omara-narrativescome-post-2017.pdf (322.41 kB)
Narratives come to life through coding: digital game making as language and literacy curriculum
Children are often positioned as consumers of digital games, but what happens when they become the creators and producers of their own games? This chapter describes a digital game-making project in a Year 3/4 classroom where young students made their own digital games using the block coding program Scratch. While this project cuts across several curriculum areas, it was primarily designed as a Language and Literacies project with written composition at the centre.
The case study data used in this chapter was collected from one teacher, Nick, and his Year 3/4 classes over a three-year period. While coding work in schools is generally located in Science, Technology and Mathematics education (STEM), Nick drew upon the affordances of Scratch to develop a strong language arts/ literacies focus through a game-making unit. In this way, the unit cuts across the curriculum, addressing many of the STEM standards in addition to those of Language and Literacy.
The case study data used in this chapter was collected from one teacher, Nick, and his Year 3/4 classes over a three-year period. While coding work in schools is generally located in Science, Technology and Mathematics education (STEM), Nick drew upon the affordances of Scratch to develop a strong language arts/ literacies focus through a game-making unit. In this way, the unit cuts across the curriculum, addressing many of the STEM standards in addition to those of Language and Literacy.
History
Title of book
Serious play: literacy, learning and digital gamesChapter number
7Pagination
102 - 114Publisher
RoutledgePlace of publication
New York, N.Y.ISBN-13
9781134979110ISBN-10
1134979118Language
engPublication classification
B1 Book chapterCopyright notice
2017, RoutledgeExtent
13Editor/Contributor(s)
C Beavis, M Dezuanni, J O'MaraUsage metrics
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