ABSTRACT Investigations into the digital literacy practices supported by new forms of play can pose significant challenges insofar as researchers and educators lack theoretical frameworks nuanced or flexible enough to map the terrain being explored. In this paper the author presents a new hybrid model of ludic authorship which reconceptualises the relationship between digital play and literacies and uniquely serves both pedagogical and theoretical purposes; it provides a tool through which educators and policy makers may begin to articulate the value of digital literacies involved in digital play, whilst also allowing them to plan and evaluate such learning opportunities in educational settings. This model emerged from an innovative empirical study into Alternate Reality Game (ARG) design in a primary school classroom which demonstrated that digital play is a literacy practice requiring three dimensions of literacy: operational; critical; and cultural.

中文翻译：

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呈现一种新的嬉戏作者混合模式：将数字游戏重新定义为“三维”读写实践

摘要 对由新游戏形式支持的数字素养实践的调查可能会带来重大挑战，因为研究人员和教育工作者缺乏足够细致或灵活的理论框架来绘制正在探索的地形图。在本文中，作者提出了一种新的游戏作者身份混合模型，该模型重新定义了数字游戏与文学之间的关系，并独特地用于教学和理论目的；它提供了一种工具，教育者和政策制定者可以通过它开始阐明数字游戏中涉及的数字素养的价值，同时还允许他们计划和评估教育环境中的此类学习机会。该模型源自对小学课堂中替代现实游戏 (ARG) 设计的创新实证研究，该研究表明数字游戏是一种读写实践，需要三个维度的读写能力：操作性；危急; 和文化。