Unpacking FIFA play as text and action in literacy practices in and out of school
Unpacking FIFA play as text and action in literacy practices in and out of school
复制标题
将 FIFA 比赛解读为校内校外扫盲实践中的文本和行动
DOI：
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
Kenneth Silseth
中科院分区：
文献类型：
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作者：
Øystein Gilje;Kenneth Silseth
摘要在这篇文章中，我们使用一个游戏和识字的模型来探索一个FIFA游戏玩家如何在不同的环境中工作。在此之前，这一模式已被用于解决电脑和视频游戏在英语学科识字教学中的作用。在这篇文章中，我们将联合收割机这个模型与学习生活的观点结合起来，这种观点建立在跟随学习者跨越广泛背景的想法之上。研究结果说明了一个学习者是如何能够研究一个特定的主题，建立一个令人信服的论点，并从一个来源的知识转移到另一个关键的方式。游戏及其文化和游戏周围世界的知识在游戏玩家的校外识字实践中很普遍，当我们的参与者在学校的特定任务中利用这些知识时，这一点就表现出来了。
ABSTRACT In this article, we use a model for games and literacy to explore how one FIFA gamer worked across contexts. Previously, this model has been used to address the role of computer and video games in the teaching of literacy in the subject of English. In the current article, we combine this model with a learning lives perspective, which builds on the idea of following the learner across a wide range of contexts. The findings illustrate how one learner is able to research a specific topic, build a convincing argument for it and transfer knowledge from one source to another in a critical way. The knowledge of a game and its culture and the world around the game is prevalent in a gamer’s literacy practices out of school, and this is shown when our participant draws upon this knowledge in literacy practices for specific tasks in school.