# data[].attributes.headline
games, multimodality, analysing data in classrooms - three discussions to take forward?

# data[].attributes.subject
games, multimodality, analysing data in classrooms - three discussions to take forward?

# data[].attributes.body
Reserach with contradictory results – that will always be the case – different theoretical and methodology standpoints and issues in focus. Wollscheid et al. (2016?) do an interesting analysis on research on the use of paper and pen or digital tools to learn to write. If the researchers have a sociocultural standpoint they come to the conclusion that the use of digitaltools is positive

# data[].attributes.body
Are formal and instrumental approaches to language and grammar teaching really local as it is claimed. It is rather very recognizable across the most of the western world I would thing - and research has confirmed this consistently.

# data[].attributes.body
Are formal appor

# data[].attributes.body
Are

# data[].attributes.headline
With reference to the round table discussion

# data[].attributes.subject
With reference to the round table discussion

# data[].attributes.body
What teacher identities and pedagogies are enabled and constrained by digital literacies in the classroom? What repertoires are promoted and disallowed by the thinking and language around digital media and ICT in L1 education?

# data[].attributes.body
What is a completely digitised classroom?

# data[].attributes.body
Thinking of the productive power of language -- new (?) language to signal new possibilities?

# data[].attributes.body
Surely it's a useful thing to teach young people do. But what are the limits to such approaches? How do we also help students to understand that there are sometimes limits to representational approaches to emotion?

# data[].attributes.headline
Just a thought: What does literacy in emotional literacy mean? Is it a synonym for "competence"

# data[].attributes.subject
Just a thought: What does literacy in emotional literacy mean? Is it a synonym for "competence"

# data[].attributes.body
How meanings expand when they are transferred across modes? Might link to earlier question on boundaries (or crossing, blurring, traversing them).

# data[].attributes.headline
Looking across Kathy's and Angela's presentations

# data[].attributes.subject
Looking across Kathy's and Angela's presentations

# data[].attributes.body
Student/learner agency might need to be central in discussions of practice and research

# data[].attributes.body
Visual literacy has its own grammar. What is the grammar for digital literacy?

# data[].attributes.body
How were the students involved in shaping "specialist knowledge of emotion"? What did they bring into teaching/learning?

# data[].attributes.body
emotions, bodies, modes and modalities?

# data[].attributes.body
Dont only ask what the domain is, but what it could become (from onthological to epistemological notions of subjects)

# data[].attributes.body
How (and can) there be a definition for literacy and digital literacy? Is it context specific?

# data[].attributes.headline
How general competencies influence what is going on in subject areas

# data[].attributes.subject
How general competencies influence what is going on in subject areas

# data[].attributes.body
GBL: might the game based learning change the way the students and the teachers are working with the different subject areas? Great question! Inter-disciplinary focus between the digital and the 'school sponsored' literacy practices of the school subjects.

# data[].attributes.body
how are these assessed? In relation to different subjects?

# data[].attributes.body
Is it a relationship of "versus"? How can it also be thought of as a "with", "in", "across"?

# data[].attributes.body
In school and out of school - can these two be easily separated? While game play may originate in one location don't they often cross into the other?

# data[].attributes.body
Students are writing fan fiction, by choice, out of school in relation to games. Are these students writing in class?

# data[].attributes.body
what is evaluated in the game? Can you compare that to evaluations in schools? The games are mostly commercial - designed so that you should play as much as possible. CAn school ever be liike thatt - should they?

# data[].attributes.body
If we take into consideration the machine (as agent) and of the broader/globalized context of marketization, what kind of spaces exist for agency? And what would that agency mean?

# data[].attributes.body
in one of the most populargames the "new" thing recently was that the avatar could be female. Identity within the design of the game also restricts who you can be!

# data[].attributes.body
Is games literature, is literature game? Consider, for example, Eco's classical study Opera aperta (The open work)
(Nikolaj)

# data[].attributes.body
If we see history as being instantiated in all these (see photo) dimensions, where do we start and finish when examining digital media in language and literacy? What kind of interdisciplinary work renders significant and unavoidable in this view?

# data[].attributes.headline
Imagination in games - framed by the game - the design of it. Contemplative games may appeal to us but to the general gamer? Commercial interests are strong - pedagogical games have never been successfull - important to take into account? Anna-Lena

# data[].attributes.subject
Imagination in games - framed by the game - the design of it. Contemplative games may appeal to us but to the general gamer? Commercial interests are strong - pedagogical games have never been successfull - important to take into account? Anna-Lena

# data[].attributes.headline
Imagination in games - framed by the game 

# data[].attributes.subject
Imagination in games - framed by the game 

# data[].attributes.headline
Beavis' transition from dig games to literature

# data[].attributes.subject
Beavis' transition from dig games to literature

# data[].attributes.body
The transition at first felt a bit awkward; but is it a move to accentuate hybridizations  of old/new? If we transfer this to L1 teaching and research, can we think of ways curricula are impromptu (in action and performance) or consciously

hybridized?

# data[].attributes.headline
How have research interests changed and developed in relation to the digital and L1?

# data[].attributes.subject
How have research interests changed and developed in relation to the digital and L1?

# data[].attributes.headline
How have the particular histories and characteristics of regions and countries shaped our research questions about digital media and literacy over time?

# data[].attributes.subject
How have the particular histories and characteristics of regions and countries shaped our research questions about digital media and literacy over time?

# data[].attributes.body
How to work/research/practice both?

# data[].attributes.body
The collective story of the past, present and future that we tell our children. Reminder of the power of curriculum