Exploring minecraft as a pedagogy to motivate girls' literacy practices in the secondary English classroom

Abstract

Digital games are positioned in literacy research as integral to contemporary youth culture and their potential as a learning resource continues to be explored in current literature. This paper examines the use of Minecraft as a pedagogical tool to motivate girls' literacy practices within the secondary English classroom. The data suggest that girls find Minecraft an appealing text for literacy learning. Girls chose to work collaboratively and strategically as they designed and immersed themselves in the game. Problem-solving approaches and distributed learning initiatives were evident in the girls' negotiations. This article argues that using digital games in English classrooms can productively assist teachers to bridge students' outside- and inside-school literacy practices, while validating and drawing from youth culture to enhance learning processes.

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