‘Redstone is like electricity’: Children’s performative representations in and around<i>Minecraft</i>

Dezuanni, Michael; O’Mara, Joanne; Beavis, Catherine

doi:10.1177/2042753014568176

Cited by 50 publications

(41 citation statements)

References 16 publications

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“…This is supported in recent work, where identity, learning and literacy are regarded as complex entities (Beavis et al, 2017). Girls have been shown to "bring themselves into being" through talk and producing digital content in Minecraft (Dezuanni, O'Mara, & Beavis, 2015). These findings reveal the complex relationships between identity, learning, authority and performativity, in the social processes of play (Dezuanni et al, 2015).…”

Section: Children's Experiences Of Participating In Digital Communitiesmentioning

confidence: 92%

Children’s shared experiences of participatingin digital communities

Wernholm

2019

NJDL

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The aim of this study is to gain knowledge about children's participation in digital communities and to develop a model that can be used as a tool for practitioners. The research question guiding the study is: What kind of participation emerges from children's shared experiences when engaging in digital communities? Lave and Wenger's theory about communities of practice, and their notion of legitimate peripheral participation, are used. The data consist of nine individual interviews with children. Through nexus analysis, four different kinds of participation are identified: friendship-driven, interest-driven, knowledge-driven and performance-driven. The study generates an empirical model that can be used for interpreting and understanding children's participation. The main findings are significant aspects of participation, linked to friendship, the connection between digital cultures, learning, literacy, identity and performativity, democratic implications and practices in constant change.

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Section: Children's Experiences Of Participating In Digital Communitiesmentioning

confidence: 92%

Children’s shared experiences of participatingin digital communities

Wernholm

2019

NJDL

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“…The Web 2.0 movement has greatly expanded the online space for social encounters, leading educators to explore social affordances on various social media platforms (Greenhow & Robelia, 2009;Lewis, Pea, & Rosen, 2010). Gaming environments and virtual worlds such as Civilization and Minecraft are also harnessed to support rich modalities of social learning (e.g., Dezuanni, O'Mara, & Beavis, 2015).…”

Section: Literature Review 21 Social Participation In Online Discussmentioning

confidence: 99%

It is about timing: Network prestige in asynchronous online discussions

Chen

Huang

2019

Computer Assisted Learning

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Asynchronous online discussions are broadly used to support social learning. This paper reports on an undergraduate class's online discussion activities over one semester. Applying Social Network Analysis, this study revealed a participation gap among students reflected by their varied levels of network prestige. The low-prestige group initiated equivalent volumes of interactions but were less reciprocated. In-depth analysis found the high-prestige group also advantageous in other network measures such as closeness centrality and eigenvector centrality, as well as the strength, persistence, and reciprocity of their ties. To probe potential explanations of the revealed gap, we further contrasted post content and posting behaviors between two groups. Results did not identify any significant differences in post content but found low-prestige students' participation less timely and more temporally compressed. This paper calls for attention to the participation gap in online discussions, micro-level temporal patterns of student activities, and practical means to scaffold student participation in asynchronous online discussions.

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“…Similarly, when investigating collaboration in Minecraft, Burnett and Bailey () acknowledged how improvisations included “affective intensities” (Leander & Boldt, , p. 36) as players interacted with material resources (e.g., objects) and immaterial resources (e.g., their memories). Further, highlighting the pleasure in being social in Minecraft, Dezuanni, O'Mara, and Beavis () featured data that also revealed fear, as one participant “hate[d] the skeletons and creepers…you never know when they're hiding” (p. 157). In other words, researchers already have begun to identify ways that Minecraft players are experiencing emotion connected to their game play and the game world.…”

Section: The “Mine” In Minecraftmentioning

confidence: 99%

Emotionally Crafted Experiences: Layering Literacies in Minecraft

Abrams¹

2016

Read Teach

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Digital literacies play a foundational role in the rhythm and pattern of our lives, yet debates continue about how to harness them for educational purposes. In an effort to humanize digital literacies, this column provides a venue for research and practical applications that depict technology use as part of the fabric of being human. This particular article, “Emotionally Crafted Experiences: Layering Literacies in Minecraft,” focuses on the ways that emotion transcends the screen and helps students layer their meaning making. As such, the Digital Literacy column will help educators reconceptualize the ways that children learn with technology, media, and new communication systems. It honors educator success stories and burning questions and issues, and it reimagines literacy futures.

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‘Redstone is like electricity’: Children’s performative representations in and aroundMinecraft

Cited by 50 publications

References 16 publications

Children’s shared experiences of participatingin digital communities

Children’s shared experiences of participatingin digital communities

It is about timing: Network prestige in asynchronous online discussions

Emotionally Crafted Experiences: Layering Literacies in Minecraft

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