| LDR | | 00000nam u2200205 4500 |
| 001 | | 000000431724 |
| 005 | | 20200224104448 |
| 008 | | 200131s2019 ||||||||||||||||| ||eng d |
| 020 | |
▼a 9781392318225 |
| 035 | |
▼a (MiAaPQ)AAI13917889 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 371 |
| 100 | 1 |
▼a Bayeck, Rebecca Y. |
| 245 | 10 |
▼a Exploring the African Songo Game and How Gameplay Enhances Multiple Literacies Among Adult Players in Cameroon and the United States. |
| 260 | |
▼a [S.l.]:
▼b The Pennsylvania State University.,
▼c 2019. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2019. |
| 300 | |
▼a 332 p. |
| 500 | |
▼a Source: Dissertations Abstracts International, Volume: 80-12, Section: A. |
| 500 | |
▼a Publisher info.: Dissertation/Thesis. |
| 500 | |
▼a Advisor: Richard, Gabriela T. |
| 502 | 1 |
▼a Thesis (Ph.D.)--The Pennsylvania State University, 2019. |
| 506 | |
▼a This item must not be added to any third party search indexes. |
| 506 | |
▼a This item must not be sold to any third party vendors. |
| 520 | |
▼a This microethnographic study cross-culturally explored the literacies that Songo board game players in Yaounde, Cameroon, and New York City engaged in during gameplay. The theoretical framework included situated learning, legitimate peripheral participation, and a multiliteracies view of literacy. A combination of thematic analysis and Erickson's (2006) approach to interaction analysis served as the analytic and interpretative lens. This study presents the nuances, similarities, and differences in the literacy practices of Songo board game players in Yaounde, Cameroon, and New York City.The findings indicate that cultural contexts and players' identity (e.g., cultural identity) shaped the literacy practices in which participants engage. In addition, the literacies players exhibited and developed in the game environment were useful beyond the game environment. Furthermore, cultural contexts informed the structure of both gaming communities, while space/place influenced interactions among participants, game aesthetics, and knowledge about the game.This research project contributes to the literature on games and literacies, to the field of the learning sciences, and to the burgeoning research on board games and learning. It demonstrates that Songo board gameplay facilitates a variety of literacies through the cross-cultural exploration of interactions that take place in the gameplay of an African board game. The study also highlights the intersection of learning, identity, and gameplay, and points to the situatedness of literacies shaped by the cultural contexts. Furthermore, the study presents a nuanced view of the concept of community of practice and demonstrates how space/place, cultural contexts, and identity interact to shape literacies. The findings of this study run counter to perceptions of African games such as Songo as being only objects of art useful to preserve culture. The study shows the significance of these games to research on literacy and learning, and to the design of environments that support learning. |
| 590 | |
▼a School code: 0176. |
| 650 | 4 |
▼a Educational technology. |
| 690 | |
▼a 0710 |
| 710 | 20 |
▼a The Pennsylvania State University.
▼b Learning Performance Systems. |
| 773 | 0 |
▼t Dissertations Abstracts International
▼g 80-12A. |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0176 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2019 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T15492589
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 202002
▼f 2020 |
| 990 | |
▼a ***1008102 |
| 991 | |
▼a E-BOOK |