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Place for Video Games : a Theoretical and Pedagogical Framework for Multiliteracies Learning in English Studies

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Place for Video Games : a Theoretical and Pedagogical Framework for Multiliteracies Learning in English Studies Michigan Technological University Digital Commons @ Michigan Tech Dissertations, Master's Theses and Master's Dissertations, Master's Theses and Master's Reports - Open Reports 2011 Place for video games : a theoretical and pedagogical framework for multiliteracies learning in English studies Ethan T. Jordan Michigan Technological University Follow this and additional works at: https://digitalcommons.mtu.edu/etds Part of the Rhetoric and Composition Commons Copyright 2011 Ethan T. Jordan Recommended Citation Jordan, Ethan T., "Place for video games : a theoretical and pedagogical framework for multiliteracies learning in English studies", Dissertation, Michigan Technological University, 2011. https://doi.org/10.37099/mtu.dc.etds/88 Follow this and additional works at: https://digitalcommons.mtu.edu/etds Part of the Rhetoric and Composition Commons A PLACE FOR VIDEO GAMES: A THEORETICAL AND PEDAGOGICAL FRAMEWORK FOR MULTILITERACIES LEARNING IN ENGLISH STUDIES By Ethan T. Jordan A DISSERTATION Submitted in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY (Rhetoric and Technical Communication) MICHIGAN TECHNOLOGICAL UNIVERSITY 2011 © 2011 Ethan T. Jordan This dissertation, “A Place for Video Games: A Theoretical and Pedagogical Framework for Multiliteracies Learning in English Studies,” is hereby approved in partial fulfillment of the requirements for the Degree of DOCTOR OF PHILOSOPHY in RHETORIC AND TECHNICAL COMMUNICATION. Department of Humanities Signatures: Dissertation Advisor _________________________________________ Nancy M. Grimm Committee Member _________________________________________ Marilyn M. Cooper Committee Member _________________________________________ Karla S. Kitalong Committee Member _________________________________________ Paul Ward Department Chair _________________________________________ Ronald L. Strickland Date _________________________________________ To my family Table of Contents List of Figures................................................................................................................... 11 Acknowledgements........................................................................................................... 12 Abstract............................................................................................................................. 13 Chapter 1 Introduction: Video Games, English Studies, and a Changing Discipline ....................... 15 Growing Up on Gaming............................................................................................ 19 Film and the English Department: Expanding the Concept of “Text” ..................... 22 Surveying the Discipline: How Have English Scholars Incorporated Video Games? ............................................................................................................................ 25 Gaming: A Problematic “Subject”............................................................................ 27 Storytelling in Books, Storytelling in Games ........................................................... 31 Critiquing Gaming Culture: Insights from Cultural Studies..................................... 34 Gaming and Literacy: Are Video Games Like English Courses? ............................ 39 Gaming as Storytelling, Rhetorical Persuasion, and Literate Practice ..................... 47 Chapter 1 Notes......................................................................................................... 51 Chapter 2 How Do Video Games Tell Stories? World of Goo as Narrative Text............................. 53 Structural Analysis of Narratives and Gaming: Are Games Stories?....................... 54 Film Narratives = Gaming Narratives?..................................................................... 58 The Problem of Interactivity: New Media Complications........................................ 64 7 Complicating Game Narratives: Game Studies Critiques ........................................ 68 World of Goo as Story: Narrative and the Video Game ........................................... 76 Goo Style: Narrative “Telling” in Video Games ...................................................... 81 Ludology vs. Narratology: Distinguishing Narrative and Gameplay ....................... 93 Looking Ahead: Reader-Response, Rhetorical Narrative Theory, and Procedural Rhetoric.............................................................................................................. 96 Chapter 2 Notes......................................................................................................... 98 Chapter 3 World of Goo as Rhetorical Narrative: Audience Interaction and Textual Persuasion .... 99 Reader-Response Criticism: What Do Players Bring to Video Games? ................ 100 Rhetorical Narrative Theory: How Do Texts Persuade Audiences? ...................... 107 Procedural Rhetoric in Gaming: Persuasive Systems............................................. 114 Rhetorical Narrative: Storytelling and Persuasion in World of Goo....................... 119 Gaming Persuasion: Narrative and Procedural Rhetoric ........................................ 123 Looking Ahead: Literacy Practices in Gaming....................................................... 129 Chapter 3 Notes....................................................................................................... 131 Chapter 4 Multiliteracies: Multimodality and Social Practices in World of Goo............................ 133 New Literacy vs. Old: Why New Literacy Studies?............................................... 134 Multimodality, Multiliteracies, and Video Games ................................................. 140 Playing World of Goo: A Social Practice ............................................................... 148 8 Multiliteracies Pedagogy: Moving Students Away from Their Lifeworlds ........... 153 “You appear to be incompatible with: THE WORLD”.......................................... 156 “Portfolio Players”: Thinking Critiquely as Critical Design .................................. 161 A Necessary Addition to Multiliteracies Theory: Procedural Literacy .................. 168 Chapter 4 Notes....................................................................................................... 174 Chapter 5 Using Games to Teach Literacy: A Pedagogical Model for English Courses................ 175 Rethinking Literacy: Why Should English Instructors Teach with Video Games? 180 How Can English Scholars Create the Conditions for Literacy Learning? ............ 189 An English Course in Media and Multiliteracies: A Pedagogical Outline ............. 193 Pedagogical Rationale: How Does This Course Foster Multiliteracies?................ 204 Conclusion: Redesigning Texts, Redesigning Systems.......................................... 209 Works Cited and Consulted ............................................................................................ 213 Appendix A: Permission to reprint images from World of Goo for academic use......... 229 9 List of Figures Figures 2.1 and 2.2: Rounded pastoral settings give way to angular industrial settings. (World of Goo) ......................................................................................................... 84 Figure 2.3: Two groups of goo are separated by ancient wall (World of Goo). ............... 86 Figures 2.4 and 2.5: The similar staging and imagery of two levels invites comparison (World of Goo).......................................................................................................... 88 Figure 2.6: The FREEDOM SCRAPER 3000 prevents access to the pipe (offscreen right) (World of Goo).......................................................................................................... 95 Figures 4.1 and 4.2: The white goo balls push a pressure plate below, crushing themselves in the process (World of Goo). ............................................................. 143 Figure 4.3: The World of Goo “trapped” in 3-D (World of Goo)................................... 157 Figure 4.4: While technologically superior, the “Information Superhighway” remains post-apocalyptic beige (World of Goo)................................................................... 158 Figures 4.5 and 4.6: Bob and Alice chat online, while the player must “eavesdrop” and capture information (World of Goo). ...................................................................... 159 Figure 5.1: A possible Multiliteracies course design...................................................... 203 All screen captures from the Nintendo WiiWare game World of Goo are © 2D Boy and reprinted with permission (applies only to Figures 2.1-2.6 and 4.1-4.5). See Appendix A for documentation of permission to republish this material for academic purposes. 11 Acknowledgements I’d like to thank my PhD committee members, Dr. Nancy M. Grimm, Dr. Marilyn M. Cooper, Dr. Karla S. Kitalong, and Dr. Paul Ward, whose help and advice during my coursework, comprehensive exam research, and dissertation have been invaluable. I feel that this dissertation would not have been completed without my regular discussions with Dr. Grimm, her encouraging words, and help in decoding my thoughts at times. Likewise, Dr. Cooper and Dr. Kitalong have both been instrumental in steering this work in a good direction, and their encouragement led me to pursue this particular topic. I’m very thankful for Dr. Paul Ward, who made time in his busy schedule to read my work. I’d also like to thank Dr. Debra
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