This edited volume serves as a place for teachers and scholars to begin seeking ways in which popular culture has been effectively tapped for research and teaching purposes around the country. The contents of the book came together in a way that allowed for a detailed examination of teaching with popular culture on many levels. The first part allows teachers in PreK-12 schools the opportunity to share their successful practices. The second part affords the same opportunity to teachers in community colleges and university settings. The third part shows the impact of US popular culture in classrooms around the world. The fourth part closes the loop, to some extent, showing how universities can prepare teachers to use popular culture with their future PreK-12 students. The final part of the book allows researchers to discuss the impact popular culture plays in their work. It also seeks to address a shortcoming in the field; while there are outlets to publish studies of popular culture, and outlets to publish pedagogical/practitioner pieces, there is no outlet to publish practitioner pieces on studying popular culture, in spite of the increased popularity and legitimacy of the field.

Contributions by: Maha Al-Saati, Pearl Chaozon Bauer, Emily L. Brandon, Melissa Chapman, Paul A. Crutcher, Autumn M. Dodge, Tonia A. Dousay, Haley M. G. Ford, Andrew L. Grunzke, Jacob Hardesty, Richard Hartsell, Meghan Hawkins, Richard Hughes, Sarah Hunt-Barron, Cadey Korson, Weronika Kusek, Katie Lopez, Kimberley McMahon-Coleman, Tammy L. Mielke, Josh Thompson, Chad William Timm, Meredith J. Tolson, Jillian L. Wenburg, Kenya Wolff, Marc Wolterbeek