Games as text, games as action: video games in the english classroom

Beavis, Catherine 2014, Games as text, games as action: video games in the english classroom, Journal of adolescent and adult literacy, vol. 57, no. 6, pp. 433-439, doi: 10.1002/jaal.275.

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Title Games as text, games as action: video games in the english classroom
Author(s) Beavis, CatherineORCID iD for Beavis, Catherine
Journal name Journal of adolescent and adult literacy
Volume number 57
Issue number 6
Start page 433
End page 439
Total pages 7
Publisher Wiley
Place of publication London, Eng.
Publication date 2014-03
ISSN 1081-3004
Summary 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.
Language eng
DOI 10.1002/jaal.275
Field of Research 130299 Curriculum and Pedagogy not elsewhere classified
1302 Curriculum And Pedagogy
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C2.1 Other contribution to refereed journal
Copyright notice ©2014, Wiley
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Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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