Welcome

The Videogame Literacy and Learning research project developed from an interest to explore the powerful literacies, not always recognized in school settings, with which students (mostly boys) were engaging.

This Videogame Literacy and Learning program of research represents the examination of a rapidly growing phenomena, videogames, and the learning that takes place through videogame play. We are interested in the types of literacies developed by adolescents, often boys, as they engage with videogame play and creation. We feel that it is critical for educators and parents to develop a greater understanding of the “post-literate culture” in which we live (de Castell, 1996) more generally. These forms of entertainment/educational tool specifically have been examined to assess their advantages and detriments, and enable us to respond to widely-held but largely unsubstantiated beliefs about videogame play (Hagood, 2000).

Video games are marked by much negative media attention and yet the sophisticated literacies and learning involved in game play and creation cannot be dismissed. The Canadian Council on Learning funded an aspect of our research project to examine the learning that occurs when students in Information Technology high school classes create video games as part of their curriculum. The Social Sciences and Humanities Research Council funded another aspect of our research project to support a study of the role video games play in the lives of adolescents. We continue to be intrigued and impressed by the complexities and undervalued learning that these adolescents demonstrate and share with us.


Special thanks to the funders who make this research possible:

Canadian Council on Learning

Social Sciences and Humanities Research Council