Fabielle Rocha Cruz

This chapter conceptualizes gaming literacy as a critical multimodal pedagogy that positions digital games as texts embedded with systems, values, and ideological structures. Drawing on game studies, critical literacy, and educational research, the chapter argues that gaming literacy extends beyond gameplay to include meaning-making practices, relational ecosystems, and ethical forms of agency enacted both in and out of game worlds. Through examples drawn from commercial digital games, the chapter illustrates how player agency emerges through identity negotiation, emotional engagement, and embodied decision-making. The discussion is further expanded to contemporary debates on artificial intelligence in education, challenging assumptions of technological neutrality and optimization. Finally, the chapter highlights the relevance of gaming literacy for understanding learning, curriculum, and assessment in increasingly automated educational contexts.

This study explored racialized newcomer student participants' experiences in a rural high school in Western Canada, and utilized critically engaged language and literacy workshops (CELLWs) as a means to authentically represent participants' interrelationships with and relatability to their school and community spaces. CELLWs are an important avenue for self‐reflection that fosters socially just, diverse, and equitable educational practices. Understanding the nuanced lived experiences of newcomers, and how these inform educational practices today, represents a pivotal need in the development of educational pedagogies that encompass past and present experiences reinforced within different places and spaces. The study was guided by the following question: To what extent can CELLWs afford multicultural and plurilingual identities to establish a disruptive pedagogy and re‐imagine classroom spaces? The researchers centered arts and walking methodologies within four CELLWs sessions to open up subjective practices and analyses that intersect equitable, inclusive, and diverse theories and participants' life experiences. Data was drawn from a qualitative and thematic analysis that was obtained from participants' artwork, written reflections, and individual/group interviews. The study revealed the importance of CELLWs in research and in‐classroom practices as practitioners and scholars become accountable when appropriating such activities to create spaces for meaning‐making processes that consider relevant personal experiences and feelings within schools and communities.

Critical Discourse Analysis is an area in constant development, especially with the relevance of multimodal texts, which are becoming increasingly frequent due to the presence of technology. Considering the significance of CDA in applied linguistics and other areas, this article aims to present the concepts of intertextuality and recontextualization based on the use of music, considering that many texts are based on other works. With the conceptualization of these two essential elements in the area of Critical Discourse Analysis, as well as the understanding of multimodality as texts that use different modes to converge their meanings, the article presents the analysis of excerpts from three songs to demonstrate the applicability in a context diverse and non-academic, as CDA is commonly attributed to research. The results indicate that some songs create meaning by constructing lyrics with literary, historical, cultural, and journalistic references inserted into the lyrics through recontextualization and intertextuality.

In light of increasing immigration trends, understanding the educational implications for ESL classrooms is crucial. This study underscores the often-overlooked role of gaming literacy within the broader multiliteracies framework, offering insights into its potential to support immigrant integration while preserving linguistic identities. By delving into the interplay between gaming literacy, immigrant identity, and sociolinguistics, ESL curriculum development and inclusive practices within immigrant communities should occupy a significant place in research (Cummings, 2000). These findings hold significant implications for addressing linguistic barriers, reshaping ESL pedagogy, and promoting digital literacy to foster inclusion and belonging among immigrant populations. This research investigates how video games influence identity formation and linguistic adaptation within English-speaking host societies by exploring the intersection of gaming literacy and immigrant integration. By addressing the research question, "How does gaming literacy influence identity formation and integration processes among immigrant communities, and what role does it play in shaping their cultural and linguistic adaptation within the English-speaking host society?" the aim is to uncover how gaming literacy may serve as a tool for preserving linguistic identities while facilitating integration. Examining the benefits and drawbacks of video games for ESL students, their impact on linguistic and cultural identities, and their integration with other digital literacies is to elucidate how gaming literacy can enhance language learning and foster a sense of belonging.

According to the current needs of research in education, review studies are seen as objects of paramount importance to contribute to scientific development and the production of new research in the field of education. There are different types of review studies and each one has a specific methodology. This article focuses on two types of review studies, the Systematic Review and the State of the Art. The article presents a research of qualitative approach, bibliographic type, carried through in books, articles, theses and dissertations that had the objective to describe and suggest ways to conduct review studies, with emphasis in the Systematic Review and in the State of the Art. Based on the research carried out, it was possible to identify that these two types of review studies are necessary to better understand and analyze research conducted in the field of education, so that the performance of these studies significantly contribute to the formation of the researcher and the development of new studies through different optics. De acuerdo con las necesidades actuales de investigación en educación, los estudios de revisión son vistos como objetos de suma importancia para contribuir al desarrollo científico y la producción de nuevas investigaciones en el campo de la educación. Existen diferentes tipos de estudios de revisión y cada uno tiene una metodología específica. Este artículo se centrará en dos tipos de estudios de revisión, la revisión sistemática y el estado del arte. Presenta una investigación de enfoque cualitativo de tipo bibliográfico realizada en libros, artículos, tesis y disertaciones que tuvo el objetivo de describir e sugerir indicaciones para la realización de estudios de revisión, con énfasis en la Revisión Sistemática y en el Estado del Arte. Sobre la base de la investigación realizada, fue posible identificar que estos dos tipos de estudios de revisión son necesarios para comprender y analizar mejor la investigación en el campo de la educación, de modo que la realización de estos estudios contribuya significativamente con la capacitación del investigador y al desarrollo de nuevos estudios a través de una perspectiva diferente. De acordo com as necessidades atuais da pesquisa em educação, os estudos de revisão são vistos como objetos de suma importância para contribuir no desenvolvimento científico e na produção de novas investigações na área da educação. Existem diferentes tipos de estudos de revisão e cada um deles apresenta uma metodologia específica. Este artigo irá concentra-se em dois tipos de estudos de revisão, a Revisão Sistemática e o Estado da Arte. Apresenta uma pesquisa de abordagem qualitativa do tipo bibliográfica realizada em livros, artigos, teses e dissertações que teve o objetivo de descrever e sugerir indicações para a realização de estudos de revisão, com ênfase na Revisão Sistemática e no Estado da Arte. Com base na pesquisa realizada foi possível identificar que esses dois tipos de estudos de revisão são necessários para melhor compreender e analisar as pesquisas da área da educação, de modo que a realização destes estudos contribuem significativamente na formação do pesquisador e desenvolvimento de novos estudos por óticas diferenciadas.

Nas aulas de segunda língua, é muito comum que o professor foque no vocabulário a ser aprendido e o aluno, muitas vezes, carece de contexto e de explicações sobre determinadas palavras ou expressões que têm um sentido muito único ou peculiar, que se conectam com a identidade do falante. Assim, utilizar meios que tragam a língua contextualizada, de modo que o aluno possa utilizar recursos da análise do discurso (AD), como o ethos, para melhor entender a escolha das palavras, é um atrativo. Através de uma revisão bibliográfica dos estudos de AD e de ethos, bem como uma pesquisa do tipo exploratória, o presente artigo propõe-se a analisar a possiblidade de utilizar os jogos digitais, mais especificamente o jogo Portal 2, para mostrar a importância das escolhas lexicais. Através de um quadro com frases do jogo escolhido, aponta-se a conexão entre entonação e identidade da personagem escolhida para adequar e contextualizar os recursos. Por fim, apresenta-se os resultados, observando-se a faixa etária e o conteúdo que faz parte do jogo, entendendo-se que o professor não perde seu papel para o jogo, mas torna-se mediador da aprendizagem.

Pensar em educação na atualidade sem refletir o uso das tecnologias parece desconexo com a ideia da relevância e presença que estes têm em todos os âmbitos da sociedade. Assim, pensar em língua sem pensar no contexto dela entre os meios digitais parece não levar em conta como as tecnologias afetam os alunos. Este artigo baseia-se numa pesquisa de abordagem qualitativa do tipo bibliográfica e busca descrever como se relacionam a aprendizagem de língua, o letramento digital e os jogos digitais. Com a apresentação de cinco jogos de variados estilos, os autores propuseram seu uso para atender às necessidades da língua como meio, também, para outras disciplinas. Com base na interpretação da pesquisa, os autores consideram que os jogos digitais podem ser recursos significativos para a aprendizagem de língua em contexto.