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Information Literacy and Gaming

game-clip-art-2In my last post on student research preferences and online resources, I talked about how students seem to prefer online resources, which is not surprising in the age of the internet. The ease of online searching and the highly visual nature of the internet supports the theory that our attention spans are shorter and we crave instant gratification. According to recent studies, students who have grown up using evolving technology, often referred to as “Net Geners” or Millenials, learn in a different way than past generations and libraries are slow to respond to this trend. There are a growing number of articles being written on the subject and a few of my favorites are:

     Baker, Russell, Erika Matulich, and Raymond Papp. “Teach me in the way I learn: Education and the internet generation.” Journal of College Teaching & Learning (TLC) 4.4 (2011). PDF

     Carlson, Scott. “The net generation goes to college.” The chronicle of higher education 52.7 (2005): A34.

     DiLullo, Camille, Patricia McGee, and Richard M. Kriebel. “Demystifying the Millennial student: A reassessment in measures of character and engagement in professional education.” Anatomical sciences education 4.4 (2011): 214-226. (PDF available here, as well as other helpful resources on the subject)

Libraries may offer online databases and Apps for mobile devices that link to library resources, but we are not addressing the WAY that students are approaching or processing the information. This includes in-person services, especially classes and workshops which are usually longer in length. One new approach that I have been finding effective is utilizing gaming techniques in information literacy classes. I have found that incorporating gaming in my basic information literacy classes promotes stronger involvement and content retention in students.

I created a game using Prezi for a class on finding music resources at Elizabeth City State University. To view the interactive game online, click on the image below:

music resource game screenshot I started the class by having the students break into two groups and choose a team Captain.  I asked for one student volunteer to write down team names on a whiteboard. I then gave the groups 5 minutes to pick a team name.  At this point I explained that I was going to give a 15 minute presentation on how to find music resources and that they would be playing a game afterwards to see how much they had learned. They were allowed to use their notes during the game, which prompted them to take better notes while I presented, which they could use at a later date. The game rules were simple. I had the class professor pick a number between 1-10 and the team Captains also choose a number between 1-10. Whoever was closest got to go first. That team was allowed to continue to answer questions until they got them wrong, which prompted the other team to take over. The team who answers the last question wins the game. The whole class took roughly 50 minutes, including instruction and game.

I had included 15 seconds after each question for the teams to discuss, but I was pleased to find that the students answered right away and often without using their notes. The student feedback was very positive and they were invested in helping me to improve the game experience. Students felt the game would be more fair to score by points, so I am working on a Jeopardy-type game where the questions asked are scored based on difficulty of the question. I also will not automatically include a timer in the game, unless the team doesn’t answer right away.

If you are interested in incorporating gaming into your information literacy classes, here are some of the resources I used:

     Boyle, Susan. “Using games to enhance information literacy sessions.” Librarians’ Information Literacy Annual Conference (LILAC). The British Library and the London School of Economics and Political Science (LSE), London, England, UK. 18-20 April 2011. Presentation. Web < http://www.slideshare.net/infolit_group/boyle-using-games-to-enchance-information-literacy>.

     Doshi, Ameet. “How Gaming Could Improve Information Literacy.” Computers in Libraries. Information Today, May 2006. Web <http://www.infotoday.com/cilmag/may06/Doshi.shtml>.

     McDevitt, Theresa. “Games and Activities for Energizing Library Instruction .” Libguide. Indiana University of Pennsylvania, 22 Oct. 2013. Web <http://libraryguides.lib.iup.edu/content.php?pid=386213>.

     Rice, Scott. Library Games Blog. Appalachian State University, Mar. 2010. Web <http://librarygames.blogspot.com/>.

     “Libraries, Literacy and Gaming.” Libguide. Manhattanville College Library, 4 Oct. 2011. Web < http://mville.libguides.com/games>.

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February 20, 2014 · 11:22 am

Getting To Know You

The Music Library is in its third week of being open to students. We had a strong start with roughly 40 student visits in the first two weeks, which is great considering it is near the end of the semester. To help keep track of visits, we use sign-in sheets with date, time, name and reason for visit. The sheets will help to decide what are the best hours to be open, what are the resources most students are interested in, and provide documentation for Title III funding. You can download a copy of the sign-in sheet here, if you’d like to use it. It is in word document format.

I would also like to take this time to thank the first “crew” of the ECSU Music Library: student workers Justin Garland & Jimmie Rodgers, and Interim Music Librarian Susan Corell-Hankinson.

Music Library Gang1

Justin, Jimmie, Stephanie, Susan

 

 

They were such a great help in getting things ready before I arrived, as well as continued support. Of course, we had a lot of help from the G.R. Little Library staff too! Needless to say, we had a great time getting everything together…

Music Library Gang2

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May 7, 2013 · 3:39 pm