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In: Playful Teaching, Learning Games
Gaming is a diverse practice that occurs across multiple platforms, devices, and settings and is ripe for deeper study. This series features work that explores the meaning making that occurs when learners design, observe and/or play digital and nondigital games in various contexts. In this way, the series highlights the nuances of the participatory ecologies that are essential to game play and that may inform practice and pedagogy.

We invite scholars to submit proposals that offer a unique or innovative understanding of gaming and meaning making. Books in this series may be conceptual, theoretical, and empirical and can be edited compilations, anthologies, single-authored, and co-authored texts. We invited interested authors to submit proposals relating to gaming ecologies and pedagogies to Hannah R. Gerber, or Sandra Schamroth Abrams.
Bridging Literacies with Videogames provides an international perspective of literacy practices, gaming culture, and traditional schooling. Featuring studies from Australia, Colombia, South Korea, Canada, and the United States, this edited volume addresses learning in primary, secondary, and tertiary environments with topics related to:
re-creating worlds and texts
massive multiplayer second language learning
videogames and classroom learning
These diverse topics will provide scholars, teachers, and curriculum developers with empirical support for bringing videogames into classroom spaces to foster meaning making. Bridging Literacies with Videogames is an essential text for undergraduates, graduates, and faculty interested in contemporizing learning with the medium of the videogame.
In: Bridging Literacies with Videogames
In: Bridging Literacies with Videogames
In: Bridging Literacies with Videogames
The Art of Writing for Educators
Writing in Education: The Art of Writing for Educators focuses on educators’ professional journeys and discoveries about teaching, learning, writing, and self. This book offers insightful discussions about teaching practices, reflective writing, and digital and nondigital representations of meaning. It explores practical matters facing teachers and teacher candidates, such as communicating about one’s practice, writing beyond content and page, or conducting classroom observations and maintaining field notes. This volume is divided into three main parts, each of which spotlights a Featured Assignment that examines an area of writing in education. The sample student work that is highlighted in each chapter is designed to support teachers and teacher candidates as they consider the importance and forms of writing as professionals in the field, as well as the roles of writing in their own current or future classrooms.
Child-Parent Research Reimagined challenges the field to explore the meaning making experiences and the methodological and ethical challenges that come to the fore when researchers engage in research with their child, grandchild, or other relative. As scholars in and beyond the field of education grapple with ways that youth make meaning with digital and nondigital resources and practices, this edited volume offers insights into nuanced learning that is highly contextualized and textured while also (re)initiating important methodological and epistemological conversations about research that seeks to flatten traditional hierarchies, honor youth voices, and co-investigate facets of youth meaning making.

Contributors are (in alphabetical order): Charlotte Abrams, Sandra Schamroth Abrams, Kathleen M. Alley, Bill Cope, Mary Kalantzis, Molly Kurpis, Linda Laidlaw, Guy Merchant, Daniel Ness, Eric Ness, "E." O’Keefe, Joanne O’Mara, Anthony J. Onwuegbuzie, Sarah Prestridge, Lourdes M. Rivera, Dahlia Rivera-Larkin, Nora Rivera-Larkin, Alaina Roach O’Keefe, Mary Beth Schaefer, Cassandra R. Skrobot, and Bogum Yoon.

Abstract

How can child-parent research be reimagined? This introductory chapter offers a historical context of children doing research and develops a conceptual framework for understanding facets of child-parent research. The premise of this line of inquiry includes authenticity, empowerment, and insight. The authors contemplate the range of involvement and partnership and provide a wheel metaphor to capture the dynamic and nuanced interplay of dialogue, critical reflection, ethics, tension, and participation. There are ethical concerns addressed through a critical discussion about hierarchies, power, and voice in child-parent research, which hinges on a shared purpose and requires an approach that is carefully cultivated to be egalitarian, inclusive, dialogic, and reciprocal.

In: Child-Parent Research Reimagined