ABSTRACT

The literacy practices enacted in secondary school English classrooms can be influenced by the pressures acting upon teachers and students. Attention can be diverted away from the process of meaning-making when more emphasis is placed upon performance outcomes than on reading processes. This paper argues that digital forms of Interactive Fiction (IF) hold the potential to help teachers and students attend more closely to the process of meaning-making. It also argues that IF’s component parts – passages, choices and links – render it a useful resource for the scaffolding of classroom dialogue. By considering the different ways that IF could influence the choices that individuals make in the classroom, this paper suggests that works of IF could enable teachers and students to engage with texts differently, improving the literacy practices of the students involved.

摘要

中学英语课堂上的扫盲实践会受到师生压力的影响。当更多地强调表现结果而不是阅读过程时，注意力可能会从意义创造的过程中转移开。本文认为，交互式小说 (IF) 的数字形式具有帮助教师和学生更密切地参与意义创造过程的潜力。它还认为，IF 的组成部分——段落、选择和链接——使其成为课堂对话脚手架的有用资源。通过考虑 IF 可能影响个人在课堂上做出的选择的不同方式，本文认为 IF 的作品可以使教师和学生以不同的方式参与文本，