Last Friday morning contained two programs on gaming. Here are the notes I took from those sessions:
We’re Not Playing Around: Gaming Literate Librarians= Information Literate Students
- Games also have outcomes, curriculum, pedagogy, …
- Look at the Theory of Fun by Ralph Koster: www.theoryoffun.com/theoryoffun.pdf
- Generation M. never really has had to work alone, in MMPORGs, they expect to get and give help. How does this translate into learning research?
- In gaming, there’s no central authority
- In MMPORGs, they get answers within 32 seconds
- Students trust their peers
- They want student-created resources to find information
- They learn through scaffolding
- Worksheets they gave students will be added to the virtual conference materials
Percolating the Power of Play
- Champlain College focuses on professional education and has an Emergent Media Center
- Their library instruction program focuses on the Inquiry Method, and they see all students every semester
- They got two students in the computer design program to develop information literacy games. The games aren’t quite ready for public viewing yet, but should be available soon.
- Gaming is a very good petri dish for information literacy learning
- They strive to make an learning environment students WANT to be in
- “Hero’s Journey” game model can emphasize key thoughts and feelings during the research process
- Their games were called “Dustin King in Locked & Literate” and “Searchlight”
- How does this fit in with their instruction program? It provides an approachable place to test out what the students have learned in traditional bibliographic instruction.
- One activity they do to get them to understand keywords and synonyms is to have them describe a normal can of soda. It forces them to think critically on something they already know very well
- It focuses on information literacy rather than bibliographic instruction, and on students rather than the library