Download Bridging Literacies with Videogames by Hannah R. Gerber PDF

By Hannah R. Gerber

ISBN-10: 9462096686

ISBN-13: 9789462096684

Bridging Literacies with Videogames offers a world viewpoint of literacy practices, gaming tradition, and conventional education. that includes reviews from Australia, Colombia, South Korea, Canada, and the U.S., this edited quantity addresses studying in basic, secondary, and tertiary environments with issues relating to: • re-creating worlds and texts • enormous multiplayer moment language studying • videogames and school room studying those assorted issues will offer students, academics, and curriculum builders with empirical aid for bringing videogames into school room areas to foster that means making. Bridging Literacies with Videogames is a necessary textual content for undergraduates, graduates, and school drawn to contemporizing studying with the medium of the videogame.

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Extra resources for Bridging Literacies with Videogames

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2014). Cross-literate connections: Contemporary frames for meaning making in ELA classrooms. English Journal, 103(4), 18–24. Abrams, S. , Gerber, H. , & Burgess, M. (2012). Digital worlds and shifting borders: Popular culture, perception, and pedagogy (pp. 90–105). In B. Williams & A. ), New media literacies and participatory popular culture across borders. London, UK: Routledge. , and Walsh, C. (2012). What digital games and literacy have in common: a heuristic for understanding pupils' gaming literacy.

Another variation would be assigning students two random characters with two random items and having them meet in a specific location; a third exercise would be having students write a short history of a given location and its inhabitants. With a vast catalog of items, locations, and characters to draw from, instructors can tailor any number of exercises that ask students to focus on specific issues of characterization, scene setting, or other elements of craft, all while having students interacting with each other’s writing in an engaged and meaningful way.

Wikis include a discussion tab for each page on the site that allows readers to leave notes, ask questions, or provide feedback on any aspect of the work. Instructors can review and assess the student feedback provided and assess if the critiques focus on specific aspects of craft rather than being vague statements or based solely on opinion. In addition, wikis also include version histories for each page, showing the time, date, and changes made to the page. This makes the revision process visible for the students and instructor alike, as earlier drafts of the work can be compared with later, revised versions.

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