Abstract
This article explores how research conducted in the emerging discipline of Game Studies may be used to develop tools for teaching videogames in the English and Literacy classroom. The article argues, by drawing on the debate between 'narratologists' and 'ludologists' that acknowledging and marking out the key differences between videogame play and the 'reading' or 'consumption' of other media texts is integral to the successful uptake and development of videogame-based and videogame-centred curriculum.
| Original language | English |
|---|---|
| Pages (from-to) | 12-23 |
| Journal | Australian Journal of Language and Literacy |
| Volume | 33 |
| Issue number | 1 |
| Publication status | Published - 2010 |
Keywords
- Creative Arts, Media and Communication Curriculum and Pedagogy
- Communication Technology and Digital Media Studies
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