The Dialogic Possibilities for Interactive Fiction in the Secondary Academy English Classroom

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

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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:

DateEvent
8 April 2021Accepted
12 May 2021Published Online

Item ID:

30097

Date Deposited:

27 May 2021 10:55

Last Modified:

11 Jun 2021 04:04

Peer Reviewed:

Yes, this version has been peer-reviewed.

URI:

https://research.gold.ac.uk/id/eprint/30097

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