Flows of Literacy across Corporate and User-Produced Virtual Worlds

Autor/inn/en	Black, Rebecca W.; Alexander, Jonathan; Korobkova, Ksenia
Titel	Flows of Literacy across Corporate and User-Produced Virtual Worlds
Quelle	In: Teachers College Record, 19 (2017) 12Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
Schlagwörter	Simulated Environment; Computer Simulation; Qualitative Research; Literacy; Corporations; Popular Culture; Video Games + Suchen Sie Ihr Suchwort? Künstliche Umwelt; Computergrafik; Computersimulation; Qualitative Forschung; Alphabetisierung; Schreib- und Lesefähigkeit; Unternehmen; Popkultur; Video game; Videospiel; Videospiele
Abstract	Background/Context: Sociocultural research on young people's literate practices with digital media has generally focused on literacy events and practices that are grounded in distinct online locations, such as affinity spaces, specific websites, particular videogames, or virtual worlds. Purpose/Objective/Research Question/Focus of Study: Contemporary media landscapes have become networked to such an extent that a transmedial approach is needed to understand the social, cultural, and literate contexts that young people inhabit. Research Design: In this article, we use qualitative and literary analyses of products and artifacts from the Hunger Games media franchise to explore young people's literacy practices as embedded in corporate and fan-produced transmedia ecologies. Conclusions/Recommendations: Our analysis looks beyond spatial and structural boundaries to understand how flows of corporate and user-produced artifacts can shape, constrain, and expand young people's literate repertoires. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01