This book illuminates the lived experience of a group of primary school children engaged in virtual world play during a year-long after-school club. Shaped by post-structuralist theory and New Literacy Studies, it outlines a playful, participatory and emergent methodological approach, referred to as ¿rhizomic ethnography¿. This ¿hybrid¿ text uses both words and images to describe the fieldsite and the methodology, demonstrating how children¿s creation of a digital community through Minecraft was shaped by the both the game and their wider social and cultural experiences. Through the exploration of various dimensions of the club, including visual and soundscape data, the author demonstrates the ¿emergent dimension of play¿.