Games as text and games as action: English, literacy and digital games

In this chapter we discuss a third area of focus – the role of games as distinctive forms incorporating both text and action, within a context where attention to both print and multimodal literacies are a crucial but contentious area of English and Literacy education. Through the work of scholars such as Gee (2007), Steinkuehler (2006, 2007), Marsh (2010) and others, we have a wealth of studies showing the depth and scope of young people’s literacy practices within and around games in their leisure time play; the textual complexity of games as multimodal forms and the embodiment of Multiliteracies and interrelationships between games, gameplay and the business of living. Research explores links between games, gameplay and identity (Chee 2015, Corneliussen & Rettberg 2008; Jenson & de Castell 2010; Taylor 2006); and issues of investment, performance, status and community, and the development and role of affinity groups (Chee 2011; Gee & Hayes 2011; Steinkhueler 2006). With respect to language, literacy, learning and cognition, studies such as Steinkuehler’s (2008) map discourses generated through and apparent in games, particularly online multiplayer games. Much has been made also, of games’ capacity to generate deep understandings and high levels of cognition, foster collaborative learning practices and promote a range of new and traditional literacy practices.