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  • Qual What has Harry Potter done for me

    Rights statement: The final publication is available at Springer via http://dx.doi.org/10.1007/s10583-015-9267-x c The Author(s) 2016. This article is published with open access at Springerlink.com

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    Available under license: CC BY: Creative Commons Attribution 4.0 International License

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What has Harry Potter done for me?: children's reflections on their 'Potter experience'

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Published

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What has Harry Potter done for me? children's reflections on their 'Potter experience'. / Dempster, Steven; Sunderland, Jane; Thistlethwaite, Jo et al.
In: Children's Literature in Education, Vol. 47, No. 3, 09.2016, p. 267-282.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Dempster, S, Sunderland, J, Thistlethwaite, J & Oliver, A 2016, 'What has Harry Potter done for me? children's reflections on their 'Potter experience'', Children's Literature in Education, vol. 47, no. 3, pp. 267-282. https://doi.org/10.1007/s10583-015-9267-x

APA

Dempster, S., Sunderland, J., Thistlethwaite, J., & Oliver, A. (2016). What has Harry Potter done for me? children's reflections on their 'Potter experience'. Children's Literature in Education, 47(3), 267-282. https://doi.org/10.1007/s10583-015-9267-x

Vancouver

Dempster S, Sunderland J, Thistlethwaite J, Oliver A. What has Harry Potter done for me? children's reflections on their 'Potter experience'. Children's Literature in Education. 2016 Sept;47(3):267-282. Epub 2016 Jan 11. doi: 10.1007/s10583-015-9267-x

Author

Dempster, Steven ; Sunderland, Jane ; Thistlethwaite, Jo et al. / What has Harry Potter done for me? children's reflections on their 'Potter experience'. In: Children's Literature in Education. 2016 ; Vol. 47, No. 3. pp. 267-282.

Bibtex

@article{c4fd1c90290a4bb2a159aa0604d6f04d,
title = "What has Harry Potter done for me?: children's reflections on their 'Potter experience'",
abstract = "This article reports findings from a small-scale focus group study funded by the British Academy which examines children{\textquoteright}s literacy practices in relation to the seven Harry Potter novels. Drawing on Marsh and Shavelson{\textquoteright}s (1985) notion of Academic Self-concept, and Barton and Hamilton{\textquoteright}s (1998) view of literacy as context-specific social practices, we examine what young British Potter {\textquoteleft}enthusiasts{\textquoteright} perceive as the influence of the novels on their subsequent reading behaviours and academic development. Specifically, we consider whether these children feel that Harry Potter has helped improve their reading, whether they think the books have changed their attitudes to reading, the role of the films, and whether there are any gender tendencies. We conclude that these Potter enthusiasts view the series as formative in terms of their literacy, but regarding gender, intra-group variation is far greater than inter-group variation. ",
keywords = "Children{\textquoteright}s reading practices, Gender, Harry Potter, Literacy development, Academic self-concept",
author = "Steven Dempster and Jane Sunderland and Jo Thistlethwaite and Alice Oliver",
note = "The final publication is available at Springer via http://dx.doi.org/10.1007/s10583-015-9267-x",
year = "2016",
month = sep,
doi = "10.1007/s10583-015-9267-x",
language = "English",
volume = "47",
pages = "267--282",
journal = "Children's Literature in Education",
issn = "1573-1693",
publisher = "Springer Netherlands",
number = "3",

}

RIS

TY - JOUR

T1 - What has Harry Potter done for me?

T2 - children's reflections on their 'Potter experience'

AU - Dempster, Steven

AU - Sunderland, Jane

AU - Thistlethwaite, Jo

AU - Oliver, Alice

N1 - The final publication is available at Springer via http://dx.doi.org/10.1007/s10583-015-9267-x

PY - 2016/9

Y1 - 2016/9

N2 - This article reports findings from a small-scale focus group study funded by the British Academy which examines children’s literacy practices in relation to the seven Harry Potter novels. Drawing on Marsh and Shavelson’s (1985) notion of Academic Self-concept, and Barton and Hamilton’s (1998) view of literacy as context-specific social practices, we examine what young British Potter ‘enthusiasts’ perceive as the influence of the novels on their subsequent reading behaviours and academic development. Specifically, we consider whether these children feel that Harry Potter has helped improve their reading, whether they think the books have changed their attitudes to reading, the role of the films, and whether there are any gender tendencies. We conclude that these Potter enthusiasts view the series as formative in terms of their literacy, but regarding gender, intra-group variation is far greater than inter-group variation.

AB - This article reports findings from a small-scale focus group study funded by the British Academy which examines children’s literacy practices in relation to the seven Harry Potter novels. Drawing on Marsh and Shavelson’s (1985) notion of Academic Self-concept, and Barton and Hamilton’s (1998) view of literacy as context-specific social practices, we examine what young British Potter ‘enthusiasts’ perceive as the influence of the novels on their subsequent reading behaviours and academic development. Specifically, we consider whether these children feel that Harry Potter has helped improve their reading, whether they think the books have changed their attitudes to reading, the role of the films, and whether there are any gender tendencies. We conclude that these Potter enthusiasts view the series as formative in terms of their literacy, but regarding gender, intra-group variation is far greater than inter-group variation.

KW - Children’s reading practices

KW - Gender

KW - Harry Potter

KW - Literacy development

KW - Academic self-concept

U2 - 10.1007/s10583-015-9267-x

DO - 10.1007/s10583-015-9267-x

M3 - Journal article

VL - 47

SP - 267

EP - 282

JO - Children's Literature in Education

JF - Children's Literature in Education

SN - 1573-1693

IS - 3

ER -