In an article by Susan Weinstein called "A love for the thing: The pleasure of rap as a literate practice" she describes a case study in which teens are using hip-hop as a form of creative literacy. By interviewing and studying three teens (nicknamed Tete, Crazy, and Jig) she has found that through hip-hop teens can find a way to communicate their experiences of society and culture. They are able to practice literacy in a way that is enjoyable. Hip hop also connects people to the history of oral, historical, and political discourse. It transcends race and gender and connects different demographics of people. Weinstein believes that the use of hip-hop in literacy studies can positively affect school engagement. 

The article can be found here: https://docs.google.com/a/mail.csuchico.edu/file/d/0B-NQx4UJlVmxR2dJN25WU0RDNms/edit



               "Promoting Academic Literacy with Urban Youth through Engaging Hip-Hop Culture" by Ernest Morrell and Jeffrey M.R. Duncan-Andrade noticed through teaching in urban communities the effect that the hip-hop culture had on his students. They were utilizing analytical skills do discuss hip-hip that the teachers wanted to be used in the classroom. Morrell and Duncan-Andrade argue that by incorporating hip-hop students will be more inclined to study and understand literacy concepts. It can be used to teach; imagery metaphor, tone, diction, and point of view, as well as theme, motif, plot, and character development. In the classroom hip-hop was used for projects in which the students compared a classic literature poem and a hip-hop song. 

​The article can be found here: https://docs.google.com/a/mail.csuchico.edu/file/d/0B-NQx4UJlVmxcy0wRldnQzUtdmM/edit