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Research methodologies in creative practice : literacy in the digital age of the twenty first century - learning from computer games

Beavis, Catherine, Bradford, Clare, O'Mara, Joanne and Walsh, Chris 2008, Research methodologies in creative practice : literacy in the digital age of the twenty first century - learning from computer games, in AARE 2008 : Changing climates : education for sustainable futures : Proceedings of the 2008 Australian Association for Research in Education conference, Australian Association for Research in Education, Coldstream, Vic., pp. 1-9.

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Title Research methodologies in creative practice : literacy in the digital age of the twenty first century - learning from computer games
Author(s) Beavis, Catherine
Bradford, Clare
O'Mara, Joanne
Walsh, Chris
Conference name Australian Association for Research in Education. Conference (2008 : Brisbane, Qld.)
Conference location Brisbane, Qld.
Conference dates 30 Nov. - 4 Dec. 2008
Title of proceedings AARE 2008 : Changing climates : education for sustainable futures : Proceedings of the 2008 Australian Association for Research in Education conference
Editor(s) [Unknown]
Publication date 2008
Conference series Australian Association for Research in Education Conference
Start page 1
End page 9
Total pages 9
Publisher Australian Association for Research in Education
Place of publication Coldstream, Vic.
Summary Literacy remains one of the central goals of schooling, but the ways in which it is understood are changing. The growth of the networked society, and the spread of Information and Communications Technologies (ICT), has brought about significant changes to traditional forms of literacy. Older, print based forms now take their place alongside a mix of newer multi-modal forms, where a wide range of elements such as image, sound, movement, light, colour and interactivity often supplant the printed word and contribute to the ways in which meaning is made. For young people to be fully literate in the twenty-first century, they need to have clear understandings about the ways in which these forms of literacy combine to persuade, present a point of view, argue a case or win the viewers’ sympathies. They need to know how to use them themselves, and to be aware of the ways in which others use them. They need to understand how digital texts organise and prioritise knowledge and information, and to recognise and be critically informed about the global context in which this occurs. That is, to be effective members of society, students need to become critical and capable users of both print and multimodal literacy, and be able to bring informed and analytic perspectives to bear on all texts, both print and digital, that they encounter in everyday life.

This is part of schools’ larger challenge to build robust connections between school and the world beyond, to meet the needs of all students, and to counter problems of alienation and marginalisation, particularly amongst students in the middle years. This means finding ways to be relevant and useful for all students, and to provide them with the skills and knowledge they will need in the ICT-based world of the Twentyfirst century. With respect to literacy education, engagement and technology, we urgently need more information as to how this might be best achieved.
Notes Reproduced with the kind permission of the copyright owner.
ISSN 1324-9339
1324-9320
Language eng
Field of Research 130309 Learning Sciences
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E1.1 Full written paper - refereed
HERDC collection year 2008
Copyright notice ©2008, AARE
Persistent URL http://hdl.handle.net/10536/DRO/DU:30043951

Document type: Conference Paper
Collections: Alfred Deakin Research Institute
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