/Currents in Electronic Literacy/ (ISSN 1524-6493) solicits article-length submissions related to the theme below. Submissions are due by Friday, January 15, 2010. Please consult our Submission Guidelines <http://currents.cwrl.utexas.edu/fall05/submissions.html> .
Spring 2010 issue: "Gaming-Across-the-Curriculum: Playing as a Way of
“Good game design,” writes James Paul Gee in “Learning and Games,” “has a lot to teach us about good learning, and contemporary learning theory has something to teach us about how to design even better and deeper games.” The burgeoning field of pedagogical gaming has inspired emergent journals (GameStudies; Games and Culture), new institutions (e.g., the Game Studies Research Center at the IT University of Copenhagen), and interdisciplinary approaches. This issue of /Currents/ features guest editors Jan Holmevik and Cynthia Haynes of Clemson University’s Gaming Across the Curriculum (GAC) program, (http://gamingacrossthecurriculum.blogspot.com/), which examines current and potential uses of gaming within the academy. The issue will incorporate games created by students and faculty, best practices of the use of computer games in teaching, articles that theorize play and pedagogy, innovative approaches to cross-disciplinary collaboration using computer games, frameworks of GAC white papers, and so forth.
/Currents/ encourages unconventional and emergent modes of scholarship. The editors solicit articles, games (with instructions and background), GAC curriculum designs, and other scholarly treatments of “gaming-across-the-curriculum.” All submissions should adhere to MLA style guidelines for citations and documentation. Submissions should state any technical requirements or limitations. /Currents/ reserves all copyrights to published articles and requires that all of its articles be housed on its Web server.
It is the policy of /Currents in Electronic Literacy/ that all published contributions must meet the W3C accessibility standards. While all /Currents/ articles are accessible, readers are advised that these same articles may contain links to other Web sites that do not meet accessibility guidelines.
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