Citation:

Payne, Matthew T. “The Digital Divide and its Discontents.” Currents in Electronic Literacy 9 (Fall 2005).

 

Abstract:

From the conclusion: “Video games have rarely, if ever, been framed as being of possible benefit to the ICT usage and skills divide. Yet, the three selected video game-related projects demonstrate a myriad of literacies that video games could be constituted to support. Moreover, these groups are all working towards ameliorating various ICT divides. The Education Arcade is addressing the gulf between popular and educational game titles. Flanagan’s RAPUNSEL project works to familiarize young girls with a programming language, thereby addressing the gender gap in the IT work force. And, the work of the Room 130 group addresses the gaping hole in video game scholarship. Seen this way, video games not only have something to say about learning a new language, they also have the potential to bridge existing techno-social inequities, and those still to come.”