In a recent article, “The Literacy of Gaming: What Kids Learn From Playing,” Arun Levasseur examines the educational benefits of video games. He cites the work of media theorist and researcher James Paul Gee who has written extensively on the idea that video games constitute a new form of literacy. Gee believes we should question the traditional idea of literacy as the ability to read and write, expand our existing definitions of reading and writing, and embrace “new literacies” that encourage us to develop new ways of understanding information.
In the dialogue below, RWD Foundation interns Dela and Mirah discuss the idea of new literacies, and the educational possibilities for video games.
Dela: In today’s world, literacy can be defined as the ability to read and write. With this understanding, one comes to wonder how we reach such a stage and whether or not new and or different types of literacy can be introduced into today’s society. In our “Web 2.0” society, many believe that social media and specifically video games demand a new type of literacy necessary to survive in today’s rapidly changing world.
Mirah: The fundamental activities of literacy, reading and writing, are skills that involve the comprehension and conveyance of knowledge. We can define reading as a way of examining another’s thoughts, and we can define writing as the expression of one’s own thoughts. If we expand the conventional idea of literacy, we can see that many new modes of understanding, or “new literacies,” have emerged throughout human history. A great example would be the newspaper, an early multimedia form that taught readers how to associate written content with related images.
Dela: As more types of literacies have emerged, one that captivated the hearts and minds of youth was real time Instant Messaging, or “I.M.” This new medium, pioneered by AOL, allows the user to create a list of “Buddies” to which they can add or remove friends that they wish to chat. Within this medium, a new form of literacy focused on speed and brevity was created. This unique literacy allowed users to converse through quick back and forth messaging at an alarmingly fast rate. Within these messages formed a new language that shortened words and phrases to allow faster interaction between users while maintaining basic understanding of the words being used. Common IM acronyms such as LOL (laugh out loud) and BRB (be right back) have become standard and have entered the mainstream vocabulary.
Mirah: But even instant messages and newspapers rely on the essential components of literacy: reading and writing. Some new literacies introduce people to ways of understanding that rely solely on visual data. Films and television make use of our reading skills, in that they ask us to interpret the ideas of others, but they don’t require us to articulate our own beliefs. It may not seem intuitive to refer to the viewing and contemplation of a film as “reading,” but new literacies, especially those that emerge from visual media, expand our perspectives on the basic components of literacy. If you can read the elements of a film, like story, character or metaphor, then you are literate in that medium. When media theorists like James Gee advocate for multiple new literacies, they are encouraging people to develop literacy skills across a variety of media.
Some media theorists, however, have argued that predominantly visual forms of expression create complacent viewers who cannot question the information they are receiving. Perhaps films and television introduce a specific kind of literacy that comes from watching, rather than writing?
Dela: Like film and television, video games have embraced a kind of literacy that requires the player to interpret visual concepts and ideas. Unlike film and television, they ask the gamers to create and form their own thoughts through their actions and reactions to different situations presented in the games. Found mostly in puzzles, adventure and role playing genres, users are tested not only on their ability to read and understand the challenges brought forth by the video games but also to process and react in a manner that solves the problems presented in the game itself. Many see this literacy as detrimental to the healthy development of youth as many children play such games for hours on end. The question is, does this new type of literacy detract from the fundamental characteristics of both reading and writing, and is it really a detriment to the development of today’s youth?
Mirah: I don’t think video games alter our conception of reading, but they do encourage us to read both textually and visually. Sometimes instructions pop up on the screen, but sometimes 3-D characters tell players what to do next.
I do think video games have changed our ideas about writing as an integral part of literacy. Instead of grasping pens to tell the world their ideas, people manipulate video game controllers to dictate the actions of on-screen alter-egos. These manipulations are similar to writing since physical movement is required to express thoughts, but video games go further. Video games encourage thinking, and then they stage the actions that come from mental activity. If a player wants his character to step forward, then he must physically initiate the action.
Dela: On the other hand, video games may not have altered our conception of reading, but they have reinforced the importance of its educational relevance. In a world where text has been one of our major forms of communication, the ability to read proficiently has become a must for anyone looking to survive in today’s society. So important, that a child can find reading assistance from the very same video games that they are playing to forget about school.
In many video games such as Zelda and Pokemon, players fight monsters and bad guys to complete the mission they have been assigned. Yet embedded in these missions are textual-dialogue between the game itself and the players alter-ego. The player must read the text, comprehend the instructions and carry them out. Not only are they thinking through visual expression, but their reading skills are being reinforced. This allows the player to connect the word with the action they are carrying out, further assisting their development in reading and writing.
Mirah: I definitely agree that many video games reinforce the skills children learn in school, but I am also concerned about how they might limit creativity. When children are taught that writing is a way to express their own beliefs and opinions, they may dread writing assignments less, and instead see writing as an outlet for their creativity.
Most video games allow players to make decisions that exist within a predetermined framework. You can talk to another character, trade with him, or fight him, but your options are ultimately limited by the structure of the game itself. A player may want his character to react a certain way, but actions are subject to the rules of the game. Does this mean that video games support a highly-structured form of learning, or is there room for personal creativity in an artificial world where every outcome has already been determined by its developers?
Dela: A valid point that many have made against the benefits of video games. There is truth in the belief that creativity is stunted in a world of predetermined options, but one must also understand that this kind of situation is found only in extreme cases. Most children understand the difference between reality and the digital world and do not confuse them. They know that what you do in the world of Zelda, cannot apply to the world of planet earth thus putting into question this claim of lack of creativity.
In fact, one can argue that this “option-reaction” style of game-play actually prepares youth for the many decision-making moments they will encounter in life. With options come decisions, and with decisions come consequences; whether good or bad. This thought process in my opinion will prepare youth to realize that in the real world every decision you make will have a consequence in your life. Just like how every decision in Zelda will take you one step closer or further away from your goal.
Mirah: If we’re thinking about actions in terms of reaching a specific goal, then I think you’re right; video games do help with decision-making. They encourage players to view a set of options, and then choose the option that best fits the circumstances they’ve encountered. This situation tends to mimic the way life works: people have some flexibility in making important decisions, but they’re also bound to a structure of external factors, which may come in the form of family, jobs, religion, or society. In that sense, video games are preparing children to live productive and enjoyable adult lives. And they may be teaching them a thing or two in the process.
Dela: Regardless of one’s beliefs, we all agree that the critical literacies of today will continue to change over time but with each new form of literacy, people may wonder, “Is new always better?”