Gameplay as Teaching Practice in Literacy Education

In this book, literacy, language, and educational researchers, teacher educators, and educators offer conceptualizations theorizing (game)play as a teaching and research practice. This is a great resource for educators and academics of language, literacy, educational technology, game studies, media literacy, and multicultural education.

In this book, literacy, language, and educational researchers, teacher educators, and educators offer novel conceptualizations theorizing (game)play as a teaching practice and research approach.

The contributors of the book, known as the (Game)play Collaborative, define (game)play with “gaming” as a communicative social practice extending the interplay of literacy and learning, and possibilities of critical authoring, making, reading, and (re)writing intersectional embodied identities; and “play” as evoking and affirming pleasure and joy while necessarily envisioning, (re)imagining, and extending raced, ethnic, gendered, linguistic, and cultural identities within and beyond varied transbordered contexts and physical and digital geographies of homes, communities, and (in)formal educational spaces. The book explores different iterations of (game)play in connection with literacy across cultures and communities. In doing so, it generates new understandings of the interplay of literacy and language teaching and research and the intersectional identities of children and youth rendered more visible through (game)play with families, peers, community members, and educators.

This is a great resource for educators, researchers, teacher educators, and graduate students in the fields of language and literacy education, educational technology and game studies, media literacy education, and multicultural education.

Contributor: Vaughn W. M. Watson (Edited by), Jin Kyeong Jung (Edited by), Jungmin Kwon (Edited by), Lucía Cárdenas Curiel (Edited by), Joanne E. Marciano (Edited by)

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