Decolonizing Literacy: Reading in the Third Space

• In Event: Advances in Gamification and Game-Based Learning

Abstract

The purpose of this work was to explore the ways that re-envisioning reading from a third space perspective may allow the field to consider how digital games and other multimodal, electronic texts can transform the reading landscape. This exploratory, multidimensional research examined teachers’ perceptions of digital games and the ways that these texts create inclusive literacy spaces for students. Data collection included extant literature and evidence gleaned from the authors’ previous research. Among these data were survey results collected using a modified version of the TATG Survey (Abrams & Van Eck, 2021). Implications for future research are discussed.

Authors

• Amanda Hovious, Emporia State University

• Valerie Harlow Shinas, Lesley University