Unpacking FIFA Play as Text and Action in Literacy Practices in and out of School

Autor/inn/en	Gilje, Øystein; Silseth, Kenneth
Titel	Unpacking FIFA Play as Text and Action in Literacy Practices in and out of School
Quelle	In: Learning, Media and Technology, 44 (2019) 2, S.180-192 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2018.1563105
Schlagwörter	Computer Games; Literacy Education; Transfer of Training; Teaching Methods; Video Games; English (Second Language); Second Language Learning; Second Language Instruction; Sociocultural Patterns; Team Sports; Foreign Countries; Ethnography; Secondary School Students; Student Attitudes; Norway + Suchen Sie Ihr Suchwort? Computer game; Computerspiel; Computerspiele; Training; Transfer; Ausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Video game; Videospiel; Videospiele; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Soziokulturelle Theorie; Mannschaftssport; Ausland; Ethnografie; Sekundarschüler; Schülerverhalten; Norwegen
Abstract	In this article, we use a model for games and literacy to explore how one FIFA gamer worked across contexts. Previously, this model has been used to address the role of computer and video games in the teaching of literacy in the subject of English. In the current article, we combine this model with a learning lives perspective, which builds on the idea of following the learner across a wide range of contexts. The findings illustrate how one learner is able to research a specific topic, build a convincing argument for it and transfer knowledge from one source to another in a critical way. The knowledge of a game and its culture and the world around the game is prevalent in a gamer's literacy practices out of school, and this is shown when our participant draws upon this knowledge in literacy practices for specific tasks in school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01