"Can I Come to Your Island?": (Game)Playing Embodied Digital Literacies with Cuentos, Pláticas, and Cousins.
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| Title: | "Can I Come to Your Island?": (Game)Playing Embodied Digital Literacies with Cuentos, Pláticas, and Cousins. |
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| Authors: | Cárdenas Curiel, Lucía1 luciac@msu.edu, Marciano, Joanne E.1 marcian2@msu.edu, Watson, Vaughn W. M.1 watsonv2@msu.edu, Watson, Carmela F. M.2 wcarmela@umich.edu, Ontiveros, Ana Lucía3 analucia.ontiveros@stu.elps.us |
| Source: | Reading Research Quarterly (John Wiley & Sons, Inc.). Apr-Jun2025, Vol. 60 Issue 2, p1-17. 17p. |
| Subject Terms: | *Digital literacy, *Teacher educators, *COVID-19 pandemic, *Video games, Narrative inquiry (Research method) |
| Abstract: | The authors, literacy and language researchers, and teacher educators and their daughters, use narrative inquiry to story the embodied digital literacy practices of two girls of color as the girls played Animal Crossing online during the COVID‐19 pandemic and communicated about their (game)play via text messaging. We conceptually frame the girls enacting of embodied digital literacies during their (game)play as the interplay of cuentos, pláticas, and cousins, an intentionally stancetaking that centers minds/bodies/spirits of girls of color. We provide productive implications for teaching, teacher education, and research communities seeking to build with the embodied digital literacies of girls of color as strengths in and out of school contexts. The authors, literacy and language researchers, and teacher educators and their daughters, use narrative inquiry to story the embodied digital literacy practices of two girls of color as the girls played Animal Crossing online during the COVID‐19 pandemic and communicated about their (game)play via text messaging. We conceptually frame the girls enacting of embodied digital literacies during their (game)play as the interplay of cuentos, pláticas, and cousins, an intentionally stancetaking that centers minds/bodies/spirits of girls of color. [ABSTRACT FROM AUTHOR] |
| Copyright of Reading Research Quarterly (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | The authors, literacy and language researchers, and teacher educators and their daughters, use narrative inquiry to story the embodied digital literacy practices of two girls of color as the girls played Animal Crossing online during the COVID‐19 pandemic and communicated about their (game)play via text messaging. We conceptually frame the girls enacting of embodied digital literacies during their (game)play as the interplay of cuentos, pláticas, and cousins, an intentionally stancetaking that centers minds/bodies/spirits of girls of color. We provide productive implications for teaching, teacher education, and research communities seeking to build with the embodied digital literacies of girls of color as strengths in and out of school contexts. The authors, literacy and language researchers, and teacher educators and their daughters, use narrative inquiry to story the embodied digital literacy practices of two girls of color as the girls played Animal Crossing online during the COVID‐19 pandemic and communicated about their (game)play via text messaging. We conceptually frame the girls enacting of embodied digital literacies during their (game)play as the interplay of cuentos, pláticas, and cousins, an intentionally stancetaking that centers minds/bodies/spirits of girls of color. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 19362722 |
| DOI: | 10.1002/rrq.615 |
