Reimagining Numeracies: Empowered, Game-Informed Meaning Making in and beyond the Pandemic Era

Authors

DOI:

https://doi.org/10.20360/langandlit29551

Abstract

This article focuses on how a game-informed culture in public school math classes sustained interaction, cooperation, and empowered meaning making when COVID-19 mandates closed school buildings and education went fully online. More specifically, the game-informed learning environment supported the students’ development and discussion of their multimodal numeracies, and the highlighted activity reveals how the generation of math memes can foster students’ engagement in creative and empowered practices. Underscored throughout this article is the importance to embrace the expansiveness of numeracies in order to recognize, value, and support students’ meaning making.

Author Biography

Sandra Schamroth Abrams, St. John's University

Sandra Schamroth Abrams, Ph.D., is Professor in the School of Education at St. John's University, New York. Abrams’s investigations of digital literacies, videogaming, and technology integration explore layered meaning making and agentive learning. Abrams is author/editor of over 70 works, including 8 books and 6 special issues. Abrams serves on multiple editorial boards and is an Associate Editor for the International Journal of Multiple Research Approaches and a founding co-editor of the Gaming Ecologies and Pedagogies book series (Brill).  Her ORCID is https://orcid.org/0000-0003-0535-9170

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Published

2021-06-09

How to Cite

Abrams, S. S. . (2021). Reimagining Numeracies: Empowered, Game-Informed Meaning Making in and beyond the Pandemic Era. Language and Literacy, 23(2), 16–31. https://doi.org/10.20360/langandlit29551

Issue

Vol. 23 No. 2 (2021): Reimagining Literacy: Being Literate in the Pandemic Era

Section

Articles

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