancaster University, UK)
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Over the past few decades there have been intense debates in education surrounding childrens literacy achievement and ways to promote reading, particularly that of boys. The Harry Potter book series has been received enthusiastically by very many children, boys and girls alike, but has also been constructed in popular and media discourses as a childrens, particularly a boys, literacy saviour. Childrens Literacy Practices and Preferences: Harry Potter and Beyond provides empirical evidence of young peoples reported literacy practices and views on reading, and of how they see how the Harry Potter series as having impacted their own literacy. The volume explores and debunks some of the myths surrounding Harry Potter and literacy, and contextualizes these within childrens wider reading.
List of Figures and Tables
ix
Acknowledgements xi
1 Children's Literacies, `Reading Failure' and Gender
1(23)
2 Enter Harry Potter. The Series
24(20)
3 Pottermania: Media Claims and Empirical Studies
44(26)
4 Researching Children's Literacy in Schools
70(18)
5 Responses to the Harry Potter Book Series
88(26)
6 Reading Practices
114(25)
7 Reading and Learning beyond Harry Potter
139(21)
8 Fan Practices
160(25)
9 Boys' Literacies?
185(19)
10 Conclusion
204(19)
Index 223
Steven Dempster is a Lecturer in Higher Education in the Department of Educational Research, Lancaster University, UK.



Jane Sunderland is an Honorary Reader in Gender and Discourse in the Department of Linguistics and English Language, Lancaster University, UK.



Joanne Thistlethwaite has recently gained her PhD in the Department of Linguistics and English Language, Lancaster University, UK.
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