Gaming Literacy: Rethinking Teaching and Learning in the Culturally Diverse Urban Classroom

To add a paper, Login.

Schools in culturally diverse urban areas can and should be capitalizing on the linguistic wealth their local communities offer and the digital practices encouraged by popular culture to prepare students for a globally connected world. The educational agenda in Ontario, however, does the reverse, reshaping children's home and community repertoires towards a paper and pencil linguistic monoculture that will respond positively to test mechanisms. At Joyce Public School in Northwestern Toronto, our teacher-researcher consortium has been experimenting with socially and culturally responsive literacy engagement by designing narrative projects that provide multiple "access points" to knowledge and learning for students. Projects situate children's creative and productive capabilities within a curriculum that is both grassroots and "user generated": students creatively design narratives through ludic approaches that re-make and re-mean for them. This paper describes our current entry into creating gaming formats for narrative learning utilizing community languages.

Keywords: Multimodal Literacies, Gaming, Elementary Education, Collaborative Research, Multilingualism, Narratives
Stream: Literacy, Language, Multiliteracies; Languages Education and Second Language Learning
Presentation Type: Paper Presentation in English
Paper: A paper has not yet been submitted.

Dr. Heather Lotherington

Professor, Faculty of Education, York University
Toronto, Ontario, Canada

Heather Lotherington is Professor of Multilingual Education at York University in Toronto. Her research focuses on the study of multimodal literacies; she has been working with teachers at Joyce Public School to create digitally mediated linguistically inclusive narratives since 2003. She can be reached at: Her website is:

Dr. Jennifer Jenson

Associate Professor, Faculty of Education, York University
Toronto, Ontario, Canada

Ref: L09P1371