Holdstock, Samuel. 2021. The Dialogic Possibilities for Interactive Fiction in the Secondary Academy English Classroom. Changing English, 28(4), pp. 395-410. ISSN 1358-684X [Article]

Preview	Text Final_SHoldstock_IF Possibilities.pdf - Accepted Version Available under License Creative Commons Attribution Non-commercial. Download (985kB) | Preview
Preview	Text (Tables) Tables.pdf - Supplemental Material Available under License Creative Commons Attribution Non-commercial. Download (726kB) | Preview
Preview	Image (Figure 1) Figure 1.tif - Supplemental Material Available under License Creative Commons Attribution Non-commercial. Download (126kB) | Preview
Preview	Image (Figure 2) Figure 2.tif - Supplemental Material Available under License Creative Commons Attribution Non-commercial. Download (107kB) | Preview

Abstract or Description

The literacy practices enacted in secondary school English classrooms can be influenced by the pressures acting upon teachers and students. Attention can be diverted away from the process of meaning-making when more emphasis is placed upon performance outcomes than on reading processes. This paper argues that digital forms of Interactive Fiction (IF) hold the potential to help teachers and students attend more closely to the process of meaning-making. It also argues that IF’s component parts – passages, choices and links – render it a useful resource for the scaffolding of classroom dialogue. By considering the different ways that IF could influence the choices that individuals make in the classroom, this paper suggests that works of IF could enable teachers and students to engage with texts differently, improving the literacy practices of the students involved.

Item Type:	Article
Identification Number (DOI):	https://doi.org/10.1080/1358684X.2021.1915747
Additional Information:	“This is an Accepted Manuscript of an article published by Taylor & Francis in Changing English on 12 May 2021, available online: http://www.tandfonline.com/10.1080/1358684X.2021.1915747.”
Keywords:	choice, interactive fiction, dialogue
Departments, Centres and Research Units:	Educational Studies
Dates:	Date Event 8 April 2021 Accepted 12 May 2021 Published Online 2021 Published
Item ID:	30097
Date Deposited:	27 May 2021 10:55
Last Modified:	12 Nov 2022 02:26
Peer Reviewed:	Yes, this version has been peer-reviewed.
URI:	https://research.gold.ac.uk/id/eprint/30097

View statistics for this item...

Edit Record (login required)