Catherine Beavis

Would the ‘real’ girl gamer please stand up? Gender, LAN cafés and the reformulation of the ‘girl’ gamer

Publisher: Informa UK Limited

Date: 11-2007

DOI: 10.1080/09540250701650615

Digital games in the museum: perspectives and priorities in videogame design

Publisher: Informa UK Limited

Date: 05-03-2021

DOI: 10.1080/17439884.2021.1896539

Literacy Education in the Age of New Media

Publisher: Wiley

Date: 05-03-2013

DOI: 10.1002/9781118323342.CH4

‘This Special Place’: Literature in Senior Forms in the 1990s

Publisher: Informa UK Limited

Date: 03-1995

DOI: 10.1111/J.1754-8845.1995.TB01134.X

Teacher learning and the everyday digital

Publisher: Springer Science and Business Media LLC

Date: 04-05-2020

DOI: 10.1007/S13384-019-00326-2

Literary English and the Challenge of Multimodality

Publisher: Informa UK Limited

Date: 09-2013

DOI: 10.1080/1358684X.2013.816527

New Literacies around the Globe

Publisher: Routledge

Date: 11-07-2014

DOI: 10.4324/9781315867311

A Model for Critical Games Literacy

Publisher: SAGE Publications

Date: 02-2013

DOI: 10.2304/ELEA.2013.10.1.1

Abstract: This article outlines a model for teaching both computer games and videogames in the classroom for teachers. The model illustrates the connections between in-game actions and youth gaming culture. The article explains how the out-of-school knowledge building, creation and collaboration that occurs in gaming and gaming culture has an impact on students' understanding of their own lifeworlds. The authors demonstrate how the development of curricula around and with games and gaming cultures can incorporate and capitalise on approaches to learning and collaboration, design and identity that students have developed in their own gaming practices.

Shifting landscapes of digital literacy

Publisher: Springer Science and Business Media LLC

Date: 08-2022

DOI: 10.1007/S44020-022-00019-X

Abstract: This paper explores how changing digital literacy practices in educational contexts require that we continually revisit conceptualisations of digital literacy education. We begin by analysing the positions taken by stakeholders who contribute to digital literacy discourses in Australia, exploring how competing interests produce effects which manifest in ways that differently consecrate social and cultural practice in the digital age. We advocate the need for pedagogic frameworks that support digital literacy education. Existing approaches tend to privilege the operationalisation of digital technology. By contrast, teaching is needed which focusses on meaning-making and creating. However, the ‘datafication of everyday life’ (Barassi, 2018, p.170) has included extraordinary interventions into schooling that have significant implications for teachers and students. We argue that preparing young people for digital citizenship must include a focus on critical digital literacies that are responsive to contemporary digital forces (e.g. platformatisation, artificial intelligence, edu-apps, algorithms) as well as those digital technologies that are yet to make their way into formal schooling.

Play, Creativity and Digital Cultures

Publisher: Routledge

Date: 21-08-2012

DOI: 10.4324/9780203888698

Affinity spaces and the situatedness of intercultural relations between international and domestic students in two Australian schools

Publisher: Informa UK Limited

Date: 28-03-2022

DOI: 10.1080/00131911.2022.2026892

International students in the first years of senior secondary schooling in Australia: Longing for belonging

Publisher: Elsevier BV

Date: 03-2021

DOI: 10.1016/J.IJEDUDEV.2020.102347

'Redstone is like electricity': Children's performative representations in and around Minecraft

Publisher: SAGE Publications

Date: 03-2015

DOI: 10.1177/2042753014568176

Abstract: This article investigates 8- and 9-year-old girls’ use of the popular game Minecraft at home and school, particularly the ways in which they performatively ‘bring themselves into being’ through talk and digital production in the social spaces of the classroom and within the game’s multiplayer online world. We explore how the girls undertake practices of curatorship to display their Minecraft knowledge through discussion of the game, both ‘in world’ and in face-to-face interactions, and as they assemble resources within and around the game to design, build and display their creations and share stories about their gameplay.

New Media Pathways

Publisher: IGI Global

Date: 2006

DOI: 10.4018/978-1-59140-494-1.CH007

Abstract: This chapter uses the case of students enrolled in the Multimedia Pathway offered by Harbourside High School to discuss the tensions and contradictions inherent in the views that: (a) school curriculum and pedagogy have much to learn from young people’s informal and leisure-based learning and (b) school-based courses in new media are important because they increase student retention and the chance of success in post-school employment. We draw on literature about the “new work order” (Gee, Hull, & Lankshear, 1996) to explore the nature of these students’ learning about and with ICTs and show that the students’ knowledge exists “in a network of relationships” (Gee, 2000) that bridge the formal and informal learning ide. Finally, we discuss the parts played by their in- and out-of-school engagements with ICT in their becoming the kinds of portfolio people supposedly required by the new capitalism.

Challenging Notions of Gendered Game Play: Teenagers playingThe Sims

Publisher: Informa UK Limited

Date: 09-2005

DOI: 10.1080/01596300500200151

“Building the business model” or “Broadening our international perspectives”? Staff positioning on the values of hosting international students in the Australian school sector

Publisher: Elsevier BV

Date: 2022

DOI: 10.1016/J.IJER.2022.101975

Young People, Online Gaming Culture, and Education

Publisher: Springer Singapore

Date: 2015

DOI: 10.1007/978-981-4451-15-4_32

‘Computer games can get your brain working’: student experience and perceptions of digital games in the classroom

Publisher: Informa UK Limited

Date: 07-04-2014

DOI: 10.1080/17439884.2014.904339

Correction to: Shifting landscapes of digital literacy

Publisher: Springer Science and Business Media LLC

Date: 11-2022

DOI: 10.1007/S44020-022-00027-X

Virtual Literacies

Publisher: Routledge

Date: 12-12-2012

DOI: 10.4324/9780203096468

Games as Text, Games as Action

Publisher: Wiley

Date: 03-2014

DOI: 10.1002/JAAL.275

New Methods of Literacy Research

Publisher: Routledge

Date: 22-08-2013

DOI: 10.4324/9780203104682

Online and Internet-Based Technologies: Gaming

Publisher: SAGE Publications Ltd

Date: 2013

DOI: 10.4135/9781446282229.N28

Teachers' Beliefs about the Possibilities and Limitations of Digital Games in Classrooms

Publisher: SAGE Publications

Date: 2014

DOI: 10.2304/ELEA.2014.11.6.569

Abstract: Teachers' beliefs about what it is (or is not) possible to achieve with digital games in educational contexts will inevitably influence the decisions that they make about how, when, and for what specific purposes they will bring these games into their classrooms. They play a crucial role in both shaping and responding to the complex contextual factors which influence how games are understood and experienced in educational settings. Throughout this article the authors draw upon data collected for a large-scale, mixed-methods research project focusing on literacy, learning and teaching with digital games in Australian classrooms, to focus explicitly on the attitudes, understandings and expectations held about digital games by erse teachers at the beginning of the project. They seek to identify the beliefs about games that motivated teachers' participation in a digital games research project while focusing, as well, on concerns that teachers express about risks or limitations of such a project. The authors' aim is to develop a detailed picture of the mindsets that teachers bring to games-based learning environments, and the relevance of these mindsets to broader debates about the relationship between games, learning and school.

Page to Screen

Publisher: Routledge

Date: 02-09-2003

DOI: 10.4324/9780203201220

Mobile students in liquid modernity: Negotiating the politics of transnational identities

Publisher: Routledge

Date: 25-03-2007

DOI: 10.4324/9780203938836

‘A Chart for Further Exploration and a Kind of Rallying Call’: James Moffett and English Curriculum History in Victoria

Publisher: Informa UK Limited

Date: 09-2010

DOI: 10.1080/1358684X.2010.505449

Literacy into action: digital games as action and text in the English and literacy classroom

Publisher: Informa UK Limited

Date: 20-04-2011

DOI: 10.1080/1554480X.2011.554620

University Of Melbourne

Location: Australia

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Monash University

Location: Australia

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Literacy In The Digital World Of The Twenty-first Century: Learning From Computer Games

Start Date: 2007

End Date: 2009

Funder: Australian Research Council

An Educational Research Alliance For The 21st Century: Exploring The Interconnected Relationships Between New Identities, New Technologies And New Pedagogies

Start Date: 2003

End Date: 2003

Funder: Australian Research Council

(Serious Play: Using Digital Games In School To Promote Literacy And Learning In The Twenty First Century)

Start Date: 2011

End Date: 2014

Funder: Australian Research Council

Discovery Projects - Grant ID: DP0344401

Start Date: 2003

End Date: 07-2004

Amount: $50,000.00

Funder: Australian Research Council

Linkage Projects - Grant ID: LP0775072

Start Date: 04-2007

End Date: 06-2010

Amount: $150,999.00

Funder: Australian Research Council

Discovery Projects - Grant ID: DP160103181

Start Date: 06-2016

End Date: 05-2021

Amount: $302,818.00

Funder: Australian Research Council

Linkage Projects - Grant ID: LP110200309

Start Date: 06-2012

End Date: 05-2015

Amount: $222,057.00

Funder: Australian Research Council

Special Research Initiatives - Grant ID: SR0354625

Start Date: 02-2004

End Date: 12-2004

Amount: $20,000.00

Funder: Australian Research Council