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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 http://www.quia.com/rr/645841.html
    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>http://www1.chaffey.edu/english/handbook/abfaq.htm </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>http://mville.libguides.com/standards </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>http://scratch.mit.edu/projects/mvilletodd/661410 </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>http://scratch.mit.edu/projects/mvilletodd/661397 </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>http://scratch.mit.edu/projects/mvilletodd/661399 </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>http://scratch.mit.edu/projects/mvilletodd/661401 </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>http://scratch.mit.edu/projects/mvilletodd/661403 </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: mville.libguides.com/games

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