Writing, English and digital culture

Beavis, Catherine and Charles, Claire 2005, Writing, English and digital culture. In Doecke, Brenton and Parr, Graham (ed), Writing = learning, Wakefield Press, Kent Town, S. Aust., pp.229-246.

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Title Writing, English and digital culture
Author(s) Beavis, CatherineORCID iD for Beavis, Catherine orcid.org/0000-0002-8835-0309
Charles, ClaireORCID iD for Charles, Claire orcid.org/0000-0002-3134-8355
Title of book Writing = learning
Editor(s) Doecke, Brenton
Parr, Graham
Publication date 2005
Series AATE interface series
Chapter number 14
Total chapters 16
Start page 229
End page 246
Total pages 18
Publisher Wakefield Press
Place of Publication Kent Town, S. Aust.
Keyword(s) computer games
digital literacy
English curriculum
multimodal writing
Summary In 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.
ISBN 1862546770
Language eng
Field of Research 130299 Curriculum and Pedagogy not elsewhere classified
Socio Economic Objective 930201 Pedagogy
HERDC Research category B1 Book chapter
Persistent URL http://hdl.handle.net/10536/DRO/DU:30000723

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