Literacy in virtual worlds
Literacy in virtual worlds
复制标题
虚拟世界中的识字
DOI：
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
Guy Merchant
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文献类型：
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作者：
Guy Merchant
将新的数字素养引入课堂环境是一项重要而具有挑战性的任务，也是政策制定者和教育工作者所鼓励的任务。本文借鉴了一个3D虚拟世界的案例研究，旨在吸引和激励小学生在一个身临其境的和识字丰富的在线体验。规划决策，早期实验和经验的化身互动进行了探讨。使用现场笔记，在世界上的采访和观察，我分析学生和教师的观点，使用数字扫盲及其与传统的课堂识字程序的关系，并使用这些来跟踪这种工作的潜在性和固有的破坏性。本文提出了更广泛地认识技术在扫盲中的作用，并建议教师需要时间进行实验和专业发展，如果他们要适当地应对新的数字扫盲在课堂上。
Introducing new digital literacies into classroom settings is an important and challenging task, and one that is encouraged by both policy-makers and educators. This paper draws on a case study of a 3D virtual world which aimed to engage and motivate primary school children in an immersive and literacy-rich on-line experience. Planning decisions, early experimentation and the experience of avatar interaction are explored. Using field notes, in-world interviews and observations I analyse pupil and teacher perspectives on the use of digital literacy and its relationship to conventional classroom literacy routines, and use these to trace the potential and inherently disruptive nature of such work. The paper makes the case for a wider recognition of the role of technology in literacy and suggests that teachers need time for experimentation and professional development if they are to respond appropriately to new digital literacies in the classroom.