'Turning Around' to the Affordances of DIgital Games: English Curriculum and Students' Lifeworlds
MetadataShow full item record
The need for English and literacy curriculum to connect with young people’s lifeworlds to build bridges and frames of reference that connect traditional English curriculum with digital texts and literacies, are increasing priorities in curriculum frameworks in Australia and elsewhere. This paper reports on a project in which the authors worked with teachers and students in five secondary schools to research the ways in which digital games might be incorporated into the English curriculum. Central to this endeavour was ‘turning around’ to the affordances of digital games and their paratexts to understand how they can be understood as text and action. Drawing on classroom observations and literature in Games Studies and English curriculum we present a timely model and innovative heuristic that we argue facilitates teachers incorporating digital games into their English classrooms. We illustrate how each assists teachers in ‘turning around’ to digital games to make their English classrooms more relevant to students’ lifeworlds.
English in Australia
© The Author(s) 2015. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this journal please refer to the journal’s website or contact the author[s].
English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)