Skip to Main Content
 

Global Search Box

 
 
 
 

Files

File List


Arduini Dissertation Final.pdf (2.15 MB)

ETD Abstract Container

Abstract Header

Tools of Play: Developing a Pedagogical Framework for Gaming Literacy in the Multimodal Composition Classroom

Arduini, Tina
http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1458901755

Abstract Details

2016, Doctor of Philosophy (Ph.D.), Bowling Green State University, English (Rhetoric and Writing) PhD.
Since the publication of James Paul Gee’s (2003) seminal text What Video Games Have to Teach us About Learning and Literacy, scholars in the field of rhetoric and writing have been looking at the ways video games have made an impact on modern literacies. Paralleling this research, rhetoric and writing teacher-scholars have also been exploring the benefits to teaching multimodal composition skills to their students. My dissertation examines the intersections of these two related fields of study in order to help construct a pedagogical framework that utilizes gaming literacies in the multimodal composition classroom. Using the gaming literacy narratives of three student gamers at a rural Midwestern university, I address the following research questions: How do students acquire gaming literacy? What kinds of multimodal skills are acquired through gaming literacy? What does one’s gaming literacy narrative reveal about his or her literate practices? The answers to these questions help to inform my approach to the more pedagogically-driven research question: How can gaming literacy be effectively used in the multimodal composition classroom? My findings are influenced by technofeminist research methodologies so that I explore not only the role that video games have played upon my research participants but also the social adaptations that the participants have exerted over their gaming experiences. Similarly, I help breakdown the rigid line between researcher and research participant by inviting my participants into a discussion of my findings, allowing them to maintain agency over their representations. My research reveals many connections between gaming literacies and the skills required to create and consume meaningful multimodal compositions. In my analysis of these findings, I establish the importance of these connections—specifically the social and technological skills obtained through gaming—and develop a pedagogical framework that utilizes the literate skills of gamers in order to institute practical course goals and objectives for the multimodal composition classroom.
Kristine Blair (Advisor)
Lee Nickoson (Committee Member)
Sue Carter Wood (Committee Member)
Gi Yun (Other)
232 p.
Composition; Rhetoric
gaming literacy; multimodal composition; composition pedagogy; twenty-first century literacies; rhetoric and writing

Recommended Citations

Citations

  • Arduini, T. (2016). Tools of Play: Developing a Pedagogical Framework for Gaming Literacy in the Multimodal Composition Classroom [Doctoral dissertation, Bowling Green State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1458901755

    APA Style (7th edition)

  • Arduini, Tina. Tools of Play: Developing a Pedagogical Framework for Gaming Literacy in the Multimodal Composition Classroom. 2016. Bowling Green State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1458901755.

    MLA Style (8th edition)

  • Arduini, Tina. "Tools of Play: Developing a Pedagogical Framework for Gaming Literacy in the Multimodal Composition Classroom." Doctoral dissertation, Bowling Green State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1458901755

    Chicago Manual of Style (17th edition)

bgsu1458901755
8,461
© 2016, all rights reserved.
This open access ETD is published by Bowling Green State University and OhioLINK.