Games as Text, Games as Action: Video Games in the English Classroom

Autor/in	Beavis, Catherine
Titel	Games as Text, Games as Action: Video Games in the English Classroom
Quelle	In: Journal of Adolescent & Adult Literacy, 57 (2014) 6, S.433-439 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.275
Schlagwörter	Teaching Methods; Video Games; English Instruction; Language Arts; Technology Uses in Education; Educational Technology; Foreign Countries; Secondary Schools; Literacy Education; Models; Australia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Video game; Videospiel; Videospiele; English langauage lessons; Englischunterricht; Sprachkultur; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Ausland; Sekundarschule; Analogiemodell; Australien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10