Game Literacy in Theory and Practice

Abstract

This article addresses the notion of teaching about games as a cultural medium in their own right. This includes critical analyses of existing texts but also involves enabling students to create their own. Implications of this approach are dis- cussed and concrete, research-based examples are provided. A more theoretical discussion of the notion of game literacy and the principles on which this approach is based is also in- cluded. The article concludes with implications for policy and practice.