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We address how students self\u2010initiate and strategize collaborative practices to achieve a project\u2010based learning goal, and how they interact with peers, teachers, and technology to develop a shared understanding of the primary game design task. We also consider student engagement in the meta\u2010processes that support this task's completion, such as delegation, teamwork, and resource use. The methods applied include two main steps \u2010 categorical analysis of 18 teams' interview transcripts and in depth case study analysis of four teams' interview responses and process artifacts, with a focus on the themes that are identified from the first step. We propose an initial framework outlining general dimensions of collaborative information behavior for knowledge building contexts. 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