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dc.contributor.authorBeavis, Catherineen_US
dc.date.accessioned2017-05-03T11:46:16Z
dc.date.available2017-05-03T11:46:16Z
dc.date.issued2007en_US
dc.date.modified2010-07-16T06:09:38Z
dc.identifier.issn15786617en_US
dc.identifier.urihttp://hdl.handle.net/10072/32312
dc.description.abstractIn their out-of-school lives, young people are immersed in rich and complex digital worlds, characterised by image and multimodality. Computer games in particular present young people with specific narrative genres and textual forms: contexts in which meaning is constructed interactively and drawing explicitly on a wide range of design elements including sound, image, gesture, symbol, colour and so on. As English curriculum seeks to address the changing nature of literacy, challenges are raised, particularly with respect to the ways in which multimodal texts might be incorporated alongside print based forms of literacy. Questions focus both on the ways in which such texts might be created, studied and assessed, and on the implications of the introduction of such texts for print based literacies. This paper explores intersections between writing and computer games within the English classroom, from a number of junior secondary examples. In particular it considers tensions that arise when young people use writing to recreate or respond to multimodal forms. It explores ways in which writing is stretched and challenged by enterprises such as these, ways in which students utilise and adapt print based modes to represent multimodal forms of narrative, and how teachers and curriculum might respond. Consideration is given to the challenges posed to teaching and assessment by bringing writing to bear as the medium of analysis of, and response to, multimodal texts.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherSpringeren_US
dc.publisher.placeNetherlandsen_US
dc.publisher.urihttp://www.springerlink.com/journals/en_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom23en_US
dc.relation.ispartofpageto43en_US
dc.relation.ispartofissue4en_US
dc.relation.ispartofjournalL1 Educational Studies in Language and Literatureen_US
dc.relation.ispartofvolume7en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchCurriculum and Pedagogy not elsewhere classifieden_US
dc.subject.fieldofresearchcode130299en_US
dc.titleWriting, digital culture and English curriculumen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.date.issued2007
gro.hasfulltextNo Full Text


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