Digital Game Literacies

• In Event: Circling Back and Moving Forwards in Digital Literacies Research

Abstract

In this poster, the authors explore evolving theories and practices related to digital game literacies and their socioculturally embedded practices. The authors’ respective studies of (non)digital games in the US and Australia illustrate how digital game literacies have been leveraged for school learning. The context, culture, and practices—of the classroom, of collective and reciprocal teaching, and of each student’s personal life—cohered in layered ways: students and teachers challenged dominant approaches, developed dialogic interactions, and created shared practices. This work highlights how digital games are not neutral texts, and future research must focus intentionally on the criticality of integrating digital game literacies into existing literacies.

Authors

• Alex Bacalja, The University of Melbourne

• Sandra Schamroth Abrams, University of South Africa