By Carmen Macharaschwili

  0:33-1:33

How can the Pokémon obsession be translated into literacy learning?

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

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.

 learning how to strategically outmaneuver other players  learning how to be analytical about what moves and strategies to employ  developing good problem-solving skills.

 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

 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.

 Writing journals  Topics of interest  Use of materials such as  Legos  Dinosaur figures  Pokémon  Song lyrics  and collaboration as a strategy

 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

 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

 “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.