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What videogame making can teach us about access and ethics in participatory culture By Yasmin Kafai, William Burke, & Deborah Fields
Author(s): Yasmin Kafai, William Burke, & Deborah Fields
Abstract:
Yasmin Kafai, William Burke, and Deborah Fields write about ethical challenges for students and educators being brought about by new technologies and uses of new media. They report on their work with youth (10-12 years) involved in videogame making, a growing field that challenges youth to no longer simply participate as consumers of technology but as producers as well. They examine contentious issues of participation, appropriation, networking, cheating, and crediting the source. Gee’s (2003) notion of video games as “learning environments” suggests that the boundaries between school and games are not as sharply divided as previously supposed, and the widespread presence of game-making technologies in and around schools further calls into ethical consideration exactly how youth receive and produce information. The authors of this paper suggest that schools’ traditional notions of plagiarism need to be reconsidered as both schools and digital games would do well to study each other’s divergent conceptions of cheating.
APA Citation:
Kafai, Y.B., Burke, William, & Fields, D.A. (submitted). What videogame making can teach us about access and ethics in participatory culture. Submitted to the Digital Games Research Association (DIGRA 2009), London, United Kingdom.
Paper appears with permission from the authors, © 2009 Authors & Digital Games Research Association (DIGRA). All rights reserved.
Attachment:
027VideogameMakingPP018.pdf
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