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Toward a Theory of Game-Media Literacy: Playing and Building as Reading and Writing
Abstract
This paper discusses varied ideas on games, learning, and digital literacy for 21st-century education as theorized and practiced by the author and James Paul Gee, and their colleagues. With attention to games as means for learning, the author links Gee’s theories to the learning sciences tradition (particularly those of the MIT Constructionists) and extending game media literacy to encompass “writing” (producing) as well as “reading” (playing) games. If game-playing is like reading and game-making is like writing, then we must introduce learners to both from a young age. The imagining and writing of web-games fosters the development of many essential skill-sets needed for creativity and innovation, providing an appealing new way for a global computing education, STEM education, for closing achievement gaps. Gee and the author reveal a shared aim to encourage researchers and theorists, as well as policymakers, to investigate gaming with regard to epistemology and cognition.
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