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If game-playing is like reading and game-making is like writing, then we must introduce learners to both from a young age. The imagining and writing of web-games fosters the development of many essential skill-sets needed for creativity and innovation, providing an appealing new way for a global computing education, STEM education, for closing achievement gaps. Gee and the author reveal a shared aim to encourage researchers and theorists, as well as policymakers, to investigate gaming with regard to epistemology and cognition.<\/p>","DOI":"10.4018\/jgcms.2010010101","type":"journal-article","created":{"date-parts":[[2010,4,16]],"date-time":"2010-04-16T16:19:34Z","timestamp":1271434774000},"page":"1-16","source":"Crossref","is-referenced-by-count":30,"title":["Toward a Theory of Game-Media Literacy"],"prefix":"10.4018","volume":"2","author":[{"given":"Idit Harel","family":"Caperton","sequence":"first","affiliation":[{"name":"World Wide Workshop Foundation1, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"2432","reference":[{"key":"jgcms.2010010101-0","unstructured":"Barab, S. A. (2009, June). Transformational Play: Why Educators Should Care About Games. 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