Shifting practices and frames: literacy, learning and computer games

Beavis, Catherine and O'Mara, Joanne 2016, Shifting practices and frames: literacy, learning and computer games. In Johnson, Greer and Dempster, Neil (ed), , Springer, Berlin, Germany, pp.239-253, doi: 10.1007/978-3-319-28302-9.

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Title Shifting practices and frames: literacy, learning and computer games
Author(s) Beavis, CatherineORCID iD for Beavis, Catherine
O'Mara, JoanneORCID iD for O'Mara, Joanne
Editor(s) Johnson, Greer
Dempster, Neil
Publication date 2016
Series Studies in educational leadership : volume 22
Chapter number 12
Total chapters 21
Start page 239
End page 253
Total pages 15
Publisher Springer
Place of Publication Berlin, Germany
Keyword(s) digital games
Summary Digital culture and the online world have profound implications for contemporary notions of literacy, learning and curriculum. The increasing integration of digital culture and technologies into young people’s lives reflects the energy and excitement offered by online worlds. Online forms of text and communication are shaping students’ experience of the world, including expectations and experiences about learning and literacy. While print literacies remain important, for schools to prepare students to participate in critical and agential ways in the contemporary and future world, they need also to teach them to be fully literate in digital and multimodal literacies, and at ease and in control in the online world. Computer games, and other forms of digital games, teach and exemplify multimodal forms of literacy. Schools can capitalize on their potential and work with them productively. Doing so however, entails recognizing the messy complexity of schooling, and the practicalities of classroom lives. This chapter reports on a three year project in five schools concerned with literacy and computer games, and discusses the important role of teachers as on-the- ground leaders in pioneering new conceptions of literacy, and of curriculum change, and the importance of school structures and support to enable such change to happen.
ISBN 9783319283029
Language eng
DOI 10.1007/978-3-319-28302-9
Field of Research 130302 Comparative and Cross-Cultural Education
130204 English and Literacy Curriculum and Pedagogy (excl Lote, Esl and Tesol)
Socio Economic Objective 930403 School/Institution Policies and Development
HERDC Research category B1 Book chapter
ERA Research output type B Book chapter
Grant ID NA
Copyright notice ©2016, Springer
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School of Education
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