Abstract
In his article The Meaning and Relevance of Video Game Literacy Jeroen Bourgonjon argues that video gaming deserves scholarly attention as a social practice and a site for meaning-making (and thus learning). Based on an overview of contemporary trends in literacy and cultural studies, he further argues that video games cannot be approached like traditional text forms, serve as an important frames of reference for young people, and call for informed decision-making in the context of culture, education, and policy. He provides an integrative perspective of video game literacy by collecting theoretical insights about the distinctive dimensions and elements, and situating them in Bill Green's sociocultural 3D model of literacy, determining the operational, cultural, and critical aspects of video game literacy.
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