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Gaming lives in the twenty-first century : literate connections = / ed. Cyntia L. Selfe and Gail E. Hawisher; associate editor Derek Van Ittersum; foreword James Paul Gee

Secondary Author Selfe, Cyntia L.
Hawisher, Gail E.
Ittersum Derek Van
Gee, James Paul
Country Estados Unidos. Publication New York : Palgrave Macmillan, cop. 2007 Description 273 p. : ; 24 cm ISBN 978-1-4039-7220-0 CDU 371.333 681.135.2 794.08
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Monografia Biblioteca do Campus de Couros
BCC 371.333 - G Available 480619
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Enhanced descriptions from Syndetics:

This volume examines the claim that computer games can provide better literacy and learning environments than schools. Using case-studies in the US at the beginning of the twenty-first century and the words and observations of individual gamers, the book offers historical and cultural analyses of their literacy development, practices and values.

Table of contents provided by Syndetics

  • Foreword (p. ix)
  • Introduction: Gaming Lives in the Twenty-First Century (p. 1)
  • Part I Gaming and Literacy (p. 19)
  • 2 Transcultural Literacies of Gaming (p. 37)
  • 3 Lost (and Found) in Translation: Game Localization, Cultural Models, and Critical Literacy (p. 53)
  • 4 Gaming, Identity, and Literacy (p. 71)
  • Part II The Social Dimensions of Gaming (p. 91)
  • 6 Gaming, Agency, and Imagination: Locating Gaming within a Larger Constellation of Literacies (p. 121)
  • 8 Dungeons, Dragons, and Discretion: A Gateway to Gaming, Technology, and Literacy (p. 143)
  • 10 Taking Flight: Learning Differences Meet Gaming Literacies (p. 191)
  • 1 Computer Gaming as Literacy (p. 21)
  • 5 Narrative, Action, and Learning: The Stories of Myst (p. 93)
  • Interchapter II: What Some 20-Something Players Say about Gaming (p. 161)
  • Interchapter I: What Some Girls Say about Gaming (p. 88)
  • 7 Relationship Gaming and Identity: Stephanie and Josh (p. 133)
  • Part III Gaming and Difference (p. 165)
  • 9 "A Real Effect on the Gameplay": Computer Gaming, Sexuality, and Literacy (p. 167)
  • 11 Racing toward Representation: An Understanding of Racial Representation in Video Games (p. 203)
  • 13 Gender Matters: Literacy, Learning, and Gaming in One American Family (p. 229)
  • Afterword: The Return of the Player (p. 253)
  • List of Contributors (p. 261)
  • Index (p. 267)
  • Interchapter III: What Early Gamers Say about Gaming (p. 250)
  • 12 Portrait of a Gray Gamer: A Macro-Self Reading the Big Picture (p. 217)

Reviews provided by Syndetics


In this collection, Selfe (humanities, Ohio State Univ.) and Hawisher (English, Univ. of Illinois, Urbana-Champaign) offer a constructive perspective on the place (which many regard as destructive) that video gaming has in a literate and, ironically, digital world. The contributors are gamers as well as scholars, and they make fruitful and legitimate connections between video games and sanctioned literacy practices. They point out that gamers, not unlike literacy learners, must navigate, plan, organize, interact, and think through the play and rules of a game. Meaningful interactions make meaning, and video games can provide a venue to learn that context, adaptation, and interaction are vital components to literacy learning. Invaluable to those who teach, this volume will also be useful to anyone interested in gaming or in how gaming can offer productive strategies from which players become engaged learners. Summing Up: Recommended. All readers; all levels. A. C. Rosati Clarion University of Pennsylvania

Author notes provided by Syndetics

CYNTHIA L. SELFE is Humanities Distinguished Professor in the English Department at The Ohio State University, USA.

GAIL E. HAWISHER is University Distinguished Teacher/Scholar and Founding Director of the Center for Writing Studies at the University of Illinois, Urbana-Champaign, USA.

JAMES PAUL GEE has written the Foreword to this book. He is one of the most well-known professors of education in the United States. He teaches at the University of Wisconsin, Madison and is the author of several books, including What Video Games Have To Teach Us About Learning and Literacy (Palgrave Macmillan, 2004).

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