Assembling literacies in virtual play

Virtual worlds provide opportunities for new kinds of interaction and new forms of play and learning, and they are rapidly becoming a common feature of the lives of many children and young people. This chapter explores the digital writing and textual activity that circulates around this virtual play and the issues that it raises for both researchers and educators. Drawing on work from a range of theoretical and methodological perspectives we look at the ways in which the virtual is embedded in everyday meaning making and indicate important new directions for future research. In doing this we trace some possible relationships between writing and virtual play and consider how to engage with notions of authorship, particularly given the fuzzy boundaries between human and non-human activity. We propose that encountering such activity with a mood of ‘enchantment’ (Bennett, 2001) enables researchers and practitioners to approach moments of writing as fluid human/non-human assemblings and in doing so more fully appreciate the complexity and potentiality of virtual play

Education vs. Entertainment: A Cultural History of Children's Software

Part of the Volume on the Ecology of Games: Connecting Youth, Games, and Learning This chapter draws on ethnographic material to consider the cultural politics and recent history of children's software and reflects on how this past can inform our current efforts to mobilize games for learning. The analysis uses a concept of genre as a way of making linkages across the distributed but interconnected circuit of everyday play, software content, and industry context. Organized through three genres in children's software -- academic, entertainment, and construction -- the body of the chapter describes how these genres play out within a production and advertising context, in the design of particular software titles, and at sites of play in after-school computer centers where the fieldwork was conducted

Virtual Parentalism

Parents, not Laws, ultimately protect children both online and offline. If legislation places adults at legal risk because of the presence of children in virtual worlds, adults will exit those worlds, and children will be isolated into separate spaces. This will not improve safety for children. Instead, this Article suggests that Congress enact measures that encourage filtering technology and parental tools that will both protect children in virtual worlds, and protectfree speech online

Pedagogies of Design and Multiliterate Learner Identities

In an era of multiliteracies, teaching and learning have become knowledge performances at multiple levels. Instead of a singular, linear focus upon print technologies, the techno-oriented philosophy of teaching aims at providing a rhizomatic network of texts where there is a close link between, and often an overlap of, different designs—linguistic, visual, spatial, and gestural—to construct the multiliterate learner. In this paper, I discuss the role of multimodal literacies in a primary classroom, affirming the role of multiliteracies and decentring the pre-dominance of linguistic at the cost of other designs. While the print media are acknowledged as significant to literacy, the multimodality of print is enhanced through visual and spatial design (Kenner, 2004). Through graphic examples of ICT applications of designs in a primary classroom, I demonstrate that students are operating through multitextual and digitextual (Everett, 2003) practices. What follows is the complex positioning and re-situating of teacher and learner identities engaged in learning through the knowledge processes of experiencing, identifying, applying and critiquing concepts (Kalantzis & Cope, 2004). In particular, I argue that within the diversity of present day classrooms, the digital oriented, multiliterate learner is implicated in constant identity construction by drawing upon macro and micro social practices. I conclude by reiterating the significance of new technologies and new literacy practices as essential to the construction of new learner identities

Blurring the boundaries: Prosumption, circularity and online sustainable consumption through Freecycle

© The Author(s) 2015. This article explores the digital exchange and moral ordering of sustainable and ethical consumption in online Freecycle groups. Through interactive exchanges in digital (online posts) and material (consumer items) modes, Freecycling blurs three common binaries in analyses of consumption: (1) consumption/production, (2) digital/material and (3) mainstream/alternative. Drawing on Ritzer's notion of 'implosions' as well as practice theory, I show that Freecycling practices reimagine and reproduce both products and consumers, practising prosumption through mixed digital and material practices in a performative economy, and how mainstream and alternative ways of consuming are entangled in pursuit of more sustainable, ethical consumption. This challenges us to think beyond these traditional binaries and to conceptualise a more blurred, less analytically clean and more circular approach to studying consumption

Women In The Web of Secondary Copyright Liability and Internet Filtering

This Essay suggests possible explanations for why there is not very much legal scholarship devoted to gender issues on the Internet; and it asserts that there is a powerful need for Internet legal theorists and activists to pay substantially more attention to the gender-based differences in communicative style and substance that have been imported from real space to cyberspace. Information portals, such as libraries and web logs, are gendered in ways that may not be facially apparent. Women are creating and experiencing social solidarity online in ways that male scholars and commentators do not seem to either recognize or deem important. Internet specific content restrictions for the purposes of protecting copyrights and protecting children jeopardize online freedoms for women in diverse ways, and sometimes for different reasons than they do for men. Disparities in the ways women and men use, experience and communicate over the Internet need to be recognized, studied, and accommodated by those who would theorize cyberspace law and advocate directions for its evolution

Creativity and Culture in Copyright Theory

Creativity is universally agreed to be a good that copyright law should seek to promote, yet copyright scholarship and policymaking have proceeded largely on the basis of assumptions about what it actually is. When asked to discuss the source of their inspiration, individual artists describe a process that is intrinsically ineffable. Rights theorists of all varieties have generally subscribed to this understanding, describing creativity in terms of an individual liberty whose form remains largely unspecified. Economic theorists of copyright work from the opposite end of the creative process, seeking to divine the optimal rules for promoting creativity by measuring its marketable byproducts. But these theorists offer no particular reason to think that marketable byproducts are either an appropriate proxy or an effective stimulus for creativity (as opposed to production), and more typically refuse to engage the question. The upshot is that the more we talk about creativity, the more it disappears from view. At the same time, the mainstream of intellectual property scholarship has persistently overlooked a broad array of social science methodologies that provide both descriptive tools for constructing ethnographies of creative processes and theoretical tools for modeling them