This article shares research facilitated by a multinational technology provider, converging mobile networked technology (tablets) used across school and home, a technology enhanced community 'third space' providing workshops for students aged 6-9 with their parents/carers. The approach taken avoids the instrumental measurement of functional digital literacy competences, but instead seeks to negotiate a more nuanced and complex understanding of the 'uses of literacy ' [from Hoggart, R. 1957
Media consumption and video gameplay can contribute to a sedentary lifestyle. Nevertheless, video games may have the potential to actually enhance children's physical activity. Objective: To explore the potential of video games to contribute to children's health and physical activity. Study Group: Twelve British children (seven female, five male) aged 8-11 years. Methods: Th children participated in daily video-game play during school lunch times for one week. Focus group interviews were employed, pre and post the game play week, to examine children's perceptions of video games in relation to physical activity and health. Physical activity was assessed during all game play periods using pedometry and heart rate monitoring. Results: Pre the game play period, all children reported that video games had a negative impact on health and physical activity. Post game play, children reported that active video gameplay was an attractive alternative to traditional forms of physical activity that might be more attractive to nonexercisers. The results during the gameplay period revealed that boys and girls accumulated 10% and 11% of the recommended number of steps/day for health and also engaged in an average of 11 minutes (or 46% of the monitoring period) sustained moderate to vigorous physical activity through active video gaming each day. Conclusions: Although video games have traditionally been regarded as a negative influence on children's physical activity, active video games may provide a viable alternative to traditional physical activity. Even a short duration of daily active video-game play can contribute significantly to children achieving the recommended daily volume of physical activity.
This article presents the outcomes of research, funded by the Arts and Humanities Research Council in England and informed by work in the fields of new literacy research, gaming studies and the socio-cultural framing of education, for which the videogame L. A. Noire was studied within the orthodox framing of the English literature curriculum at A level (pre-university) and undergraduate (degree level) in the United Kingdom. A mixed methods approach was adopted. Firstly, students contributed to a gameplay blog requiring them to discuss their in-game experience through the 'language game' of English literature, culminating in answering a question constructed with the idioms of the subject's set text 'final examination'. Secondly, students taught their teachers to play L. A. Noire, with free choice over the context for this collaboration. Thirdly, participants returned to traditional roles to work through a set of study materials, designed to reproduce the conventions of the 'study guide' for literature education. Fourthly, interviews were conducted after each phase. The interviews informed a redrafting of the study materials, which are now available online for teachers. In the act of inserting the study of L. A. Noire into the English literature curriculum as currently framed, this research raises epistemological questions about 'subject identity', and the implications for digital transformations of texts for ideas about cultural value in schooled literacy and also the politics of 'expertise' in pedagogic relations.
This article combines research results from a range of projects with two consistent themes. Firstly, we explore the potential for curation to offer a productive metaphor for the convergence of digital media learning across and between home / lifeworld and formal educational / systemworld spaces -or between the public and private spheres. Secondly, we draw conclusions from these projects to argue that the acceptance of transmedia literacy practices as a cite for rich educational work -in media education and related areas -can only succeed if matched by a convergence of a more porous educator-student expertise.In 1990, in the conclusion to his edited collection 'Watching Media Learning', David Buckingham offered the following rationale for media education pedagogy:Questions about subjectivity, about students' sense of their own identity, are inextricable from the ways in which they read and use media… We need to provide opportunities for students to explore their emotional investments in the media in their own terms, rather than attempting to replace these by rigorous 'rational' analysis (1990: 224).More than twenty years on, and firmly into the 'digital age', these questions remain and the need for appropriate pedagogic strategies is, we argue, unresolved. Indeed, the proliferation of media learning and exchange outside of the classroom, enabled at least partly by the internet and social media, obliges us to return to the same (unanswered) questions about reflexive, critical articulations of mediated 'pleasure' in media education that Buckingham et al posed in the previous century and for the analogue age.The article firstly sets out the various connected strands of this model, substantiated with research evidence. Secondly, this framework will be exemplified in a number of practical and applicable pedagogic strategies, elaborating and building on ideas expressed so far in 'manifesto' form Wardle, 2012, 2013), spanning the ages and stages, spaces and places of contemporary (digital) media education.
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