At the Intersection of Identity, Literacy, and Culture: Implication for Design

• In Event: Exploring the Interplay of Identity, Learning, and Literacy

Abstract

This research examines how the kinds of literacy practices individuals display are related to their identities (Lewis & del Valle, 2009; Moje & Luke, 2009), and also embedded or shaped by their culture. Yet, the relationship between identity and literacy practices in the game literature has mainly been investigated in video game research. Indeed, compared to video games, research on board games, and specifically African board games is scarce (Berland, & Lee, 2012; Gobet, Retschitzki, & de Voogt, 2004). This micro-ethnographic study uses observations, semi-structured interviews, and video recordings of Songo board gameplay to explore the literacies players of this African board game engage in during gameplay. The findings show that board games are alternative environments for literacy practices and identity development (Author, 2019). The study further demonstrates the interaction of identity, literacy, and culture. For instance, players’ identity shaped the practices they engaged in, which were meaningful and situated in the cultural context where the board game was played. The author builds on the intersection of identity, literacy, and culture to expand on the design implication of this finding. The author will discuss implication for the design of learning spaces and technologies for learning and teaching.

Author

• Rebecca Yvonne Bayeck, Utah State University