ABSTRACT
Minecraft is the world’s most popular digital game, having sold over 154 million copies, and in digitally advantaged nations, it has become part of many children’s everyday lives. This chapter argues the Minecraft ecology is a unique and prescient digital experience that involves distinctive digital literacy practices in children’s lives. Minecraft can be considered discursive because it provides a system of meanings through the metalanguage of its terminology, its rules for designing, combining and building; and through its story-world representations and logics. More obviously, Minecraft involves material literacy when it includes offline physical play with toys, Lego building blocks, physical play-acting or dressing up. ‘Worldness’ provides a way to think about the open boundaries between online and offline presence of a particular media experience such as Minecraft. The socio-cultural aspects of game play included the design processes of crafting items and building structures, once again extending Minecraft worldness in our family’s life.
