Convergent Texts: How Digital Games Can Engender 21st-Century Literacies

• In Event: Marriott Roundtable Session 34
  In Roundtable Session: Critical Issues in Literacy Research Roundtable 4

Abstract

Over the past 15 years, digital games have been recognized for the complex critical thinking, learning, and literacy practices they can afford (Beavis, C., O'Mara, J. & McNeice, L., 2012; Gee, 2007; Salen & Zimmerman, 2004; Squire, 2008). However, few studies have demonstrated how such texts can engender these literacies, and specifically, which literacies may be enacted. This paper presents the results of a study in which digital games were used to engender multliteracy development. 23 students were observed in an English literature course over a four-week period in which a variety of free, and purchased games, were used. Through the use and discussion of these games, students articulated a variety of multiliteracies, particularly digital, media, critical, and information literacy.

Author

• Nolan Bazinet, Université de Sherbrooke