Children’s Construction of Identity in Virtual Play Worlds – A Classroom Perspective

Authors

  • Anne Burke The University of Western Ontario

DOI:

https://doi.org/10.20360/G2V01M

Abstract

The formation of identity is inextricably linked to powerful meaning-makers in a child’s young life.  In the 21st century, this typically involves engagement in virtual play worlds.  This case study reports on the identity construction of young gamers in a classroom as perceived through an I/identity framework (Rowsell & Abrams, 2011), associative I/identity framework (Abrams, 2011) and informed by New Literacies through a socio-cultural lens.  Children engage in Discourses (Gee, 2007; 2008; 2009) to experiment with early rehearsals and re-enactments, navigating fluidly among different roles and virtual world experiences.  This study shows how children form affinity groups and social connections with other players in their real world play spaces and online, thus creating a meaningful interplay of their real world and virtual I/identities in a variety of ways.

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Published

2013-06-20

How to Cite

Burke, A. (2013). Children’s Construction of Identity in Virtual Play Worlds – A Classroom Perspective. Language and Literacy, 15(1), 58-73. https://doi.org/10.20360/G2V01M