Abstract
This study examines ways in which music and song lyrics can be used to engage learners to develop critical literacy and awareness of global issues. The Teaching as Inquiry model guides it. Data was collected through observations, notes, student work samples, interviews, and surveys from a year 5 class. My intervention involved conducting a series of lessons utilising song lyrics as a non-traditional text to foster engagement and motivation to develop critical literacy. The inquiry reveals the potential music must build engagement, by captivating reluctant learners to effectively use music to consider different perspectives, probe deeper to explore hidden meanings, and retain new information.
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Tiapapa, L. (2023). Integrating Music/Song Lyrics into Literacy to Engage Reluctant Learners to Develop Critical Literacy and Awareness Around Global Issues. In: Jhagroo, J.R., Stringer, P.M. (eds) Professional Learning from Classroom-Based Inquiries. Springer, Singapore. https://doi.org/10.1007/978-981-99-5099-7_8
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