This paper examines the pedagogical strategies that are used to design computer/video games and how these strategies could be useful in understanding the cultural/social/political dimension of literacy, especially critical literacy.
|Keywords:||Computer/Video Games, Critical Literacy, Pedagogy, Semiotic domains|
I have been a professor of English at the State University of New York for the past 25 years. During my tenure there I have taught courses in freshman composition, American literature and basic reading/writing. My position as a classroom teacher has allowed me to assume the role of teacher/researcher. This role has provided me with opportunities to conduct research projects that have practical applications in my teaching as opposed to conducting research which resides in theory only. Recently, I have written papers on the cultural/social/political nature of the writing difficulties that basic writers confront in their attempts to produce academic writing, the commodification of the literacy curriculum in the academy, and how border pedagogy may be a useful concept in designing curriculums for students enrolled in basic reading/writing courses.
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