1-2 | Contributors

James Paul Gee is Mary Lou Fulton Presidential Professor of Literacy Studies at Arizona State University. Previously the Tashia Morgridge Chair in Reading in the Department of Curriculum and Instruction at the University of Wisconsin at Madison, he comes to the study of video games from a background in linguistics. He has written widely for journals in that field as well as psychology, the social sciences, and education. His books include Social Linguistics and Literacies: Ideology in Discourses (1990); The Social Mind: Language, Ideology, and Social Practice (1992); An Introduction to Human Language: Fundamental Concepts in Linguistics (1993); and Good Video Games and Good Learning: Collected Essays on Video Games, Learning, and Literacy (2007).

Thomas S. Henricks is Distinguished University Professor at Elon University. His interests as a sociologist include social theory, modernization and change, popular culture, social stratification, race and ethnic relations, and particularly play and sport. He is the author of Disputed Pleasures: Sport and Society in Preindustrial England (1991) and Play Reconsidered: Sociological Perspectives on Human Expression (2006). His current research pursuits include change in the social organization of enjoyment in the last century.

Linda E. Homeyer and Mary O. Morrison are members of the faculty of the Professional Counseling Program at Texas State University–San Marcos. Both are also licensed Registered Play Therapist Supervisors. Homeyer is past president of the Texas Association for Play Therapy, has lectured internationally on play therapy topics, and is coeditor of The World of Play Therapy Literature: A Definitive Guide to the Subjects and Authors in the Field (1993) and The Handbook of Group Play Therapy: How to Do It, How It Works, Whom It's Best For (1999), and author of Play Therapy Interventions with Children's Problems: Case Studies with DSM-IV Diagnoses (1996) and Sandtray: A Practical Manual (1998). Morrison is president-elect of the Texas Association for Play Therapy, has written a number of articles and book chapters, and also presents internationally. She specializes in research on play therapy for young children and has been recognized for her work in Child Teacher Relationship Training.

Jay Mechling is Professor of American Studies at the University of California, Davis. Past president of the California Folklore Society and past chair of the California Council for the Humanities, he is an award-winning teacher, author of scores of essays and articles, and one of three senior editors of the Encyclopedia of American Studies (2001). Mechling is coeditor of American Wildlife in Symbol and Story (1987) and author of On My Honor: Boy Scouts and the Making of American Youth (2001).

Anthony D. Pellegrini is Professor of Educational Psychology at the University of Minnesota. Previously he was Director of the Cognitive Studies Group at the University of Georgia's Institute for Behavioral Research. He has written and lectured widely on a number of topics in educational and developmental psychology, including social contextual influences on classroom achievement and especially recess. His many publications include Recess: Its Role in Education and Development (2005), which significantly informs his article in this issue of the American Journal of Play.