Split Frame Thinking and Multiple Scenario Awareness: How boys’ game expertise reshapes possible structures of sense in a digital world.
This article takes a detailed look at how a group of 10-year-old boys mutually construct an evolving multilinear scenario whilst playing a storytelling game in class, borrowing from a number of genres and forms of engagement in ICT-mediated popular culture to perform for each other in patterns which...
| Publicado en: | Discourse: Studies in the Cultural Politics of Education Vol. 26; no. 3; pp. 333 - 354 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Sep2005
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=17941911&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 17941911 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01596306 54J jtl: Discourse: Studies in the Cultural Politics of Education issn: 01596306 maglogo: N pubinfo: dt: Sep2005 vid: 26 iid: 3 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 17941911 10.1080/01596300500200086 ppf: 333 ppct: 21 formats: fmt: – @attributes: type: T – @attributes: type: P size: 172KB tig: atl: Split Frame Thinking and Multiple Scenario Awareness: How boys’ game expertise reshapes possible structures of sense in a digital world. aug: au: Cross, Beth affil: University of Edinburgh, UK su: Computers & children Children Computers Information & communication technologies Information technology Teaching aids Fractals sug: subj: Computers & children Children Computers Information & communication technologies Information technology Teaching aids Fractals ab: This article takes a detailed look at how a group of 10-year-old boys mutually construct an evolving multilinear scenario whilst playing a storytelling game in class, borrowing from a number of genres and forms of engagement in ICT-mediated popular culture to perform for each other in patterns which defy linear description or analysis. Their playful production challenges standard means of representing and analysing transcript, necessitating a paradigm shift to a more visual form of discourse mapping. This visual method of analysis is drawn from complexity theory and fractal geometry. The article uses this analysis to raise questions about the criteria which teachers use to assess language competence as ICT-mediated popular culture continues to powerfully reconfigure the language context surrounding schools, (Buckingham, 2000). In conclusion, the article reflects on the consequences for both teachers and children's learning identities and practices. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Discourse: Studies in the Cultural Politics of Education holder: Taylor & Francis Ltd dt: @attributes: year: 2005 holdings: @attributes: islocal: N |
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