Pub Date : 2022-12-17DOI: 10.21248/l1esll.2022.22.1.494
P. Myren-Svelstad, Ruth Gruters
The role and importance of imaginative literature in L1 education is a topic of continuous debate. In Norway, working with imaginative literature in several genres, and from various linguistic origins, is only one of several components in the L1 subject. In this article, we present the results of a survey aiming to investigate what literature can and should do in school, according to teachers. Using a qualitative hermeneutic content analysis, we analyze and categorize the survey results. We are guided by an affirmative approach to teachers’ competences, discussing the extent to which respondents demonstrate subject matter content knowledge. Our analysis enables us to isolate eight categories of justification, many of which show significant overlap with central tenets in literary theory, the curriculum, and L1 scholarship. However, we also find indications that critical literacy is undervalued. Furthermore, the Norwegian curriculum arguably motivates an instrumental use of literature as a way of developing general literacy or adding perspectives to topics addressed in other subjects. We propose visualizing the justifications teachers express in a model taking into account two dimensions: 1) whether they imply a primary focus on the text, the reader, or the context including the author; and 2) whether their goal is benefitting the student (e.g., in terms of skills) or promoting societal change. This model is intended to provide a flexible typology which literary educators at any level can use in order to critically assess their practice.
{"title":"JUSTIFICATIONS FOR TEACHING LITERATURE","authors":"P. Myren-Svelstad, Ruth Gruters","doi":"10.21248/l1esll.2022.22.1.494","DOIUrl":"https://doi.org/10.21248/l1esll.2022.22.1.494","url":null,"abstract":"The role and importance of imaginative literature in L1 education is a topic of continuous debate. In Norway, working with imaginative literature in several genres, and from various linguistic origins, is only one of several components in the L1 subject. In this article, we present the results of a survey aiming to investigate what literature can and should do in school, according to teachers. Using a qualitative hermeneutic content analysis, we analyze and categorize the survey results. We are guided by an affirmative approach to teachers’ competences, discussing the extent to which respondents demonstrate subject matter content knowledge. \u0000Our analysis enables us to isolate eight categories of justification, many of which show significant overlap with central tenets in literary theory, the curriculum, and L1 scholarship. However, we also find indications that critical literacy is undervalued. Furthermore, the Norwegian curriculum arguably motivates an instrumental use of literature as a way of developing general literacy or adding perspectives to topics addressed in other subjects. \u0000We propose visualizing the justifications teachers express in a model taking into account two dimensions: 1) whether they imply a primary focus on the text, the reader, or the context including the author; and 2) whether their goal is benefitting the student (e.g., in terms of skills) or promoting societal change. This model is intended to provide a flexible typology which literary educators at any level can use in order to critically assess their practice.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"83 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76121094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-30DOI: 10.21248/l1esll.2022.22.1.456
Yael Segev, Orna Levin
Studying literature online has become common in teacher-education colleges since the increase of online learning in the higher education arena. The aim of this study was to identify the primary components of online literature lessons as perceived by preservice teachers (PSTs). Using a qualitative, multiple case study approach, data from a heterogeneous population of 90 PSTs attending three Israeli teacher-education colleges were retrieved, using discussions, questionnaires, and interviews. Thematic-cognitive data analysis yielded three major themes related to technological aspects, teachers’ knowledge, and PSTs' subjective experiences of an online literature lesson. Based on these findings, a theoretical model was constructed for developing guidelines for teaching literature online. Given that there is no existing framework for conducting literature lessons online, this study contributes to the literature by extending the resources available for understanding and researching pedagogical content knowledge (PCK) for teaching literature.
{"title":"THE ONLINE STUDY OF LITERATURE IN ISRAELI TEACHER-EDUCATION COLLEGES: FRAMEWORK AND GUIDELINES","authors":"Yael Segev, Orna Levin","doi":"10.21248/l1esll.2022.22.1.456","DOIUrl":"https://doi.org/10.21248/l1esll.2022.22.1.456","url":null,"abstract":"Studying literature online has become common in teacher-education colleges since the increase of online learning in the higher education arena. The aim of this study was to identify the primary components of online literature lessons as perceived by preservice teachers (PSTs). Using a qualitative, multiple case study approach, data from a heterogeneous population of 90 PSTs attending three Israeli teacher-education colleges were retrieved, using discussions, questionnaires, and interviews. Thematic-cognitive data analysis yielded three major themes related to technological aspects, teachers’ knowledge, and PSTs' subjective experiences of an online literature lesson. Based on these findings, a theoretical model was constructed for developing guidelines for teaching literature online. Given that there is no existing framework for conducting literature lessons online, this study contributes to the literature by extending the resources available for understanding and researching pedagogical content knowledge (PCK) for teaching literature.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"19 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84530751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-30DOI: 10.21248/l1esll.2022.22.1.375
Esty Teomim-Ben Menachem, I. Elkad-Lehman
This study deals with a learning encounter in a havruta (pair) setting of teachers of public elementary schools in Israel with an ancient legend (Aggadah) drawn from sixth-century Jewish culture. The objective of this study is to examine the teacher’s attitude to the text through a study of the dialogue created in the encounter with the text in the havruta setting. Participants in the study included two groups of mostly women teachers of Hebrew language (L-1): 15 teachers in Group 1, and 14 teachers in Group 2. The groups came from two large and demographically different cities in Israel. The teachers were asked to study the story in pairs and to consider its suitability for teaching in their class. After the legend was studied, semi-structured in-depth interviews were conducted with the teachers. The study corpus included 12 recordings of havruta learning, nine semi-structured interviews and ten lesson plans for teaching the legend in the class. The findings of the study point to different attitudes to the teaching of the text in the class between the groups and to differences in the perception of the relevance of the text for the teachers themselves and for their students. The discussion is based on the definition of relevance (Sperber & Wilson, 1995; Dascal, 1977) as a relative function of efficiency: the maximum contexts and meaning that the listener can extract with minimum effort. This definition explains the sense of relevance or irrelevance of the text as perceived by the participants in the study.
{"title":"How relevant is it? Public Elementary School Teachers Encounter Ancient Jewish Texts","authors":"Esty Teomim-Ben Menachem, I. Elkad-Lehman","doi":"10.21248/l1esll.2022.22.1.375","DOIUrl":"https://doi.org/10.21248/l1esll.2022.22.1.375","url":null,"abstract":"This study deals with a learning encounter in a havruta (pair) setting of teachers of public elementary schools in Israel with an ancient legend (Aggadah) drawn from sixth-century Jewish culture. The objective of this study is to examine the teacher’s attitude to the text through a study of the dialogue created in the encounter with the text in the havruta setting. Participants in the study included two groups of mostly women teachers of Hebrew language (L-1): 15 teachers in Group 1, and 14 teachers in Group 2. The groups came from two large and demographically different cities in Israel. The teachers were asked to study the story in pairs and to consider its suitability for teaching in their class. After the legend was studied, semi-structured in-depth interviews were conducted with the teachers. The study corpus included 12 recordings of havruta learning, nine semi-structured interviews and ten lesson plans for teaching the legend in the class. The findings of the study point to different attitudes to the teaching of the text in the class between the groups and to differences in the perception of the relevance of the text for the teachers themselves and for their students. The discussion is based on the definition of relevance (Sperber & Wilson, 1995; Dascal, 1977) as a relative function of efficiency: the maximum contexts and meaning that the listener can extract with minimum effort. This definition explains the sense of relevance or irrelevance of the text as perceived by the participants in the study.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"96 9 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89852416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-25DOI: 10.21248/l1esll.2022.22.1.406
Jana Segi Lukavská, Anežka Kuzmičová
L1 literacy instruction in Czechia largely relies on reading anthologies, i.e., textbooks containing short excerpts of literary texts from the 19th to 21st century. Focusing on current Year 3 anthologies (N = 13), we have developed a simple, scalable and transferable analytical procedure examining what types of characters (male, female, animal, other) are represented in the narratives included (N = 530), what experience dimensions (cognition, emotions, bodily engagement) these characters are attributed, and on what levels of complexity. We found that female characters overall are strongly underrepresented in the anthologies, including excerpts from the most recent children’s literature which is predominantly authored by women. Further, female characters show lower complexity than male characters in emotions, bodily engagement, and especially cognition. In a concluding case study of one particular text, we demonstrate how even excerpts with relatively complex characters of both genders may tend to perpetuate deeper imbalances. Our approach provides an experientially nuanced alternative to traditional content analysis yet its more basic steps remain easy to use for practitioners in selecting literary texts for teaching. It can be applied in research anywhere but also in designing classroom activities exploring diversity in stories, whether the focus is gender, ethnicity, or other.
{"title":"Complex characters of many kinds?","authors":"Jana Segi Lukavská, Anežka Kuzmičová","doi":"10.21248/l1esll.2022.22.1.406","DOIUrl":"https://doi.org/10.21248/l1esll.2022.22.1.406","url":null,"abstract":"L1 literacy instruction in Czechia largely relies on reading anthologies, i.e., textbooks containing short excerpts of literary texts from the 19th to 21st century. Focusing on current Year 3 anthologies (N = 13), we have developed a simple, scalable and transferable analytical procedure examining what types of characters (male, female, animal, other) are represented in the narratives included (N = 530), what experience dimensions (cognition, emotions, bodily engagement) these characters are attributed, and on what levels of complexity. We found that female characters overall are strongly underrepresented in the anthologies, including excerpts from the most recent children’s literature which is predominantly authored by women. Further, female characters show lower complexity than male characters in emotions, bodily engagement, and especially cognition. In a concluding case study of one particular text, we demonstrate how even excerpts with relatively complex characters of both genders may tend to perpetuate deeper imbalances. Our approach provides an experientially nuanced alternative to traditional content analysis yet its more basic steps remain easy to use for practitioners in selecting literary texts for teaching. It can be applied in research anywhere but also in designing classroom activities exploring diversity in stories, whether the focus is gender, ethnicity, or other.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79913472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-02DOI: 10.21248/l1esll.2022.22.1.389
Yongyan Li, Qianshan Chen, Meng Ge, Simon Wang
In L1 writing instruction, imitation pedagogy is potentially practiced in different parts of the world, yet there has been very little communication among practitioners and researchers on this topic. In the study to be reported in this paper, we aimed to answer the question “How is imitation recommended as a writing pedagogy in a sample of books on Chinese L1 composition?” Discussions of how to use imitation as a writing pedagogy were extracted from a sample of 41 books on Chinese L1 composition to form a dataset of 68,700 Chinese characters. Qualitative content analysis was applied to the dataset in NVivo 12 using a data-driven approach and resulted in a coding structure. In the paper we focus on elaborating two dimensions of our coding structure that addressed the research question in a practical light: “Implementing the imitation pedagogy” and “Going beyond imitation to achieve innovation.” Our findings point to similarities between Chinese and Western practices in using imitation as a writing pedagogy, and highlight a distinction between imitation and plagiarism made in the dataset as well a range of strategies recommended for going beyond imitation to achieve innovation. It is hoped that our paper would contribute to exchanges on L1 writing education between China and the rest of the world.
{"title":"“The stone from another mountain can help to polish jade”","authors":"Yongyan Li, Qianshan Chen, Meng Ge, Simon Wang","doi":"10.21248/l1esll.2022.22.1.389","DOIUrl":"https://doi.org/10.21248/l1esll.2022.22.1.389","url":null,"abstract":"In L1 writing instruction, imitation pedagogy is potentially practiced in different parts of the world, yet there has been very little communication among practitioners and researchers on this topic. In the study to be reported in this paper, we aimed to answer the question “How is imitation recommended as a writing pedagogy in a sample of books on Chinese L1 composition?” Discussions of how to use imitation as a writing pedagogy were extracted from a sample of 41 books on Chinese L1 composition to form a dataset of 68,700 Chinese characters. Qualitative content analysis was applied to the dataset in NVivo 12 using a data-driven approach and resulted in a coding structure. In the paper we focus on elaborating two dimensions of our coding structure that addressed the research question in a practical light: “Implementing the imitation pedagogy” and “Going beyond imitation to achieve innovation.” Our findings point to similarities between Chinese and Western practices in using imitation as a writing pedagogy, and highlight a distinction between imitation and plagiarism made in the dataset as well a range of strategies recommended for going beyond imitation to achieve innovation. It is hoped that our paper would contribute to exchanges on L1 writing education between China and the rest of the world.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"21 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90583160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-13DOI: 10.21248/l1esll.2022.22.2.367
Elisavet Kiourti
The primary purpose of this ethnographic research is to explore what literacy practices unfold through and beyond gaming, how metagaming is conceptualized and how metagaming shapes the players' view and relation to their literacy practices with a particular focus on the first-person shooter Counter-Strike: Global Offensive (CS:GO). Data from this study were drawn from ethnographic research of four young males within and around CS:GO in the context of Cyprus. Findings indicate that players go through a cycle of layering literacies in order to evolve their metagaming. Metagaming is about creating fluid forms of optimal or unexpected tactics and strategies during game play that go beyond the rules of the game to counter the opponent(s) by using pre-existing, current, and new knowledge from past game plays, as well knowledge and information from online and offline literacy practices. These layered literacies are multidirectional, interest-based and are part of learning related to high-level making decisions. The results contribute to the body of literature suggesting ways videogames and more specifically metagaming, could support literacy in L1 classrooms.
{"title":"Layering literacies and metagaming in Counter Strike: Global Offensive","authors":"Elisavet Kiourti","doi":"10.21248/l1esll.2022.22.2.367","DOIUrl":"https://doi.org/10.21248/l1esll.2022.22.2.367","url":null,"abstract":"The primary purpose of this ethnographic research is to explore what literacy practices unfold through and beyond gaming, how metagaming is conceptualized and how metagaming shapes the players' view and relation to their literacy practices with a particular focus on the first-person shooter Counter-Strike: Global Offensive (CS:GO). Data from this study were drawn from ethnographic research of four young males within and around CS:GO in the context of Cyprus. Findings indicate that players go through a cycle of layering literacies in order to evolve their metagaming. Metagaming is about creating fluid forms of optimal or unexpected tactics and strategies during game play that go beyond the rules of the game to counter the opponent(s) by using pre-existing, current, and new knowledge from past game plays, as well knowledge and information from online and offline literacy practices. These layered literacies are multidirectional, interest-based and are part of learning related to high-level making decisions. The results contribute to the body of literature suggesting ways videogames and more specifically metagaming, could support literacy in L1 classrooms.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"82 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88240540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-13DOI: 10.21248/l1esll.2022.22.2.363
Thorkild Hanghøj, K. Kabel, S. Jensen
In this comparative systematic review, we analyse how the use of digital games inside and outside school settings might support primary and secondary students’ literacy and language learning in relation to first language (L1) and second language (L2) educational contexts. Our findings indicate widely different patterns from utilising diverse game aspects, theories, and research methodologies in relation to the two different subject areas, which show that they are less convergent than what often is suggested in research that compares the two subjects in a globalised world. The L1 studies indicate positive findings with mainly commercial games in relation to writing, multimodal production, critical literacy, and, partly, to reading. The L2 studies report positive findings with educational games in relation to the investigated language skills (vocabulary, reading, and writing), though with an increasing number of studies conducted in out-of-school settings examining commercial gaming practices. We discuss the findings from the two K-12 subjects using a cross-disciplinary perspective, and we suggest directions for future research.
{"title":"Digital games, literacy and language learning in L1 and L2","authors":"Thorkild Hanghøj, K. Kabel, S. Jensen","doi":"10.21248/l1esll.2022.22.2.363","DOIUrl":"https://doi.org/10.21248/l1esll.2022.22.2.363","url":null,"abstract":"In this comparative systematic review, we analyse how the use of digital games inside and outside school settings might support primary and secondary students’ literacy and language learning in relation to first language (L1) and second language (L2) educational contexts. Our findings indicate widely different patterns from utilising diverse game aspects, theories, and research methodologies in relation to the two different subject areas, which show that they are less convergent than what often is suggested in research that compares the two subjects in a globalised world. The L1 studies indicate positive findings with mainly commercial games in relation to writing, multimodal production, critical literacy, and, partly, to reading. The L2 studies report positive findings with educational games in relation to the investigated language skills (vocabulary, reading, and writing), though with an increasing number of studies conducted in out-of-school settings examining commercial gaming practices. We discuss the findings from the two K-12 subjects using a cross-disciplinary perspective, and we suggest directions for future research.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"410 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79855824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-13DOI: 10.21248/l1esll.2022.22.2.365
Hannah R. Gerber
This article explores a variety of literacy practices that exist with competitive esports, namely livestreaming, moderating/Mods, and VODs/VODcasting. Nearly two decades of research have indicated that videogaming provides rich experiences for developing multifarious and diverse literacy practices, but, to-date, little research examines the literacies born out of the rapidly growing and evolving videogaming market of esports. This study provides insight into the way a team functions to provide meaning-making experiences surrounding livestreaming, moderating, and VODcasting within the burgeoning esports culture. Drawing from a two-year snapshot of a larger five-year ethnographic examination of a competitive collegiate esports team, this study is guided by the theoretical perspective of distributed cognition. Data that inform this study stem from interviews, observations, and artifacts in both face-to-face and digital spaces. Findings indicate that the esports-related literacies of livestreaming, moderating, and VODs/VODcasting, transcend and overlap meaning-making experiences—in-the-moment and in reflectivity—suggesting that the role of the team is vital to the literacies found within the esports ecosystem.
{"title":"The literacies of a competitive esports team","authors":"Hannah R. Gerber","doi":"10.21248/l1esll.2022.22.2.365","DOIUrl":"https://doi.org/10.21248/l1esll.2022.22.2.365","url":null,"abstract":"This article explores a variety of literacy practices that exist with competitive esports, namely livestreaming, moderating/Mods, and VODs/VODcasting. Nearly two decades of research have indicated that videogaming provides rich experiences for developing multifarious and diverse literacy practices, but, to-date, little research examines the literacies born out of the rapidly growing and evolving videogaming market of esports. This study provides insight into the way a team functions to provide meaning-making experiences surrounding livestreaming, moderating, and VODcasting within the burgeoning esports culture. Drawing from a two-year snapshot of a larger five-year ethnographic examination of a competitive collegiate esports team, this study is guided by the theoretical perspective of distributed cognition. Data that inform this study stem from interviews, observations, and artifacts in both face-to-face and digital spaces. Findings indicate that the esports-related literacies of livestreaming, moderating, and VODs/VODcasting, transcend and overlap meaning-making experiences—in-the-moment and in reflectivity—suggesting that the role of the team is vital to the literacies found within the esports ecosystem.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"24 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85066852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-13DOI: 10.21248/l1esll.2022.22.2.370
Alexander Bacalja
This paper reviews research into the use of digital games in the L1 English classroom. It deals specifically with qualitative case study research investigating the potentialities of these new social, cultural and textual forms. The aim is to provide a critical review of the research to identify how teachers have been using these new forms of meaning making and to explore the literate practices associated with the study of digital games in the English classroom, as well as the games selected and the forms of classroom play utilised. Analysis of the 16 studies which met the inclusion criteria reveals that digital game literacies present opportunities for meeting the historical imperatives of English teaching, but also for providing new ways of thinking about how we support students to know themselves and the world. Connecting with students’ lifeworlds, developing traditional and contemporary skills, questioning representations within texts, and supporting the aesthetic dimension of textual experience, were reported to be important outcomes that could be achieved through learning about digital games in English.
{"title":"A critical review of digital game literacies in the English classroom","authors":"Alexander Bacalja","doi":"10.21248/l1esll.2022.22.2.370","DOIUrl":"https://doi.org/10.21248/l1esll.2022.22.2.370","url":null,"abstract":"This paper reviews research into the use of digital games in the L1 English classroom. It deals specifically with qualitative case study research investigating the potentialities of these new social, cultural and textual forms. The aim is to provide a critical review of the research to identify how teachers have been using these new forms of meaning making and to explore the literate practices associated with the study of digital games in the English classroom, as well as the games selected and the forms of classroom play utilised. Analysis of the 16 studies which met the inclusion criteria reveals that digital game literacies present opportunities for meeting the historical imperatives of English teaching, but also for providing new ways of thinking about how we support students to know themselves and the world. Connecting with students’ lifeworlds, developing traditional and contemporary skills, questioning representations within texts, and supporting the aesthetic dimension of textual experience, were reported to be important outcomes that could be achieved through learning about digital games in English.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"29 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79230681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-13DOI: 10.21248/l1esll.2022.22.2.368
S. Abrams
This article features data from a larger, ongoing eight-year study involving game-informed learning in public high school math classes in the Northeastern United States. More specifically, the focus on cooperative competition and assessment reveals how specific principles of gaming, namely discovery, reflexivity, contextual understanding, and sharing, can support the development of students’ literacies and numeracies. Furthermore, this article addresses how game-informed teaching and learning can be applied to L1 classroom.
{"title":"Game-informed meaning making in U.S. math class","authors":"S. Abrams","doi":"10.21248/l1esll.2022.22.2.368","DOIUrl":"https://doi.org/10.21248/l1esll.2022.22.2.368","url":null,"abstract":"This article features data from a larger, ongoing eight-year study involving game-informed learning in public high school math classes in the Northeastern United States. More specifically, the focus on cooperative competition and assessment reveals how specific principles of gaming, namely discovery, reflexivity, contextual understanding, and sharing, can support the development of students’ literacies and numeracies. Furthermore, this article addresses how game-informed teaching and learning can be applied to L1 classroom.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":"15 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90562415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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