| Zdroj: |
Bremholm, J & Brok, L S 2018, ' Understanding game-based literacy practices in a school context : Outline for a theoretical framework ', ARLE Special Interest Group: Digital Technology and Literacy Education, Methoci, Greece, 04/07/2018-08/07/2018 . |
| Popis: |
In this paper, we propose to present a theoretical framework for understanding and describing literacy practices in classrooms that have adopted a game-based pedagogy.This framework, which is currently under development, is part of the qualitative strand of the research project Game-Based Learning in the 21st Century (GBL21), a five years large-scale intervention project launched in December 2017. The overall aim is to explore how and to what degree students develop 21st century skills through a game-based pedagogy in different school subjects.The GBL21 project is based on a mixed methods methodology, and the interventions will be carried out at 20 schools in Denmark and will consist of 4 specially designed game-based units in each of the subjects Danish (as L1), mathematics, and science in both 5th and 7th grade. Games include digital as well as analogue games, and we understand game-based learning as relating to the process of designing games, exploring game worlds, and reflecting on game activities in an educational context. The purpose of the qualitative strand is to explore how the game-based learning activities influence the literacy practices in the different classrooms. This includes aspects such as: connections between game-based literacy practices and the 21st century skills, connections between the 21st century skills and the disciplinary literacies and skills in the three subjects in question, similarities and differences between the game-based literacy practices in the different subjects and the different grades, and the positioning and engagement of the students in the game-based learning environments. The qualitative data collection includes classroom observations, collection of student assignments, and interviews with students and teachers. The theoretical framework is needed to inform and direct the qualitative data collection and to guide the subsequent analytical process. We plan to develop a theoretical framework since we have not been able to find an existing framework that is fitting for our purpose, which is probable due to the fact that literacy research and gaming research up till now have been largely separate fields of research. In short, the theoretical framework should be able to capture both the continuity and the discontinuity of the game-based literacy practices vis-à-vis traditional disciplinary literacy practices. This criterion relates to our hypothesis that the game-based literacy practices will connect to and support the existing literacy practices in the subjects as well as disrupt and expand these same practices. At this preliminary stage, we envisage to construct the theoretical framework by combining and integrating different theoretical perspectives, such as new literacy studies (1), disciplinary literacy theory (2), social semiotics (3), actor-network theory (4), and theories on gaming literacy (5).At the seminar, we propose to present a preliminary version of the framework. |
