Abstract:
The advent of the new technologies raises big questions about the nature of literacy, curriculum and text. Schools and teachers are faced with the need to respond rapidly to changing forms and definitions of literacy, while more traditional versions of print literacy continue to be the focus of considerable media, governmental and community concern. Classroom practices are situated at the intersection of a set of highly politicised and contradictory discourses of (critical) literacy, cultural maintenance, technological sophistication and societal change. Drawing on case study research into the incorporation of computer games into the secondary school as texts of the new technologies, this paper examines issues entailed for teachers in the (re)construction of texts, reading and literacy and the implications for classroom practice and curriculum change.