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ToolsCarrington, Victoria and Hodgetts, Katherine (2010) Literacy-lite in BarbieGirls. British Journal of Sociology of Education, 31 (6). pp. 671-682. ISSN 1465-3346
Full text not available from this repository.Abstract
While the attention of researchers has focused on video games, texting and, more recently, the growth of social networking sites such as Bebo.com and Facebook, virtual worlds have emerged as a site of significant cultural and textual relevance for young people. A total of 6.2 million children aged between six and 12 years of age ventured into a virtual world in the 12 months between April 2007 and April 2008. Media and gaming industry analysts predict that by 2011 more than one-half of all children in that age group will be visiting virtual worlds regularly, going more often and staying longer. Paying attention to the kinds of online and offline practices these worlds promote in relation to identity and text is, for educators, both interesting and important. This article examines one of the most popular current sites for young girls, Mattel’s BarbieGirls™. In particular, the paper will pick up on issues of consumption and gender as a background context to a consideration of the textual practices modeled and made available in this particular virtual world.
| Item Type: | Article |
|---|---|
| Faculty \ School: | Faculty of Social Sciences > School of Education and Lifelong Learning |
| UEA Research Groups: | Faculty of Social Sciences > Research Groups > Critical Cultural Studies In Education |
| Depositing User: | Julie Frith |
| Date Deposited: | 29 Feb 2012 16:53 |
| Last Modified: | 21 Apr 2023 08:30 |
| URI: | https://ueaeprints.uea.ac.uk/id/eprint/37724 |
| DOI: | 10.1080/01425692.2010.515109 |
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