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Student Created Gamesin an
Information Literacy Course
Kate Todd
Emerging Technologies Symposium
July 21, 2010
San Jose, California
Background
http://www.quia.com/rr/645841.html
What is the traditional information literacy assignment
at Manhattanville College?
Creating an annotated bibliography
A sample annotated bibliography
Downloaded from
http://www1.chaffey.edu/english/handbook/abfaq.htm
Limitations of annotated bibliography assignment for undergraduates
• Chinese menu selection: 1 book, 2 journal articles, 1 newspaper, 1 web site
• Lack of meaningful context• Easy to plagiarize• Unlikely to need before graduate school• Assessment by minutia such as number of
spaces, placement of commas and italics• Boring to grade
Search for alternative assignment
• Games have been designed by many libraries to teach information literacy
• Games arranged by ACRL standards:http://mville.libguides.com/standards
• Could students design their own information literacy game?
Manhattanville College Gaming Grant
Student Created Games as a Tool for Academic Success
Why use educational video games?
1. Use action instead of explanation
2. Create personal motivation and satisfaction
3. Accommodate multiple learning styles and skills
4. Reinforce mastery skills
5. Provide interactive and decision making context
(Kebritchi & Hirumi, 2008)
Grant implementation
Summer 2009
MAP program
17 students
Introduction to Scratch
5 Information Literacy topics
1. Manhattanville Library web site
2. Assignment planning/time management
3. Asking questions of librarians
4. Finding books in the library
5. Using a database to find periodicals
5 lessons in Scratch
1. Moving sprites on the stage
2. Using multiple sprite costumes
3. Interaction of sprites
4. Using variables for scoring
5. Communication among sprites
• Students introduced to Scratch software
• Students divided into 5 groups to prepare games on LIS topics
Let’s look at student designed games
Group 1: Asking questions of librarians
• Estefany, Ivan, Jordan, Myosha• http://scratch.mit.edu/projects/mvilletodd/661410• Librarian is a bat• Good conversation as example of asking
questions• Shows understanding of link of subject to LC
class to location on Tier 2• Wanted to change background—something I
had not taught them
Group 2: Using a database to find periodicals
• Edwin, Madison, Nicole, Vanessa• http://scratch.mit.edu/projects/mvilletodd/661397• Misunderstood assignment• Used database to find this information• Not about how to use database• Drag and drop matching game about animal
babies—finished one animal pair• Understood use of variable for scoring
Group 3: Assignment planning/Time management
• Abdoul, Courtney, Jennifer• http://scratch.mit.edu/projects/mvilletodd/661399• Walker was from first Scratch lesson—built on
what was learned in class• Little old lady stereotyped librarian• Again demonstrating link of subject to LC class
to location, plus importance of asking librarian• Does not seem to picked up theme of
assignment: time management
Group 4: Finding books in the library
• Alina, Elizabeth, J.R.• http://scratch.mit.edu/projects/mvilletodd/661401• Breadth of role of book types and multiple uses
of library• Again wanted to change background—important
game element• Expanded beyond the basics of finding books
Group 5: Manhattanville Library web site
• Annesha, Avril, Max• http://scratch.mit.edu/projects/mvilletodd/661403• Identifies four key areas of the library web site• Uses quiz format• Only finished first question• Game building takes a long time• Used that little old lady stereotype again
What have we learned about gaming?
• It is more difficult to teach students how to create games that I thought
• Games do help maintain student attention
• Games are useful for student assessment
• Difficult to overcome belief that no learning takes place when students are having fun
What we have learned about Information Literacy Instruction?
• The importance of real library places in understanding virtual spaces
• Information Literacy distinctions among topics is not intuitive to incoming students
• Incoming freshmen do not find meaning in an introduction to database searching
ReferencesAlvarado, R. C. (2008). Overcoming the fear of gaming: A strategy for incorporating games into
teaching and learning. EDUCAUSE Quarterly Magazine, 31(3). Retrieved April 5, 2010,
from
http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/Ov
ercomingtheFearofGamingAStra/163094
Gee, J . P. (2007). What Video Games Have to Teach Us about Learning and Literacy (Revised
and Updated Edition ed.). New York: Palgrave Macmillan.
Harris, A., & Rice, S. E. (2008). Gaming in academic libraries : collections, marketing, and
information literacy. Chicago: Association of College and Research Libraries.
Kebritchi, M., & Hirumi, A. (2008). Examining the pedagogical foundations of modern educational
computer games. Computers & Education, 51(4), 1729-1743.
doi:10.1016/j.compedu.2008.05.004
Malone, T. W. (1980). What makes things fun to learn? Heuristics for designing instructional
computer games. Symposium on Small Systems: Proceedings of the 3rd ACM SIGSMALL
symposium and the first SIGPC symposium on Small systems, 162-169. doi:
10.1145/800088.802839
McCrea, B. (2010). Not J ust Fun and Games. Campus Technology. Retrieved May 05, 2010, from
http://campustechnology.com/articles/2010/03/03/not-just-fun-and-games.aspx
Prensky, M. (2007). Digital Game-Based Learning. New York: Paragon House.
Prensky, M. (2008). Students as designers and creators of educational computer games: Who
else? British J ournal of Educational Technology, 39(6), 1004-1019. doi:10.1111/j.1467-
8535.2008.00823_2.x
Robertson, M. J ., & J ones, J . G. (2009). Exploring academic library users' preferences of delivery
methods for library instruction. Reference & User Services Quarterly, 48(3), 259-269.
Retrieved from Academic Search Premier database.
For more information, contactKate Todd
Visit the grant website:
mville.libguides.com/games