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ERIC Number: EJ864823
Record Type: Journal
Publication Date: 2009
Pages: 14
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-1938-9809
The Use of British Nursery Rhymes and Contemporary Technology as Venues for Creating and Expressing Hidden Literacies throughout Time by Children, Adolescents, and Adults
Hazlett, Lisa A.
Forum on Public Policy Online, v2009 n1 2009
Power and status are captivating, especially the desire for social status and its commensurate authority and security. Cliques, smaller clusters within larger peer groups sharing similar views, behaviors, and attitudes, are a means of attaining societal power. Because cliques are typically composed of the disenfranchised holding views different from official ones, asserting powerful, contentious statements while escaping retribution and retaining anonymity is difficult. Hidden literacies, i.e., words or phrases with double meanings, are cliques' simple yet subversive communicative format. Such literacies refute and/or contest official social expectations and afford opportunities to join the current social power structure, as contributions generally disseminate views to larger populations and cause unease among those in power, a central goal. Written by adults and chanted by and to children, British nursery rhymes of old were hidden literacies. Their verses were powerful, subversive opinions of political, social, or religious commentary regarding then-contemporary events. Likewise, contemporary hidden literacies are technological communications used by youth for clandestine conversing. Although nursery rhymes and contemporary technology are parallel forms of hidden literacies, their authors, contents, audiences, and impacts are diametrically opposed with this paper exploring and discussing these comparisons, contrasts, and implications. The desire for social status, and its commensurate authority and security, is indeed powerful. Although extant social groupings are situational with desirability and importance dependent upon individuals and circumstances, people have belonged to, rebelled against, and attempted status advancements respective to the groups with which they retained membership throughout history. (Contains 14 footnotes.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education; Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom