Meaning, Identity, and Literacy in Preteen Virtual Worlds

Kaelyn Shaw

CO

IL

Meyers, E. (2009). Tip of the iceberg: Meaning, identity, and literacy in preteen virtual worlds.                 Journal of Education for Library & Information Science, 50(4), 226-236. Retrieved from: http://web.ebscohost.com.libaccess.sjlibrary.org/ehos /detail?sid=27775b3ca86c464fbd041d3a43873cde%40sessionmgr11&vid=2&hid=10&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=llf&AN=502988489

Every day millions of children ages four to 12 login to shared virtual environments where they play, socialize, create, and explore a digital landscape as virtual characters. While much of the research and media attention has been focused on adult virtual environments such as Second Life, or massive multiplayer games like World of Warcraft, children's virtual worlds comprise the largest and fastest growing segments of this online genre. Virtual environments are quickly becoming an important aspect of children's out-of-school lives. The challenge for educators is to see how virtual spaces may be leveraged for learning and literacy. This article provides an overview of children's virtual environments and presents a four-part framework for further analyzing these spaces. The author posits that SVEs may be viewed as an identity space, a new literacy, a problem-solving context, and an online community. The article concludes by suggesting a research program for the continued exploration of SVEs and the rich array of information practices that surround their use by young people.

I feel that this article proves that programs available on the Internet can be used as literacy tools for students. As Meyers states, “Logging in, creating an online identity, chatting, and sharing a profile with others are skills and ‘literacies’ that transfer across several applications” (Meyers, 2009).  It is important for educators to recognize technological tools as they emerge and how they can be used for learning, creativity, collaboration and problem solving.