Participant categorizations of gaming competence: ‘Noob’ and ‘imba’ as learner identities
2012 (English)In: Identity, Community, and Learning Lives in the Digital Age / [ed] Ola Erstad, Julian Sefton-Green, Cambridge University Press, 2012Chapter in book (Other academic)
This chapter examines conversations during computer gaming, showing that players spontaneously engaged in mutual assessments in the form of blame, praise and criticism that produced a social order where some players were ranked as noobs (novices) and others as imba (experienced). This involved categorizations (Sacks 1974) of gaming where the participants assessed their own and others’ learning trajectories in terms of learner or expert identities. The findings indicate that models of learning should account for such local hierarchies. By including participants’ assessments of learner identities, our analyses extend work on communities of practice (e.g., Lave and Wenger 1991).
Place, publisher, year, edition, pages
Cambridge University Press, 2012.
gaming competence, social categorizations, participation, local hierarchies, affective stances, action aesthetics, learner identity
Research subject Child and Youth Science
IdentifiersURN: urn:nbn:se:su:diva-71068ISBN: 9781107005914OAI: oai:DiVA.org:su-71068DiVA: diva2:483740