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Through observations and conversations with adolescent boys, it identifies literacy skills and understandings embedded in games and challenges claims that boys are failing at literacy. The research situates these findings within broader debates over gender, standardized test outcomes, and the complexity of literacy beyond print text.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/understanding-the-power-of-new-literacies-through-video-game-play-and-design/597289/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/understanding-the-power-of-new-literacies-through-video-game-play-and-design/597289.png","ImageObject",300,407,{"name":92,"@type":93},"Blue Pony","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What multiliteracy activities does the study focus on?","Question",{"text":112,"@type":113},"The study concentrates on video game play and creation/composition as key multiliteracy activities that occupy boys’ out-of-school time.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article interpret boys’ literacy learning through video games?",{"text":117,"@type":113},"It argues that significant, powerful learning occurs during game play and creation, with literacy skills and understandings embedded in videogames.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the article challenge claims that boys are failing literacy?",{"text":121,"@type":113},"It questions simplistic explanations based on standardized test results and remediation, suggesting instead that boys’ engagement with new literacies supports meaningful learning.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597289,1792190343,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","UNDERSTANDING THE POWER OF NEW LITERACIES THROUGH VIDEO GAME PLAY AND DESIGN  \nKathy Sanford & Leanna Madill University of Victoria  \nIn this article, we provide the results of our examination of the range of multiliteracy activities that engage boys’ time and attention, and the types of literacy skills and understandings they learn through their engagement with alternative texts. We focus particularly on video game play and creation/composition as a learning activity that consumes a great deal of their out‐of‐school time. Our observations and conversations with adolescent boys suggest that significant, powerful learning is happening through video game play and creation, and calls into question claims that boys are not succeeding at literacy, instead suggesting the potential for critical engagement with new literacies.  \nKey words: multiliteracies, technology, video games, composing, alternative texts  \nDans cet article, les auteures présentent les résultats de leur analyse d’un vaste éventail d’activités de multilittératie auxquelles se consacrent les garçons à l’adolescence et des types d’aptitudes et compréhensions qu’ils apprennent à maîtriser au moyen de textes alternatifs. Les auteures se sont penchées tout particulièrement sur les jeux vidéo et la création/composition comme activité d’apprentissage occupant une très grande partie des heures passées en dehors del’école. Leurs observations et les conversations qu’elles ont eues avec des garçons semblent indiquer qu’un apprentissage important a lieu à travers les jeux vidéo et leur création, ce qui remet en question l’affirmation selon laquelle les garçons ont des lacunes en littératie et suggère plutôt que les nouvelles littératies offrent un potentiel sur lequel il y a lieu de réfléchir.  \nMots clés : multilittératies, technologie, jeux vidéo, composition, textes alternatifs  \n___________________  \nCANADIAN JOURNAL OF EDUCATION 30, 2 (2007): 432‐455  \n“We lead interesting lives because of video games.”  \n‐ Nick, a 14 year old video game design instructor.  \nLiteracy educators’ attention has been recently focused on students’reading and writing success. Despite considerable literature broadening traditional definitions of literacy, it continues to be understood as engagement with print text, most often books. Boys’ and girls’alternative literacy practices continue to push educational and parental panic buttons. Media headlines continually suggest that boys are failing to meet reading and writing standards, as measured through high‐stakes standardized tests, identifying repeatedly that boys are not “measuring up” in the same way that girls are. These test results, reported widely throughout the world, suggest that there are problems with boys’literacy levels and that solutions can be found by remediation, by more reading and writing, and by appealing to boys’ interests. Recent studies in Australia (Alloway & Gilbert, 1998; Kenway, 1995; Martino, 2001), Britain (Millard, 1997), the United States (Newkirk, 2002; Smith & Wilhelm, 2002), and Canada (Blair & Sanford, 2004) have questioned whether simplistic solutions will indeed solve the problem and have sought to look more deeply at the complexity of issues surrounding gender and literacy. These studies have focused on identifying the issues in relation to gendered literacy practices and have addressed a range of issues pointing to the complexity of literacy for boys and the types of multiliteracy activities in which they are actually engaging.  \nWe have examined the range of multiliteracy activities that engage boys’ time and attention, and explored the types of literacy skills and understandings that are learned through their engagement. In this study we have focused on video game play and creation as a learning activity that consumes a great deal of out‐of‐school time of many boys and we determine the literacy skills and understandings embedded in videogames. Through our observations and conversations with adolescent boys,","cbCaimDuexslNbMu","https://ap.wps.com/l/cbCaimDuexslNbMu","pdf",295765,24,"English","# Introduction\n## Multiliteracy and alternative literacies\n## Literacy debates and gendered outcomes\n# Out of School Literacies\n## Alternative texts boys engage with\n## Video games as reading and writing","[{\"question\":\"What multiliteracy activities does the study focus on?\",\"answer\":\"The study concentrates on video game play and creation/composition as key multiliteracy activities that occupy boys’ out-of-school time.\"},{\"question\":\"How does the article interpret boys’ literacy learning through video games?\",\"answer\":\"It argues that significant, powerful learning occurs during game play and creation, with literacy skills and understandings embedded in videogames.\"},{\"question\":\"Why does the article challenge claims that boys are failing literacy?\",\"answer\":\"It questions simplistic explanations based on standardized test results and remediation, suggesting instead that boys’ engagement with new literacies supports meaningful learning.\"}]","UNDERSTANDING THE POWER OF NEW LITERACIES THROUGH VIDEO GAME PLAY AND DESIGN | PDF",1792084750]