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Todd inf litgames

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Student Created Games in an Information Literacy Course

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.
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    • 1. Student Created Games in an Information Literacy Course Kate Todd Emerging Technologies Symposium July 21, 2010 San Jose, California
    • 2. Background http://www.quia.com/rr/645841.html
    • 3. What is the traditional information literacy assignment at Manhattanville College? Creating an annotated bibliography
    • 4. A sample annotated bibliography
      • Downloaded from
      • http://www1.chaffey.edu/english/handbook/abfaq.htm
    • 5. 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
    • 6. 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?
    • 7. Manhattanville College Gaming Grant Student Created Games as a Tool for Academic Success
    • 8. Why use educational video games?
      • Use action instead of explanation
      • Create personal motivation and satisfaction
      • Accommodate multiple learning styles and skills
      • Reinforce mastery skills
      • Provide interactive and decision making context
      • (Kebritchi & Hirumi, 2008)
    • 9. Grant implementation Summer 2009 MAP program 17 students
    • 10. Introduction to Scratch
    • 11. 5 Information Literacy topics
      • Manhattanville Library web site
      • Assignment planning/time management
      • Asking questions of librarians
      • Finding books in the library
      • Using a database to find periodicals
    • 12. 5 lessons in Scratch
      • Moving sprites on the stage
      • Using multiple sprite costumes
      • Interaction of sprites
      • Using variables for scoring
      • Communication among sprites
    • 13.
      • Students introduced to Scratch software
      • Students divided into 5 groups to prepare games on LIS topics
    • 14. Let’s look at student designed games
    • 15. 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
    • 16. 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
    • 17. 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
    • 18. 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
    • 19. 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
    • 20. 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
    • 21. 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
    • 22. References
    • 23. For more information, contact Kate Todd [email_address] Visit the grant website: mville.libguides.com/games