ABSTRACT
This chapter argues that it is necessary to expand beyond socio-cultural and 'multimodal' approaches to literacy when aiming to understand how digital literacies are produced through Minecraft play. It draws on observational data, interviews with students and teachers and student work samples, and provides insight into the production of digital media literacies by comparing Minecraft digital making with building in Lego. The chapter considers the model's nodes enable investigation of how building systems were used to assemble knowledge in the project; redesigning the Junior School in Minecraft and Lego in a Year 3 class. It focuses on a project that involved students designing and building with Lego and Minecraft. The chapter discusses how the students worked with Minecraft and Lego in material and discursive ways to assemble new knowledge. The responses are interesting because writing positively about Lego, the students have tended to compare their experience to their digital experiences in Minecraft, encouraged by the T-Chart structure.
