ABSTRACT
One area where educators and parents hold differing perspectives is in the area of children’s popular culture interests. While many parents view popular media culture positively, it is often banned from early childhood settings (Boyd, 1997; McNaught et al., 2000). This chapter aims to compare and contrast parents’ and educators’ perspectives on the role of popular culture in children’s literacy learning in order to encourage ongoing discussion and the development of shared understandings.
