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I want to consider the nature of several other emerged or emerging interdisciplinary fields of study, ones that are closely related to the concerns of the digital Media and learning effort. One is the New Literacy Studies (NLS), an endeavor that proposed to study literacy (reading and writing) as a sociocultural achievement rather than a cognitive one. Another is Situated Cognition Studies, a contemporary approach in the Learning Sciences to learning and the mind that stresses the importance of experiences in the world to human thinking and problem solving and the ways in which these experiences are mediated by various tools and technologies. Yet another is the New Litera-cies Studies (not to be confused with New Literacy Studies, described above), an area that studies new “literacies”—new types of “literacy” beyond print  literacy—especially new “digital literacies” and litera-cy practices embedded in contemporary popular  culture. Finally, there is New Media Literacy Studies, an area related to an older concern with “media literacy,” where “media literacy” has to do with the ways in which people give meaning to and get meaning from various media.
My own interest in Digital Media and Learning (accepting it, for the moment, as an emerging field of study) came by a route that led from the New Literacy Studies to an interest in video games and learning and thus to the New Literacies Studies. Others took other routes. We have all come from different places to this interest. But are we in the “same place” now? If so, what place is that, exactly? How can we, coming from different disciplines and having taken different routes here, collaborate to define and develop this new place, our shared interest in Digital Media and Learning?
Let me say a word about video games, a field to which I have contributed, and then continue on to what I see as some already-shared themes. After these introductory remarks I will discuss the emerged and emerging fields I mentioned above, and then pro -pose a way to achieve the commonality needed for collaboration and the accumulation of knowledge to strengthen what has been, to date, a vibrant yet nascent field at the intersection of digital media and learning.
In my book What Video Games Have to Teach Us About Learning and Literacy (Gee 2003/2007; see also Gee 2005, 2007), I argued that good video games—which are often long, difficult, and complex—incor-porate good learning principles in order to be learned and mastered. These principles, I argued, are also found in recent research in the Learning Sciences about how humans learn best (Barab and Dede 2007; Barab and Roth 2006; Bransford, Brown, and Cocking 2000; diSessa 2000; Gee 2004; Hawkins 2005; Sawyer 2006; Wilensky and Reisman 2006).
Video game designers did not acquire these learn-ing principles from the Learning Sciences, nor did the Learning Sciences use video games as a basis for research. This was convergent development. Video games are largely just problem-solving spaces and if people found them difficult to learn or unengaging, the companies that make them would go out of busi-ness. So it is perhaps not surprising that game design-ers have hit on—and even innovated—many of the learning principles that contemporary research in the Learning Sciences has argued work for deep and effec-tive human learning.
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