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The meaning and relevance of video game literacy

Jeroen Bourgonjon (UGent)
(2014) CLCWEB-COMPARATIVE LITERATURE AND CULTURE. 16(5).
Author
Organization
Abstract
In his article "The Meaning and Relevance of Video Game Literacy" Jeroen Bourgonjon argues that video gaming deserves scholarly attention as a social practice and a site for meaning-making (and thus learning). Based on an overview of contemporary trends in literacy and cultural studies, he further argues that video games cannot be approached like traditional text forms, serve as an important frames of reference for young people, and call for informed decision-making in the context of culture, education, and policy. He provides an integrative perspective of video game literacy by collecting theoretical insights about the distinctive dimensions and elements, and situating them in Bill Green's sociocultural 3D model of literacy, determining the operational, cultural, and critical aspects of video game literacy.
Keywords
video games, digital games, computer games, video game literacy, game literacy, gaming literacy, new literacy studies, multiliteracies, popular culture, education

Citation

Please use this url to cite or link to this publication:

MLA
Bourgonjon, Jeroen. “The Meaning and Relevance of Video Game Literacy.” CLCWEB-COMPARATIVE LITERATURE AND CULTURE, edited by Maya Zalbidea et al., vol. 16, no. 5, 2014, doi:10.7771/1481-4374.2510.
APA
Bourgonjon, J. (2014). The meaning and relevance of video game literacy. CLCWEB-COMPARATIVE LITERATURE AND CULTURE, 16(5). https://doi.org/10.7771/1481-4374.2510
Chicago author-date
Bourgonjon, Jeroen. 2014. “The Meaning and Relevance of Video Game Literacy.” Edited by Maya Zalbidea, Marc Marino, and Asunción López-Varela. CLCWEB-COMPARATIVE LITERATURE AND CULTURE 16 (5). https://doi.org/10.7771/1481-4374.2510.
Chicago author-date (all authors)
Bourgonjon, Jeroen. 2014. “The Meaning and Relevance of Video Game Literacy.” Ed by. Maya Zalbidea, Marc Marino, and Asunción López-Varela. CLCWEB-COMPARATIVE LITERATURE AND CULTURE 16 (5). doi:10.7771/1481-4374.2510.
Vancouver
1.
Bourgonjon J. The meaning and relevance of video game literacy. Zalbidea M, Marino M, López-Varela A, editors. CLCWEB-COMPARATIVE LITERATURE AND CULTURE. 2014;16(5).
IEEE
[1]
J. Bourgonjon, “The meaning and relevance of video game literacy,” CLCWEB-COMPARATIVE LITERATURE AND CULTURE, vol. 16, no. 5, 2014.
@article{5704226,
  abstract     = {{In his article "The Meaning and Relevance of Video Game Literacy" Jeroen Bourgonjon argues that video gaming deserves scholarly attention as a social practice and a site for meaning-making (and thus learning). Based on an overview of contemporary trends in literacy and cultural studies, he further argues that video games cannot be approached like traditional text forms, serve as an important frames of reference for young people, and call for informed decision-making in the context of culture, education, and policy. He provides an integrative perspective of video game literacy by collecting theoretical insights about the distinctive dimensions and elements, and situating them in Bill Green's sociocultural 3D model of literacy, determining the operational, cultural, and critical aspects of video game literacy.}},
  articleno    = {{8}},
  author       = {{Bourgonjon, Jeroen}},
  editor       = {{Zalbidea, Maya and Marino, Marc and López-Varela, Asunción}},
  issn         = {{1481-4374}},
  journal      = {{CLCWEB-COMPARATIVE LITERATURE AND CULTURE}},
  keywords     = {{video games,digital games,computer games,video game literacy,game literacy,gaming literacy,new literacy studies,multiliteracies,popular culture,education}},
  language     = {{eng}},
  number       = {{5}},
  title        = {{The meaning and relevance of video game literacy}},
  url          = {{http://doi.org/10.7771/1481-4374.2510}},
  volume       = {{16}},
  year         = {{2014}},
}
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