Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning (2 Volumes)

Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning (2 Volumes)

Release Date: January, 2022|Copyright: © 2022 |Pages: 958
DOI: 10.4018/978-1-7998-7271-9
ISBN13: 9781799872719|ISBN10: 1799872718|EISBN13: 9781799872733
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Description & Coverage
Description:

Emerging technologies are becoming more prevalent in global classrooms. Traditional literacy pedagogies are shifting toward game-based pedagogy, addressing 21st century learners. Therefore, within this context there remains a need to study strategies to engage learners in meaning-making with some element of virtual design. Technology supports the universal design learning framework because it can increase the access to meaningful engagement in learning and reduce barriers.

The Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning provides theoretical frameworks and empirical research findings in digital technology and multimodal ways of acquiring literacy skills in the 21st century. This book gains a better understanding of how technology can support leaner frameworks and highlights research on discovering new pedagogical boundaries by focusing on ways that the youth learn from digital sources such as video games. Covering topics such as elementary literacy learning, indigenous games, and student-worker training, this book is an essential resource for educators in K-12 and higher education, school administrators, academicians, pre-service teachers, game developers, researchers, and libraries.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Critical Thinking Skills
  • Elementary Literacy Learning
  • Environmental Awareness
  • Game-Based Teaching
  • Higher Education
  • Indigenous Games
  • Learner Motivation
  • Political Economy
  • Preservice Teachers
  • Prosocial Behavior
  • Serious Games
  • Student-Worker Training
  • Virtual Training
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Editor/Author Biographies
Carol-Ann Lane has a Ph.D. in curriculum and applied linguistics, with a cross-disciplinary focus on science & innovation, multiliteracies, gender, and behavioral sciences. She has conducted Canadian studies about biotechnology among teacher candidates. Her master thesis examined impacts of distance learning on cognition and behaviors in higher education. Carol-Ann has taught elementary and secondary divisions for over 7 years and more than 4 years in university settings at the post-graduate level. She is the editor of an international book to be published in 2021-22, she is co-authoring a number of articles, she has published three chapters in 2019-20 (sole author) in global university based research handbooks, and 13 sole-authored peer-reviewed journal articles. She is currently working on a series of creative nonfiction books. In the past years at UWO and UofT, Carol-Ann's faculty roles included research committee member for program planning, and implementing an online course program for the Professional Education Doctorate degree; and a research committee member such as Online Teaching and Learning Group by collaborating and improving online pedagogy for higher education.
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