Hannah R. Gerber & Sandra Schamroth Abrams 
Bridging Literacies with Videogames [PDF ebook] 

Bridging Literacies with Videogames provides an international perspective of literacy practices, gaming culture, and traditional schooling. Featuring studies from Australia, Colombia, South Korea, Canada, and the United States, this edited volume addresses learning in primary, secondary, and tertiary environments with topics related to: • re-creating worlds and texts • massive multiplayer second language learning • videogames and classroom learning These diverse topics will provide scholars, teachers, and curriculum developers with empirical support for bringing videogames into classroom spaces to foster meaning making. Bridging Literacies with Videogames is an essential text for undergraduates, graduates, and faculty interested in contemporizing learning with the medium of the videogame.

สารบัญ

Foreword; Preface; Acknowledgements; About the Contributors; Chapter Abstracts; Bridging Literacies: An Introduction; Section One: (Re)Creating Worlds and Texts; 1. Exploring Imaginary Maps: Collaborative World Building in Creative Writing Classes; 2. Students’ Transmedia Storytelling: Building Fantasy Fiction Storyworlds in Videogame Design; 3. Reader, Writer, Gamer: Online Role-Playing Games as Literary Response; 4. Teaching with Club Penguin: Re-creating Children’s School Literacy through Paratexts in the Classroom; Section Two: Massive Multiplayer Second Language Learning; 5. Massively Multiplayer Online Gaming and English Language Learning; 6. Language Games: How Gaming Communities Shape Second-Language Literacy; 7. The Transformative Power of Gaming Literacy: What Can We Learn from Adolescent English Language Learners’ Literacy Engagement in World of Warcraft (Wo W)?; Section Three: Videogames and Classroom Learning; 8. Reviewing the Content of Videogame Lesson Plans Available to Teachers; 9. Collaborative Videogame and Curriculum Design for Language and Literacy Learning; 10. Writing in Virtual Worlds: Scratch Programming as Multimodal Composing Practice in the Language Arts Classroom; Index.