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. Drawing on Herbert Marsh and Richard Shavelson's notion of ''Academic Self-Concept'' and David Barton and Mary Hamilton's view of literacy as context-specific social practices, the authors examine what young British Harry Potter enthusiasts perceive as the influence of the novels on their subsequent reading behaviour and academic development. Specifically, they consider whether these children feel that Harry Potter has helped improve their literacy skills and whether they think the books have changed their attitudes to reading.

Exploring the Educational Value of Indo-Harry Potter to Design Foreign Language Learning Methods and Techniques

“…One such phenomenon is Harry Potter, which initially appeared twenty-six years ago only as children's literature. Nevertheless, the saga is able to influence the development of fandom and pop culture aimed at adults and children even to this day (Dempster et al, 2016). The rise of fantasy novels that emerged after the publication of Harry Potter made a story of intertextuality that became the concern and subject of study by world researchers.…”

Text Analysis of the Harry Potter Book Series

“…Harry Potter became very popular for all age categories. In 2001 started movie series were filmed with books and popularity started to grow even faster (Dempster et al, 2016). In the next years, Harry Potter became an absolute phenomenon (Crysel et al, 2015).…”