The concept of affinity spaces, a theoretical construct used to analyze literate activity from a spatial perspective, has gained popularity among scholars of literacy studies and, particularly, videogame studies. This article seeks to expand current notions of affinity spaces by identifying key assumptions that have limited researchers' ability to interrogate the processes of deliberation and change within affinity spaces. Drawing on insights from recent empirical research, this study theorizes an expanded model of affinity spaces, which can aid researchers in their continued investigations of affinity spaces, as well as educators interested in creating such spaces in traditional school settings.
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