Welcome to the InfoSci Platform
Game Design as Literacy-First Activity: Digital Tools With/In Literacy Instruction

Game Design as Literacy-First Activity: Digital Tools With/In Literacy Instruction

Fawn Canady, Ed Nagelhout
Copyright: © 2023 |Pages: 23
ISBN13: 9781668475898|ISBN10: 1668475898|EISBN13: 9781668475904
DOI: 10.4018/978-1-6684-7589-8.ch043
Cite Chapter Cite Chapter

MLA

Canady, Fawn, and Ed Nagelhout. "Game Design as Literacy-First Activity: Digital Tools With/In Literacy Instruction." Research Anthology on Game Design, Development, Usage, and Social Impact, edited by Information Resources Management Association, IGI Global, 2023, pp. 891-913. https://doi.org/10.4018/978-1-6684-7589-8.ch043

APA

Canady, F. & Nagelhout, E. (2023). Game Design as Literacy-First Activity: Digital Tools With/In Literacy Instruction. In I. Management Association (Ed.), Research Anthology on Game Design, Development, Usage, and Social Impact (pp. 891-913). IGI Global. https://doi.org/10.4018/978-1-6684-7589-8.ch043

Chicago

Canady, Fawn, and Ed Nagelhout. "Game Design as Literacy-First Activity: Digital Tools With/In Literacy Instruction." In Research Anthology on Game Design, Development, Usage, and Social Impact, edited by Information Resources Management Association, 891-913. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-7589-8.ch043

Export Reference

Mendeley
Favorite

Abstract

This chapter explores pedagogical goals and classroom practices for literacy instruction with/in a digital learning environment that extends beyond the classroom. To do this, the authors developed a process for literate practices illustrated through game design. Game design is one example of a disciplinary activity that masks the complexity of writing yet provides teachers with opportunities to make visible the writing practices and genres inherent in all disciplines. Game developers are writers and game development is a ‘literacy-first' activity, a process that underscores the complex and considered choices authors or designers make in specific rhetorical contexts. Pedagogical goals and classroom practices at all levels of literacy education must encourage greater collaboration, privilege informal and situated learning, and promote decision-making, student self-monitoring, and lifelong learning. The chapter concludes by describing a project framework that can be adapted at all educational levels using game design as a model.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.