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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