Games as Text, Games as Action Video Games in the English Classroom
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Contemporary views of literacy, and of English and Language Arts curriculum recognise the importance of digital culture and communication forms in many young people's lives and the multiple forms of literacy students engage with as they work, interact and play. Amongst these, videogames, whether played on PCs, laptops, wiis, or on mobile devices of various kinds stand out as highly popular, engaging and sophisticated emergent cultural forms. Drawing on research in Australian secondary schools over a number of years, this paper describes approaches to working with games in the English classroom, and presents a model for critical games literacy which entails thinking of games as both text and action. It describes the ways in which the model might be used for planning and teaching with and about games, stressing the active nature of games and play, and calling on understandings of literacy as design.
Journal of Adolescent and Adult Literacy
© 2014 International Literacy Association. This is the author-manuscript version of the following article: Games as Text, Games as Action, Journal of Adolescent & Adult Literacy, Volume 57, Issue 6, pages 433–439, March 2014, which has been published in final form at http://dx.doi.org/10.1002/jaal.275
English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)