![]() The case studies illustrate how two teachers came to rethink digital games and students’ participation in digital game culture as valuable and integral meaning-making activities. Digital games are a medium requiring students to interact with machines across various platforms, to understand their interfaces and become familiar with differentvirtual worlds. These practices reflect students’ proficiencies in programming as well as the technical, kinetic, social and linguistic knowledge necessary to play and configure different digital games for maximum gaming pleasure. The article moves the field of literacy research forward by introducing the term systems-based literacy practices to describe youths’ new literacy practices emerging from their digital gameplay experiences. The students’ research, gameplay and design of digital games enhanced literacy teaching and learning because the curriculum resonated more closely with their lifeworlds. This paper presents two suburban case studies exploring the introduction of digital games into the English curriculum with students who traditionally struggle with literacy. Few spaces exist in schools that require students to research, play and design digital games.
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