Abstract
Children experience a wide range of literacy practices in their homes and communities, yet these are not generally reflected in early childhood settings. This article reports on research findings which indicate that while children's home and community literacy experiences and texts are increasingly digital and connected to popular media culture, experiences and texts in educational settings are predominantly book-based and generally exclude popular media culture. This practice marginalises children whose literacy practices at home are predominantly with television, videos, computers, comics and magazines rather than with ‘quality’ children's books. Concerns regarding the role of popular media culture in children's lives are critically examined and responses explored. Examples from research that illustrates ways of including popular culture in early childhood settings to enhance literacy learning opportunities for children from diverse backgrounds are also included.
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