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dc.contributor.authorBeavis, Catherineen_US
dc.contributor.authorO'Mara, Joanneen_US
dc.contributor.editorJennifer Rennie, Brenton Doecke, Annette Patersonen_US
dc.date.accessioned2017-04-04T21:54:49Z
dc.date.available2017-04-04T21:54:49Z
dc.date.issued2010en_US
dc.date.modified2011-03-17T06:57:41Z
dc.identifier.issn10381562en_US
dc.identifier.urihttp://hdl.handle.net/10072/37372
dc.description.abstractThe need to expand traditional, print-based versions of literacy to also incorporate attention to multimodal forms of text and literacy in the English curriculum is now well established. Much can be learnt about students and their literacy practices from the exploration of their engagement with digital culture-particularly videogames-from their out-of-school lifeworlds. However, the emerging set of skills and competencies or, the 'new' literacies and literacy practices associated with multiple and ever-emerging genres generated through information and communications technologies, present challenges in terms of how they might be conceptualised as literacy (or not) and how the multiple dimensions entailed in gameplay are increasingly a part of what it means to be literate in the 21st century. Drawing on two case studies of classroom work, the paper describes approaches to conceptualising the complexity of digital texts and their access, production and distribution and the opportunity to create spaces where students could interact, socialise and learn in both the real and virtual world. Dimensions such as play, interactivity, action, movement and time raise challenging questions about the limits and possibilities of constructing games and gameplay as texts and literacy practices that push the boundaries of literacy.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent557406 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherAustralian Literacy Educators Associationen_US
dc.publisher.placeAustraliaen_US
dc.publisher.urihttp://www.alea.edu.au/html/publications/16/australian-journal-of-language-and-literacyen_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom65en_US
dc.relation.ispartofpageto76en_US
dc.relation.ispartofissue1en_AU
dc.relation.ispartofjournalAustralian Journal of Language and Literacyen_US
dc.relation.ispartofvolume33en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchEnglish and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)en_US
dc.subject.fieldofresearchcode130204en_US
dc.titleComputer games - pushing at the boundaries of literacyen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright 2010 Australian Literacy Educators' Association. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.en_AU
gro.date.issued2010
gro.hasfulltextFull Text


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