Writing, digital culture and English curriculum

Beavis, Catherine 2007, Writing, digital culture and English curriculum, L1 Educational studies in language and literature, vol. 7, no. 4, pp. 23-44.

Attached Files
Name Description MIMEType Size Downloads

Title Writing, digital culture and English curriculum
Author(s) Beavis, CatherineORCID iD for Beavis, Catherine orcid.org/0000-0002-8835-0309
Journal name L1 Educational studies in language and literature
Volume number 7
Issue number 4
Start page 23
End page 44
Publisher Kluwer Academic Publishers
Place of publication Dordrecht, Netherlands
Publication date 2007
ISSN 1567-6617
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.
Language eng
Field of Research 130299 Curriculum and Pedagogy not elsewhere classified
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©International Association for the Improvement of Mother Tongue Education
Persistent URL http://hdl.handle.net/10536/DRO/DU:30007875

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
Connect to link resolver
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in TR Web of Science
Scopus Citation Count Cited 5 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 884 Abstract Views, 0 File Downloads  -  Detailed Statistics
Created: Mon, 29 Sep 2008, 08:57:05 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.