Key questions for media literacy and media policies. Long Grove, IL: Waveland Press, Inc.īazalgette, C. British Journal of Educational Technology, 28(4), 280–291. A review of the concept of visual literacy. What digital games and literacy have in common: A heuristic for understanding pupils’ gaming literacy.
San Francisco, CA: Jossey-Bass.Īpperley, T., & Walsh, C. Learning online with games, simulations, and virtual worlds. MultiMedia InternetSchools, 16(2), 19–20. Implications for further research related to this work are also addressed. This includes a rationale for why contemporary technology mediates opportunities for allowing us to be human in our communications, explorations, and interactions. A reflection is shared on the three ways contemporary technology creates human presence related to virtuality culture theory, along with specific examples. This includes contrasts between virtuality, literacy, and orality cultures, as well as the gap between secondary orality and virtuality culture. This chapter articulates a vision for virtuality culture theory, along with defining the features of virtuality, as it expands upon the theoretical foundation of Walter Ong’s orality and literacy culture model. However, society is just beginning a shift that cannot be explained by preexisting cultural conventions as it moves toward a culture of virtuality mediated by contemporary technology. Many scholars have studied orality and literacy culture throughout history.
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