Henry Jenkins on “Reducing the World’s Suck”

Henry Jenkins, author of Convergence Culture, has some relevant (for us) things to say in an interview posted on Boing Boing. His take on the connection between literacy and play seems especially connected to conversations we’ve been having about games:

Reading, writing, and understanding words on a page won’t cut it anymore. In a digitized world, Henry says young people need new skills that go way beyond basic composition and comprehension. Skills like play (“the capacity to experiment with one’s surroundings as a form of problem-solving”), collective intelligence (“the ability to pool knowledge and compare notes with others toward a common goal”), and transmedia navigation (“the ability to follow the flow of stories and information across multiple modalities”).

What’s the deal with “suck”? Would it surprise any of us that he’s talking about school? “[S]uck consists in imposing your tastes on someone else by cutting them off from participating in meaningful activities. Right now, our schools do that all the time,” according to Jenkins. This critique is, in some respects, very similar to the ones made about school in the chapters from Gee we read last week, in that school seems not to encourage “active and critical learning” in the context of some “semiotic domain.” Of course, school is itself a “semiotic domain,” so one could argue that what school is fairly good at is teaching kids how to be in school. The question, I think, is whether that alone is worth spending 12-16 years of one’s life on. The answer, I think, is no.

Finally, when asked about the issue of “videogame addiction,” Jenkins says “I would be asking as much about what [the kids were] escaping from as I was concerned about what [they were] escaping into.” That is, perhaps we could spend less energy worrying about questionable aspects of videogames themselves, and a bit more of it trying to figure out why youth might prefer to spend so much time in them. This seems to me a more ecological approach to the issue, since it asks us to situate gaming in the broader context of a player’s “lifeworld,” to use Gee’s phrase. We assume that videogames exert force on peoples’ lives — such as making them more violent or prone to other questionable behaviors — but it’s just as true that peoples’ lives exert force on their participation in videogames. In other words, we need to stop thinking of videogames as something foreign, as attacking us from the outside. They are, instead, embedded in our lives, for good or ill.

Video Games, Textuality, and Community: This Post is Not Self-Indulgent at All

In the spirit of Henry Jenkins’ collective intelligence, I’m posting cumulative thoughts about video games and pedagogy based on discussions I’ve had in the past year with several people (including Kory, Nathan, and others).  Their ideas, along with my own, have become so wiki-fied in my head that I find myself not being able to formally attribute them to specific entities.  Huzzah.

James Paul Gee and Ian Bogost seem to be so hopeful in terms of using video games as effective learning tools that I find myself wanting to step back to tend to the reservations expressed by crusaders of conventional pedagogy.  Gee (the person, not the exclamation), in his introduction, does touch upon what he acknowledges as tired debates over sex and violence in video games (10-11).  To his own arguments, I would add that, at certain historical moments, other “new” media such as the novel (17th-18th centuries), film

Video Games as an Enabler of New Literacies?

I’ve been contemplating for a while about what to write in this blog post, because I’ve been faced with a bit of a problem: in the article that I read for this week, James Paul Gee’s “Pleasure, Learning, Video Games, and Life: The Projective Stance“, Gee doesn’t seem to be talking about literacy at all, and Certainly not literacy as defined by Lankshear and Knobel in their plenary address. Their revised definition in “Sampling ‘the New’ in New Literacies” fits a bit better, but literacies as “socially recognized ways of generating, communicating, and negotiating meaningful content through the medium of encoded texts within contexts of participation in Discourses (or, as members of Discourses)” seems so nebulous and hedged as to include almost anything within its purview (4). Even working from that definition (which uses Gee’s own research in discourse theory), I have trouble finding anything that remotely relates to what I would normally think of as literacy in Gee’s chapter. The closest he gets is discussing the sporadic text that happens in between all the action in video games. That isn’t literacy, that is just playing around, right?