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Literacy into action: digital games as action and text in the English and literacy classroom
journal contribution
posted on 2011-04-01, 00:00 authored by T Apperley, Catherine BeavisCatherine BeavisUsing data gathered from a three-year research project exploring digital literacy and pedagogy with respect to video games, including classroom games-based pedagogy and curriculum and ethnographic research on students' digital game playing, this article locates and explores a key conceptual problem facing the incorporation of digital games into English and literacy classroom activities. This challenge is defined as "action" and refers to the non-visual and non-textual elements of gameplay. This challenge is explored both theoretically and through a practical discussion of various strategies developed by teachers in the project to approach this issue. The article draws on contemporary game studies in order to map out and highlight several key areas where action-based projects lead to critical reflection.
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Journal
PedagogiesVolume
6Issue
2Pagination
130 - 143Publisher
Taylor and FrancisLocation
Abingdon, Eng.Publisher DOI
ISSN
1554-480XeISSN
1554-4818Language
engPublication classification
C1.1 Refereed article in a scholarly journalCopyright notice
2011, Taylor & FrancisUsage metrics
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