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Student Created Games in an Information Literacy Course

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  • In their article, “Examining the pedagogical foundations of modern educational computer games,” Kebritchi and Hirumi identified five reasons that computer games could be used as effective tools for teaching.
  • Todd inf litgames

    1. 1. Student Created Games in an Information Literacy Course Kate Todd Emerging Technologies Symposium July 21, 2010 San Jose, California
    2. 2. Background
    3. 3. What is the traditional information literacy assignment at Manhattanville College? Creating an annotated bibliography
    4. 4. A sample annotated bibliography <ul><li>Downloaded from </li></ul><ul><li> </li></ul>
    5. 5. Limitations of annotated bibliography assignment for undergraduates <ul><li>Chinese menu selection: 1 book, 2 journal articles, 1 newspaper, 1 web site </li></ul><ul><li>Lack of meaningful context </li></ul><ul><li>Easy to plagiarize </li></ul><ul><li>Unlikely to need before graduate school </li></ul><ul><li>Assessment by minutia such as number of spaces, placement of commas and italics </li></ul><ul><li>Boring to grade </li></ul>
    6. 6. Search for alternative assignment <ul><li>Games have been designed by many libraries to teach information literacy </li></ul><ul><li>Games arranged by ACRL standards: </li></ul><ul><ul><li> </li></ul></ul><ul><li>Could students design their own information literacy game? </li></ul>
    7. 7. Manhattanville College Gaming Grant Student Created Games as a Tool for Academic Success
    8. 8. Why use educational video games? <ul><li>Use action instead of explanation </li></ul><ul><li>Create personal motivation and satisfaction </li></ul><ul><li>Accommodate multiple learning styles and skills </li></ul><ul><li>Reinforce mastery skills </li></ul><ul><li>Provide interactive and decision making context </li></ul><ul><li>(Kebritchi & Hirumi, 2008) </li></ul>
    9. 9. Grant implementation Summer 2009 MAP program 17 students
    10. 10. Introduction to Scratch
    11. 11. 5 Information Literacy topics <ul><li>Manhattanville Library web site </li></ul><ul><li>Assignment planning/time management </li></ul><ul><li>Asking questions of librarians </li></ul><ul><li>Finding books in the library </li></ul><ul><li>Using a database to find periodicals </li></ul>
    12. 12. 5 lessons in Scratch <ul><li>Moving sprites on the stage </li></ul><ul><li>Using multiple sprite costumes </li></ul><ul><li>Interaction of sprites </li></ul><ul><li>Using variables for scoring </li></ul><ul><li>Communication among sprites </li></ul>
    13. 13. <ul><li>Students introduced to Scratch software </li></ul><ul><li>Students divided into 5 groups to prepare games on LIS topics </li></ul>
    14. 14. Let’s look at student designed games
    15. 15. Group 1: Asking questions of librarians <ul><li>Estefany, Ivan, Jordan, Myosha </li></ul><ul><li> </li></ul><ul><li>Librarian is a bat </li></ul><ul><li>Good conversation as example of asking questions </li></ul><ul><li>Shows understanding of link of subject to LC class to location on Tier 2 </li></ul><ul><li>Wanted to change background—something I had not taught them </li></ul>
    16. 16. Group 2: Using a database to find periodicals <ul><li>Edwin, Madison, Nicole, Vanessa </li></ul><ul><li> </li></ul><ul><li>Misunderstood assignment </li></ul><ul><li>Used database to find this information </li></ul><ul><li>Not about how to use database </li></ul><ul><li>Drag and drop matching game about animal babies—finished one animal pair </li></ul><ul><li>Understood use of variable for scoring </li></ul>
    17. 17. Group 3: Assignment planning/Time management <ul><li>Abdoul, Courtney, Jennifer </li></ul><ul><li> </li></ul><ul><li>Walker was from first Scratch lesson—built on what was learned in class </li></ul><ul><li>Little old lady stereotyped librarian </li></ul><ul><li>Again demonstrating link of subject to LC class to location, plus importance of asking librarian </li></ul><ul><li>Does not seem to picked up theme of assignment: time management </li></ul>
    18. 18. Group 4: Finding books in the library <ul><li>Alina, Elizabeth, J.R. </li></ul><ul><li> </li></ul><ul><li>Breadth of role of book types and multiple uses of library </li></ul><ul><li>Again wanted to change background—important game element </li></ul><ul><li>Expanded beyond the basics of finding books </li></ul>
    19. 19. Group 5: Manhattanville Library web site <ul><li>Annesha, Avril, Max </li></ul><ul><li> </li></ul><ul><li>Identifies four key areas of the library web site </li></ul><ul><li>Uses quiz format </li></ul><ul><li>Only finished first question </li></ul><ul><li>Game building takes a long time </li></ul><ul><li>Used that little old lady stereotype again </li></ul>
    20. 20. What have we learned about gaming? <ul><li>It is more difficult to teach students how to create games that I thought </li></ul><ul><li>Games do help maintain student attention </li></ul><ul><li>Games are useful for student assessment </li></ul><ul><li>Difficult to overcome belief that no learning takes place when students are having fun </li></ul>
    21. 21. What we have learned about Information Literacy Instruction? <ul><li>The importance of real library places in understanding virtual spaces </li></ul><ul><li>Information Literacy distinctions among topics is not intuitive to incoming students </li></ul><ul><li>Incoming freshmen do not find meaning in an introduction to database searching </li></ul>
    22. 22. References
    23. 23. For more information, contact Kate Todd [email_address] Visit the grant website: