In this paper, we explore how students engage in journalistic writing activities relating to video games and game culture. The paper is based on a pilot study with student texts and interviews relating to the development of the online learning resource spiljournalist.dk, which allows Danish secondary students to publish journalistic articles in terms of game reviews, columns, and feature stories. The analytical findings indicate that students position themselves as writers through 3 different voices. The “gamer” students primarily based their articles on their own knowledge and experience as gamers. By contrast, the nongamer students tended to write more critically about games and game culture from an outsider’s perspective. Finally, a third group of students primarily positioned themselves as journalists.
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