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What is Videogame Literacy?

What is Videogame Literacy?

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Published by Julie Thrasher
Masters dissertation discussing what constitutes videogame literacy. Basis is that videogames are a useful and inevitable object AND method of study in a modern education system. Video Game Literacy, Gaming
Masters dissertation discussing what constitutes videogame literacy. Basis is that videogames are a useful and inevitable object AND method of study in a modern education system. Video Game Literacy, Gaming

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Published by: Julie Thrasher on May 11, 2008
Copyright:Attribution Non-commercial

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10/14/2011

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ThrasherDMCC07.doc
Module Title: Dissertation
Summer term, 2007
Julie Thrasher 
Videogame Literacy – an investigation into what constitutes videogame literacyWord count (number of words):21754Student evaluation submitted:YCopy posted on FirstClass:Y
Report/Dissertation submitted in part fulfilment of the requirements of theMA Media, Culture and Communication Degree of theInstitute of Education, University of London
This dissertation may be available to the general public for borrowing, photocopying or consultation without the prior consent of the author.Name of Supervisor:
 Andrew Burn
Month and Year of Submission:
 August 2007 
 
ThrasherDMCC07.doc
CONTENTS PAGE
Abstract
2
1. What is media literacy – a critical framework
4
2. What is game literacy?
6
3. Games Skills
12
Cognitive Skills
13
Visual
14
Actions
18 
Physical Skills
24
Game Specific Skills
27 
Learning to navigate game space
28 
Identifying and using objects in game space
30 
Surviving the game space
33
External Source Skills
37 
Reading Videogames as texts
39
Summary of Skills
41
4.Critical Literacy is situated
44
The context of the individual
45 
The context of prior knowledge
47 
Context of Situation
48 
The context of Play Space
50 
The context of Groups
52 
5. The problems of games in the context of schools
54
Power to the people!
54
Who’s in charge here?
56 
All animals are equal but some are more equal than others
57 
Playing! This is school and anyway, ‘it’s not a proper subject’
58 
Games to learn
58 
Forget how we actually teach this…who actually teaches this?
61
6. Some thoughts on identity, ideology and play
63
7. Videogames in the curriculum
69
8. Some concluding remarks
70
Bibliography
73
 
ThrasherDMCC07.doc
Abstract
For the purpose of this study, I have looked almost exclusively at one of the threetenets from the BFI’s Charter for Media Literacy; ‘understanding’ (rather than ‘access’or ‘create’). I have focused on the domain of videogames, working on videogames asan inclusive term although I may be supposing ideas that are only true for certaingenres of videogames. I have looked at a range of skills, those learned in videogameplay and those required to be a competent videogame player and have tried to create akind of framework that might underpin the notion of videogame literacy. I place gamesand players in context as well as briefly addressing how this might be taught in schools,some of the problems this might cause and how this affects and/or relates to curriculumand schooling models we currently use in the UK.

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