Gaming and Information Literacy (ACRL 2009)

Contributed Papers

We're not playing around: Gaming literate librarians = information literate students (Nicholas Schiller , Washington State University Vancouver, Serin Anderson, University of Washington Tacoma, Carole Svensson, Assistant Director, UW Tacoma Library)

A look at MMORPG (Massive Multiplayer Online Role Play Games) and what is happening in gaming environments that can be applied in a pedagogical manner in the library instruction classroom.

The presenters noted that "games are text". Used statistics from latest Pew survey Generations Online in 2009, they noted "teen internet users’ favorite online activity is game playing; 78% of 12-17 year-old internet users play games online".

Can we incorporate the environments and activities in games into the classroom? Yes, by remembering that in gaming environments:

players do not work alone. They work together in gaming
players can get and give help
there is no central authority
there are tools that help scaffold learning new things
the games only gives you the information you need at that particular time

One suggestion they had was to have students create their own user guide in their words where did they go what did they do in the library instruction session. Web 2.0 tools make this easy to do.

Take a look at Koster http://www.theoryoffun.com/

Percolating the Power of Play (Sarah Faye Cohen, Information Literacy Librarian, Champlain College Lauren Nishikawa Champlain College Timothy Miner Champlain College)

Champlain has an Emergent Media Center as part of its animation and gaming program, that does work for campus clients. Students develop the games.

Many games have a "hero's journey". One of the games developed by the center's student used this as a theme, and used metaphor to describe the information seeking process. The other game is more linear and has a "detective" theme.

Game development took 2 years, and still is in beta.

Games were developed using Kuhlthau's information seeking process model as a basis for design.

LOEX 2008 Report from Annette Healy

I would like to share some highlights from the LOEX 2008 Conference, which was held May 1-3 in Oak Brook, IL. This is really a great conference for those interested in library instruction. Next year’s conference will be held in Albuquerque, NM from April 30-May 2.

There were seven breakout sessions and seven workshops to choose from during each session. It was really tough choosing just one workshop per session. Here is a quick look at the many workshops available. Some highlights:

Research 2.0: Blogs as windows of opportunity for teaching research writing.

In this session, a librarian and an instructor from the University of Richmond described their efforts to teach the research process using blogs in addition to a one-shot session. As many of us know, students do not understand the research process and do not realize that it is not a straightforward process. By responding to student blog entries, the librarian and instructor were able to reassure students that their research experiences were normal and give them guidance throughout the semester. The blogs also provided for just-in-time learning because the instructor and librarian could respond to blog entries as problems were encountered.

You can learn more about this presentation at http://loex.wikispaces.com/

Planning and Producing Videos: A two-part workshop on writing scripts and making videos @your library

This was a two-part workshop by librarians from Indiana University South Bend. In the workshop, we learned about planning a video, writing a script, shooting and editing a video and placing it on the Web. In the second hour, the class participated in shooting a video, watched it being edited and then viewed the final product. All the class materials and the video made in class are available here: http://www.iusb.edu/~libg/loex/2008/index.shtml

When the world grows smaller: Renewing your instruction methods for international students

This workshop by Merinda Hensley from the University of Illinois (UIUC) was my favorite of the conference. This session discussed characteristics of international students and methods for making library instruction sessions more interesting for all students. The session introduced the Cephalonian Method, which is a learner-centered technique designed to facilitate learning through capturing the attention of the audience using a combination of audience participation, visuals and music. You can read more about this method here.

Another interesting idea from the session: At the end of a one-shot session, ask the students to open their email and send the instructor any questions they still have about the library. This allows the instructor to assess the effectiveness of the session and offers the opportunity to provide the students with follow-up answers.

There is a lot of additional information about the Cephalonian Method and ideas for class activities here: http://uiuc.libguides.com/loex/

UIUC has put together a YouTube channel featuring a collection of library videos

Engage your students: How to increase class participation with a student response system.

This session, by librarians from American University, highlighted another method for increasing student participation, a student response system. Using this tool, the instructor asks questions and students submit their responses using wireless handheld remote controls. The results can be immediately displayed using PowerPoint. These systems encourage student participation, provide anonymity and give instant feedback to both students and instructors. At American University, the librarians submitted a grant proposal to the university to fund the purchase of the student response system.