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Exploring Complex Intertextual Interactions in Video Games: Connecting Informal and Formal Education for Youth

Exploring Complex Intertextual Interactions in Video Games: Connecting Informal and Formal Education for Youth

Kathy Sanford, Timothy Frank Hopper, Jamie Burren
Copyright: © 2016 |Pages: 21
ISBN13: 9781522504771|ISBN10: 152250477X|EISBN13: 9781522504788
DOI: 10.4018/978-1-5225-0477-1.ch007
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MLA

Sanford, Kathy, et al. "Exploring Complex Intertextual Interactions in Video Games: Connecting Informal and Formal Education for Youth." Contemporary Research on Intertextuality in Video Games, edited by Christophe Duret and Christian-Marie Pons, IGI Global, 2016, pp. 108-128. https://doi.org/10.4018/978-1-5225-0477-1.ch007

APA

Sanford, K., Hopper, T. F., & Burren, J. (2016). Exploring Complex Intertextual Interactions in Video Games: Connecting Informal and Formal Education for Youth. In C. Duret & C. Pons (Eds.), Contemporary Research on Intertextuality in Video Games (pp. 108-128). IGI Global. https://doi.org/10.4018/978-1-5225-0477-1.ch007

Chicago

Sanford, Kathy, Timothy Frank Hopper, and Jamie Burren. "Exploring Complex Intertextual Interactions in Video Games: Connecting Informal and Formal Education for Youth." In Contemporary Research on Intertextuality in Video Games, edited by Christophe Duret and Christian-Marie Pons, 108-128. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-5225-0477-1.ch007

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Abstract

This chapter explores the intertextual nature of video games. Video games are inherently intertextual and have utilized intertextuality in profound ways to engage players and make meaning. Youth who play video games demonstrate complex intertextual literacies that enable them to construct and share understandings across game genres. However, video game literacy is noticeably absent from formal education. This chapter draws from bi-monthly meetings with a group of youth video gamers. Video game sessions focused on exploring aspect of video game play such as learning and civic engagements. Each session was video recorded and coded using You Tube annotation tools. Focusing on intertextuality as an organizing construct, the chapter reports on five themes that emerged that were then used to help explore the use of video games as teaching tool in a grade 11 Language Arts class. A critical concept that emerged was the idea of complex intertextual literacy that frames and enables adolescents' engagement with video games.

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