Digital game creation for media and information literacy development in children

Developments during the last three decades within the fields of both media and education studies have encountered controversy, yet "point toward a common ground of shared interests around people, practices, and processes in using digital media in different contexts and for different purposes" (Drotner and Erstad, 2014, p. 10). This proposal presents and discusses the preliminary findings of GamiLearning (2015-2018), an ongoing research project that aims to promote critical and participative dimensions of media and information literacy (MIL) in children through the creation of digital games. The project presents an innovative approach by arguing that games not only promote learning across the curriculum, but that games also can promote media and information literacy (MIL) through the process of creation and development of videogames, in particular operational, editorial, and organizational, socio cultural skills, as well as digital identity management skills. Children aged 9 to 14 years old from Portugal and Austin, TX (USA), participated in the study that included an intervention at schools where game design and development was taught, and students created their own games on issues related to online security and digital identities from a constructivist perspective. Fieldwork was conducted in four schools and pre and post-test were administered. Preliminary results from two schools indicate an increase in operational, editorial, organizational and digital identity management skills and knowledge, promoting a discussion on the potential of digital game creation as a reflexive tool to enhance MIL, as well as critical thinking and participative skills.