The first book chapter I wrote is now seeing the light of day. Hooray!
I received an email today from the editor of a book titled “Reformation: The Teaching and Learning of English in Electronic Environments,” published by Taiwanese publisher Bookman Books. I’m told the book should be available in the states in a few months’ time.
The discussion the editors gave to my article is great, so I’m reprinting it here as a bit of self-promotion. Shameless self-plugs for the win!
From Rich Matzen in the forward to the book:
“Weblogs or blogs are not the only web-based tools that receive computer and English literacy instructors’ attention. Alice Robison discusses James Paul Gee’s work on connecting today’s videogames to literacy learning and investigates the implications set out by ‘the growing empirical and theoretical research that interrelates videogames and pedagogy.’ As defined by Constance Steinkuehler (2005), literacy, ‘within the context of videogames, is not defined as a ‘coding’ or ‘skill-based’ process but rather ‘the ability to make sense out of semiotic systems that include a diversity of communication modes'” (p. 100). Robison’s ambitious intent is evident as she draws similarities between designing games and designing composition curriculum.
Based on her interviews and observations of more than a dozen videogame designers, Robison finds that videogames contain potential social meanings for players who follow the narrative and rule-bound system constructed by the game designer. Hence, she argues that “videogame designers are establishing opportunities for literate moments withing the context of a game’s space.” She sees videogame designers and literacy teachers as sharing a common goal: to make the activities–the writing of narrative structure of a game or of a paper–exciting and motivating. The social activity that may circle and affect the writing of a paper becomes similar to the social activity that circles and does affect the writing and the playing of a videogame. Robison believes that videogame designers are involved in teaching and encouraging players to write their own meanings into games; in a very literal sense, the players affect the writing of the game and create their own experiences within a game. Likewise, literacy teachers encourage students to connect their writings to real, personal, and social events.”