ABSTRACT
This chapter describes a digital game-making project in a Year 3/4 classroom where young students made their own digital games using the block coding program Scratch. While this project cuts across several curriculum areas, it was primarily designed as a Language and Literacies project with written composition at the centre. The chapter also describes the model is used as a conceptual tool to frame the literacies analysis of the students' projects to consider what game making brings to the students' compositional skills, particularly in terms of their understanding of narrative. It analyses the language and literacies outcomes for students in the final year of the project. The language and literacies tasks are mapped onto Green's 3D Model of L(IT)eracy, a useful resource to draw upon when analysing complex multimodal texts and experiences, such as those created and experienced by the children through the game-making curriculum.
