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Volume 96, Issue 1
  • ISSN: 0360-9170
  • E-ISSN: 1943-2402


This column outlines key principles that should underpin the use of augmented and virtual reality in the language arts curriculum.


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  1. To date, there are few books that discuss the use of AR and VR technologies in classrooms. Therefore, we recommend reading the following books that consider the use of digital technologies more generally and that pay some attention to virtual environments..
  2. Gillen J (2014) Digital literacies. London, UK:, Routledge. This book explores a range of ways in which digital literacies have transformed communication in contemporary societies, enabling new ways of meaning making to emerge. Exploring the potential value of the virtual domain in classrooms, Gillen discusses a fascinating project in which young learners engaged in literacy practices using Schome Park, an environment located in the virtual world Second Life..
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  3. InParry BBurnett CMerchant G. Eds 2016) Literacy, media, technology: Past, present and future. London, UK:, Bloomsbury Publishing. This book offers a range of perspectives on the use of technologies in the literacy curriculum, tracing developments across home and school spaces. The authors collectively discuss the continuities and discontinuities in digital literacy practices over time and explore a range of approaches to the use of technologies in the classroom that draw on popular cultural forms such as film, television, video games, and virtual worlds..
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  4. Marsh JPlowman L.Yamada-Rice DBishop J. C.Lahmar JScott FWinter P (2015) Exploring play and creativity in pre-schoolers’ use of apps: Final project report. Retrieved from
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  5. Souto-Manning MYoon H. S (2018) Rethinking early literacies: Reading and rewriting worlds. London, UK:, Routledge.
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  6. Yamada-Rice DMushtaq FWoodgate ADouthwaite AHarris WHolt RWhitley S (2017) Children and virtual reality: Emerging possibilities and challenges. Retrieved from
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  • Article Type: Research Article
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