Literary Analysis Using Minecraft: An Asian American Youth Crafts Her Literacy Identity

Autor/in	Marlatt, Rick
Titel	Literary Analysis Using Minecraft: An Asian American Youth Crafts Her Literacy Identity
Quelle	In: Journal of Adolescent & Adult Literacy, 62 (2018) 1, S.55-66 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.747
Schlagwörter	High School Students; Asian American Students; Literary Criticism; Student Centered Learning; Video Games; Self Concept; Qualitative Research; Observation; Interviews; Case Studies; Student Developed Materials + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Asian immigrant; United States; Asiatischer Einwanderer; USA; Literaturkritik; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Video game; Videospiel; Videospiele; Selbstkonzept; Qualitative Forschung; Beobachtung; Interviewing; Interviewtechnik; Case study; Fallstudie; Case Study
Abstract	This article describes a recent teacher researcher's investigation of digitized literature study at a Midwestern U.S. high school during the 2015-2016 school year that explored the use of digital literacies to support student-centered literary analysis. Digital literacy practices position literature students to connect with texts in authentic ways. In their reading of "The Outsiders" by S.E. Hinton, students used the video game Minecraft to re-create scenes, respond to literary elements, and analyze deeper meanings. The analyses of one particular student resulted in powerful explorations of identity. Using qualitative research tools, the author analyzed her case through observations, interviews, and student-created artifacts to understand how this popular technology could facilitate literary analysis at the secondary level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01