Literaturnachweis - Detailanzeige
| Autor/inn/en | LaMear, Rachel; von Gillern, Sam |
|---|---|
| Titel | Super Smash Sisters: Critical Literacy, Gender, and Video Games in the Elementary Classroom |
| Quelle | In: Changing English: Studies in Culture and Education, 30 (2023) 4, S.359-372 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1358-684X |
| DOI | 10.1080/1358684X.2023.2237948 |
| Schlagwörter | Critical Literacy; Gender Differences; English Instruction; Language Arts; Video Games; Literacy Education; Teaching Methods; Elementary School Students; Laboratory Schools; Writing (Composition); Digital Literacy |
| Abstract | This study investigates how young elementary children engage with conceptions of gender in connection to video gameplay in the language arts classroom. During a three-week unit on video game literacies in a multiage lab school, children learned about, played, discussed, and wrote about video games. Student writing, game reviews, and literature discussion transcripts illuminated critical thinking around gender in connection to video games when explored as texts in school. While teachers commonly value literacy experiences centred around books, this research demonstrates how video games can serve as texts for critical analysis by sharing the valuable critical literacy experiences of two focal students from the study. Recommendations for teachers who want to explore incorporating video games in the English Language Arts classrooms are provided. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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