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Narratives come to life through coding: digital game making as language and literacy curriculum

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posted on 2017-05-08, 00:00 authored by Joanne O'MaraJoanne O'Mara
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.

History

Chapter number

7

Pagination

102-114

ISBN-13

9781134979110

ISBN-10

1134979118

Language

eng

Publication classification

B1 Book chapter

Copyright notice

2017, Routledge

Extent

13

Editor/Contributor(s)

Beavis C, Dezuanni M, O'Mara J

Publisher

Routledge

Place of publication

New York, N.Y.

Title of book

Serious play: literacy, learning and digital games

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