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dc.contributor.authorBeavis, Catherine
dc.contributor.authorO'Mara, Joanne
dc.contributor.editorJennifer Rennie, Brenton Doecke, Annette Paterson
dc.date.accessioned2017-05-03T15:34:55Z
dc.date.available2017-05-03T15:34:55Z
dc.date.issued2010
dc.date.modified2011-03-17T06:57:41Z
dc.identifier.issn10381562
dc.identifier.urihttp://hdl.handle.net/10072/37372
dc.description.abstractThe need to expand traditional, print-based versions of literacy to also incorporate attention to multimodal forms of text and literacy in the English curriculum is now well established. Much can be learnt about students and their literacy practices from the exploration of their engagement with digital culture-particularly videogames-from their out-of-school lifeworlds. However, the emerging set of skills and competencies or, the 'new' literacies and literacy practices associated with multiple and ever-emerging genres generated through information and communications technologies, present challenges in terms of how they might be conceptualised as literacy (or not) and how the multiple dimensions entailed in gameplay are increasingly a part of what it means to be literate in the 21st century. Drawing on two case studies of classroom work, the paper describes approaches to conceptualising the complexity of digital texts and their access, production and distribution and the opportunity to create spaces where students could interact, socialise and learn in both the real and virtual world. Dimensions such as play, interactivity, action, movement and time raise challenging questions about the limits and possibilities of constructing games and gameplay as texts and literacy practices that push the boundaries of literacy.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent557406 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherAustralian Literacy Educators Association
dc.publisher.placeAustralia
dc.publisher.urihttps://www.alea.edu.au/resources/australian-journal-of-language-and-literacy-ajll-2
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom65
dc.relation.ispartofpageto76
dc.relation.ispartofissue1
dc.relation.ispartofjournalAustralian Journal of Language and Literacy
dc.relation.ispartofvolume33
dc.rights.retentionY
dc.subject.fieldofresearchEnglish and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
dc.subject.fieldofresearchEducation Systems
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchcode130204
dc.subject.fieldofresearchcode1301
dc.subject.fieldofresearchcode1302
dc.subject.fieldofresearchcode1303
dc.titleComputer games - pushing at the boundaries of literacy
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 2010 Australian Literacy Educators' Association. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
gro.date.issued2010
gro.hasfulltextFull Text
gro.griffith.authorO'Mara, Joanne A.
gro.griffith.authorBeavis, Catherine A.


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