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Family Video Gaming Literacies: Practices and Perspectives

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Title: Family Video Gaming Literacies: Practices and Perspectives
Language: English
Authors: Rachel LaMear, Sam von Gillern
Source: English Teaching: Practice and Critique. 2026 25(2):178-196.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 19
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Grade 1
Grade 2
Grade 3
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Descriptors: Video Games, Multiple Literacies, Kindergarten, Young Children, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Parent Attitudes, Parent Child Relationship, Elementary School Students, Literacy, Digital Literacy, Technology Uses in Education, Educational Games, Family Environment, Educational Practices
DOI: 10.1108/ETPC-09-2025-0215
ISSN: 1175-8708
Abstract: Purpose: This study aims to examine family video game literacy practices and parental perspectives on incorporating video games into elementary classroom literacy instruction to explore the relationship between children's out-of-school digital literacies and traditional school-based literacy practices. Design/methodology/approach: A qualitative case study was conducted with 33 K-5 students and 15 parents from a Midwestern elementary lab school during a unit on video games. Data were collected through student artifacts, parent surveys, interviews and observations. Qualitative thematic analysis was used to identify patterns related to family gaming practices and parental perspectives. Findings: Video games serve as shared texts between children and family members, creating meaningful intergenerational literacy experiences that bridge home and school contexts. Children positioned themselves as experts during family interactions, disrupting traditional educational power dynamics and demonstrating literacy skills through video game strategy guide creation and gameplay instructions. Parents' perspectives evolved from initial surprise and concern about treating games as texts to recognizing their literacy value and noted increased communication about school activities. Parental support increased when games were framed as legitimate literacy texts within intentional instruction. Originality/value: This research challenges assumptions about parental resistance to video games in school and contributes to the limited literature on how video games and gaming can function as family literacy practices. The study demonstrates that educators can use video games as effective bridges between home and school literacy practices, contributing to an expanding understanding of what constitutes legitimate family literacy engagement in digital contexts.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508714
Database: ERIC
FullText Text:
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  Data: Family Video Gaming Literacies: Practices and Perspectives
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  Data: <searchLink fieldCode="AR" term="%22Rachel+LaMear%22">Rachel LaMear</searchLink><br /><searchLink fieldCode="AR" term="%22Sam+von+Gillern%22">Sam von Gillern</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22English+Teaching%3A+Practice+and+Critique%22"><i>English Teaching: Practice and Critique</i></searchLink>. 2026 25(2):178-196.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: Y
– Name: Pages
  Label: Page Count
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  Data: 19
– Name: DatePubCY
  Label: Publication Date
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Video+Games%22">Video Games</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Literacies%22">Multiple Literacies</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Child+Relationship%22">Parent Child Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+Literacy%22">Digital Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Games%22">Educational Games</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Environment%22">Family Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink>
– Name: DOI
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  Group: ID
  Data: 10.1108/ETPC-09-2025-0215
– Name: ISSN
  Label: ISSN
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  Data: 1175-8708
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This study aims to examine family video game literacy practices and parental perspectives on incorporating video games into elementary classroom literacy instruction to explore the relationship between children's out-of-school digital literacies and traditional school-based literacy practices. Design/methodology/approach: A qualitative case study was conducted with 33 K-5 students and 15 parents from a Midwestern elementary lab school during a unit on video games. Data were collected through student artifacts, parent surveys, interviews and observations. Qualitative thematic analysis was used to identify patterns related to family gaming practices and parental perspectives. Findings: Video games serve as shared texts between children and family members, creating meaningful intergenerational literacy experiences that bridge home and school contexts. Children positioned themselves as experts during family interactions, disrupting traditional educational power dynamics and demonstrating literacy skills through video game strategy guide creation and gameplay instructions. Parents' perspectives evolved from initial surprise and concern about treating games as texts to recognizing their literacy value and noted increased communication about school activities. Parental support increased when games were framed as legitimate literacy texts within intentional instruction. Originality/value: This research challenges assumptions about parental resistance to video games in school and contributes to the limited literature on how video games and gaming can function as family literacy practices. The study demonstrates that educators can use video games as effective bridges between home and school literacy practices, contributing to an expanding understanding of what constitutes legitimate family literacy engagement in digital contexts.
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  Data: As Provided
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  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1508714
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1508714
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        Value: 10.1108/ETPC-09-2025-0215
    Languages:
      – Text: English
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        PageCount: 19
        StartPage: 178
    Subjects:
      – SubjectFull: Video Games
        Type: general
      – SubjectFull: Multiple Literacies
        Type: general
      – SubjectFull: Kindergarten
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      – SubjectFull: Young Children
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      – SubjectFull: Grade 5
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      – SubjectFull: Parent Attitudes
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      – SubjectFull: Parent Child Relationship
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Literacy
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      – SubjectFull: Digital Literacy
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      – SubjectFull: Family Environment
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      – SubjectFull: Educational Practices
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      – TitleFull: Family Video Gaming Literacies: Practices and Perspectives
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