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Engendering Multiliteracies Using Digital Games and Digital Literature: Towards a Pedagogical Framework

Engendering Multiliteracies Using Digital Games and Digital Literature: Towards a Pedagogical Framework

Nolan Bazinet
Copyright: © 2020 |Pages: 21
ISBN13: 9781799820154|ISBN10: 1799820157|ISBN13 Softcover: 9781799820161|EISBN13: 9781799820178
DOI: 10.4018/978-1-7998-2015-4.ch003
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MLA

Bazinet, Nolan. "Engendering Multiliteracies Using Digital Games and Digital Literature: Towards a Pedagogical Framework." Global Perspectives on Gameful and Playful Teaching and Learning, edited by Matthew Farber, IGI Global, 2020, pp. 57-77. https://doi.org/10.4018/978-1-7998-2015-4.ch003

APA

Bazinet, N. (2020). Engendering Multiliteracies Using Digital Games and Digital Literature: Towards a Pedagogical Framework. In M. Farber (Ed.), Global Perspectives on Gameful and Playful Teaching and Learning (pp. 57-77). IGI Global. https://doi.org/10.4018/978-1-7998-2015-4.ch003

Chicago

Bazinet, Nolan. "Engendering Multiliteracies Using Digital Games and Digital Literature: Towards a Pedagogical Framework." In Global Perspectives on Gameful and Playful Teaching and Learning, edited by Matthew Farber, 57-77. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-2015-4.ch003

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Abstract

Recent calls for critical education in regards to social and digital media argue for the importance of 21st century media and literacy skills (Butler, 2017; Storksdieck, 2016). These calls join a chorus of academics who have long been calling for the importance of multiliteracy development in education (Cope & Kalantzis, 2000; Lankshear & Knobel, 2011; New London Group, 1996). In searching for texts that may facilitate multiliteracy development, digital games has emerged as an option in formal education, given the complex critical thinking, learning, and literacy practices they can afford (Beavis, O'Mara, & McNeice, 2012; Gee, 2007; Squire, 2008; Steinkhueler, 2010). The chapter explores the multiliterate affordances when using digital literature and digital games at an English language college in Quebec. Results show that the implications of using digital games to engender multiliteracy development are substantive.

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