More research is needed, however, on the relationship between literacy experiences and pedagogical thinking for preservice teachers implementing new literacies such as transmedia stories.
The personal literacy experiences English Language Arts (ELA) teachers have are an important factor in shaping their pedagogical thinking about literacy. I argue that although the games are unable to influence the narrative of existing Discworld books, they nevertheless constitute a transmedia relationship with the text, based on Jason Mittell’s (2012-13) ‘what if’ concept. It is via L-space that all books are connected (quoting the ones before them, and influencing the ones that come after) (1989: 11)’. Drawing on user reviews of the Discworld games from the board game website Board Game Geek, I suggest that these games fulfil a similar function to Pratchett’s textual concept of L-Space the idea that ‘Knowledge = power = energy = matter = mass, and on that simple equation rests the whole of L-space. Existing outside of the ‘official’ canon of the novels, as well as television and animated adaptations, the games nevertheless utilise information contained within those texts to affect game play. This paper draws on Jonathan Gray’s (2006, 2010, 2013) work on paratexts and Matthew Hills’ (2004) work on Discworld geography, to examine the role that the Discworld board games play in affecting fans’ meaning-making processes.
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