Popular culture is part of children's daily life experiences, embodied in films and media, in cartoons and television programs, in comics, in music and in advertising (Seiter, 1999; March, 2000 as cited in Ashton, 2005). However, the recognition of popular culture as a valid means of literacy in early childhood contexts continues to be problematic (Ashton, 2005; Shegar & Weninger, 2010; Arthur, 2001). The development of literacy learning begins well before children begin school as they engage in literacy practices in their homes and communities, allowing them to engage in meaning-making (Arthur, 2001; Ashton, 2005). Children interact with multimodal texts that often utilize forms of reading such as the Internet, where children are required to have literacy skills to navigate (Shegar & Weninger, 2010). The inclusion of popular culture allows educators to develop intertextuality by connecting home and community literacies with new experiences, helping them feel connected to familiar people, places, events, and understandings (Shegar & Weninger, 2010; Department of Education, Employment and Workplace Relations, 2009 Children may enter early childhood settings to engage with texts that constitute an established part of the "canon" of children's literature, a canon that has historically been created by white, middle-class educators (Shegar & Weninger , 2010; Marsh , 2000; Many early childhood educators believe that literacy is largely based solely on books, thus focusing on reading and writing conventions deemed fundamental to “good” literature (Shegar & Weninger, 2010). Research has shown that including media outside of dominant preferred literacy pathways allows children to build literacy capital and is… at the heart of the paper… an active topic. I also believe I was able to reflect on my beliefs and values ​​during my participation in a study group and within the documents. I believe I was able to synthesize learning and knowledge from a range of sources in order to develop key arguments. The MQ graduate's problem solving and research skills were important to my learning as I was able to develop my ability to search for different articles through library database searches and evaluate their effectiveness for my topic (Djonov, 2013). Through reviewing from the articles in the annotated bibliography, I was able to learn what to look for in the articles and how to critique the articles. I believe this is an essential skill to have in teaching, as I will be continually learning and it is important to be able to discuss findings on relevant topics with staff and parents.