What Videogame Making Can Teach Us About Literacy and Learning: Alternative Pathways into Participatory Culture

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DiGRA '07 - Proceedings of the 2007 DiGRA International Conference: Situated Play
The University of Tokyo, September, 2007
Volume: 4
ISBN / ISNN: ISSN 2342-9666


In this paper we articulate an alternative approach to look at video games and learning to become a creator and contributor in the digital culture. Previous discussions have focused mostly on playing games and learning. Here, we discuss game making approaches and their benefits for illuminating game preferences and learning both software design and other academic content. We report on an ongoing ethnographic study that documents youth producing video games in a community design studio. We illustrate how video game making can provide a context for addressing issues of participation, transparency and ethics.