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Board Gaming & 21st century literacies
presented for MSLA, Sturbridge MA Oct 2009

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  • Modern games are an entirely new type of game that has been emerging from Europe over the past 30 years. The focus is strategy, not just luck from rolling dice. Additionally, most are designed to allow players to continue to stay involved and competitive to the very end; nobody is getting eliminated 10 minutes into the game. Most people have never heard of these modern or Euro-style games...but than means fewer people will have pre-conceptions attached to these new types of games.
  • Tools and toys in new technologies have burgeoned over the last 20 years, and so has our understanding of what literacy is and can be. Awareness of what it takes to be an active and engaged participant in society has changed; so libraries have changed the way they understand, promote and support literacy. Libraries have provided collections, programs and services in support of traditional literacy skills for centuries. Today, ideas of what literacy is include digital, information and communication technology (ICT), media, programming, and visual. Reading and understanding information is vital. In all these literacies, users are required to produce new knowledge from their informed conclusions and to share that new knowledge with their communities. Libraries of all types promote the development of literacy skills in numerous ways: information literacy classes in colleges and universities, gaming programs to promote problem solving and the development of higher order thinking skills in public libraries, and other services that improve technical and literary fluency. Regardless of the type of service libraries may provide, they are all important in strengthening these multiple literacies. There is no doubt that gaming and literacy go hand-in-hand. If you can’t read, you can’t play. Games come with instructions, menus, and more. Learning the language and mechanics of any game, from chess to Little Big Planet, involves acquiring a new vocabulary.
  • The condition or quality of being literate, especially the ability to read and write. The condition or quality of being knowledgeable in a particular subject or field: cultural literacy; biblical literacy. Answers.com. http://www.answers.com/topic/literacy. Accessed February 9, 2009. The use of multimodal literacies has expanded the ways we acquire information and understand concepts. Ever since the days of illustrated books and maps texts have included visual elements for the purpose of imparting information. The contemporary difference is the ease with which we can combine words, images, sound, color, animation, video, and styles of print in projects so that they are part of our everyday lives and, at least by our youngest generation, often taken for granted. ~NCTE. Position Statement on Multimodal Literacies. http://www.ncte.org/positions/statements/multimodalliteracies (accessed February 17, 2009). Images: Book of Hours, 15th Century, France. Lehigh University, Special collections. http://cf2.cc.lehigh.edu/projects/exhibits.asp?id=3&num=02&exp=false. (accessed February 17, 2009). Guitar Hero III Manual. Activision, 2008. Replacement Docs. http://www.replacementdocs.com/request.php?6488 (accessed February 17, 2009).
  • Print Literacy is the to read and write proficiently. Card games, like Pokemon and Magic: the Gathering , require deciphering the academic language of if/then clauses to determine the outcome of the battles that ensue when cards are played. James Paul Gee’s What Video Games Have to Teach Us About Learning and Literacy
  • 21 st century is the ability to use a range of tools and skills to communicate and participate in today’s society. Authentic, modern board games such as 1960: the Making of a President, Settlers of Catan, Snorta, and Power Grid! provide a learning environment that presents a variety of new challenges, supports creative problem solving, and provides support for overcoming failure. All of these skills can be linked to national standards for student achievers. For more information, check out the Genesee Valley BOCES training on using modern board games in the library.
  • Visual Literacy is the ability to interpret, assess, process and make meaning from visual images. Games like Pictureka ® or I Spy ® develop visual literacy skills
  • Technology Literacy is the ability to use the tools of creation and communication, such as computers, cell phones, MP3 players and more. A Big Game is one where the surroundings of the participants come into play as the game board. It can be a quest type game where the participants ‘capture’ certain things in their town such as sign posts captured digitally with cell phones and cameras. It could be a scavenger hunt where clues are searched, and answers are texted in.
  • In Max, players are working together to help three woodland creatures reach the safety of their homes in the big tree before they are caught by Max the cat. Each turn, a player rolls two dice with an assortment of green and black dots. For each green dot that comes up, a woodland creature is moved; for each black dot, Max moves. If Max is getting too close, a player can use his or her turn to call Max back to the porch for a treat. In Max, young players have to face two high level challenges. First, they have to work together to see the best path for all of the creatures as opposed to becoming fixated on “their” creature. Second, and even more difficult for four-year olds, they will sometimes have to sacrifice their turn to roll the dice to use their entire turn to call Max back to the porch for the greater good of all. Though it may not seem like much to us, this is asking quite a bit of young players.
  • Born with a chip? (tech savvy, out of fearlessness) Trophy kids (overscheduled, driven to achieve) Direct (prefer honesty & transparency) Smarter (IQ tests getting harder, they do better!) Healthier (less likely to smoke & do drugs, more likely to exercise, less violent) More liberal (multiculturally and globally aware) More conservative (patriotic and spiritual) Well-balanced
  • From John Beck & Mitchell Wade’s Book Got Game, which compared characteristics identified by gamer and boomer generation workers
  • A game like Ticket to Ride employs strategy in building train routes, and teaches North American geography and map reading skills.
  • A game like Snorta relies on knowledge of barnyard animals and the sounds they make
  • A game like Diplomacy is centered around negotiations, alliances, teamwork, and strategy
  • A game like Nanofictionary, centered on storytelling, encourages creativity and appreciation for well told tales.
  • One of the best examples of games for young children is Max, a cooperative game from Family Pastimes. In Max, players are working together to help three woodland creatures reach the safety of their homes in the big tree before they are caught by Max the cat. Each turn, a player rolls two dice with an assortment of green and black dots. For each green dot that comes up, a woodland creature is moved; for each black dot, Max moves. If Max is getting too close, a player can use his or her turn to call Max back to the porch for a treat. This is a great game even through kindergarten and first grade for encouraging conversation and cooperation. To see the real power of the game, try playing it as a competitive game with adults. When each player has their own creature, the tone of conversation around the board turns much darker. Literacy Connections Max requires players to collaborate and to communicate effectively. Building on prior knowledge of colors is key to playing the game. Impact In Max, young players have to face two high level challenges. First, they have to work together to see the best path for all of the creatures as opposed to becoming fixated on “their” creature. Second, and even more difficult for four-year olds, they will sometimes have to sacrifice their turn to roll the dice to use their entire turn to call Max back to the porch for the greater good of all. Though it may not seem like much to us, this is asking quite a bit of young players. Budget $15.00
  • To help support a fifth grade class studying ancient civilizations, she asked the director of the local School Library System, Christopher Harris, to think about developing collections of games to support certain units Fitting games to curriculum instead of arranging curriculum to incorporate specific games requires approaching games in much the same way that librarians already approach books. The search for games to support a middle school unit looking at ancient civilizations was a tumultuous search, fraught with all the danger and excitement that one might expect from a romp through the ancient days of gladiators, barbarian conquests, and Mongol assaults. In other words, not all the games selected for this unit ended up working as well as expected. When selecting modern board games for education, Brian Mayer of Genesee Valley BOCES developed four criteria: 1. The game must be an authentic game, with quality game design, not a game designed just to teach a lesson. 2. The games must meet curriculum standards, so it can be as easily justified as any other library resource. 3. The game must be playable in a standard class period. Games for use in study halls or to create casual reinforcements in a class need to be set up, learned, and played in about 40 minutes. 4. The game's return on investment is important. If a teacher is going to spend a week of class periods on a game, then it had better be the one of the best ways for students to learn a topic. All of these games passed the first test; they are all authentic games. When we looked at the second criterion, that the game must be curriculum aligned, some didn’t do so well. An example is Roma. While it is a fun little game, the dice rolling mechanic just didn’t seem to fit well enough with the ancient Rome theme to let us recommend the game as a curriculum supporting resource. The third test looks at time; setting up, learning, playing, and picking up a game takes time, sometimes a great deal of time. This is where we got worried about a few games. Perikles provides an incredibly in-depth look at ancient Greece, but takes two hours to play. In addition, it has a great deal of set-up and take down issues with tons of little wooden cubes. While this does not always remove a game from consideration, it makes us evaluate it more closely in the fourth step: does the game provide a strong return on investment? Again, Roma didn’t do so well; sure, there is a very low investment, but the return for learning is also pretty low. Perikles provided a decent level of learning, but the level of investment pushed it well out of the reach of our middle school audience (more of a college level game, probably). The final selections all did well in the evaluations. They provide a nice mixture of play styles and play times while providing a high level of enrichment and learning through game mechanics and themes. These four games are all middle school appropriate, and most can be taught and played in a single class period. Iliad game * Illiad (Asmodee USA) is a fast-paced card game that involves characters and other historical aspects of the Trojan War. * Amun-Re (Rio Grande Games) is an auction game that has players bidding to claim territories in Ancient Egypt that they will then improve with farms and pyramids. * Chang Cheng (Z-Man Games) immerses players in the political intrigues of ancient China as they work to build the Great Wall; completing a section wins you glory, but if your section is attacked by Mongols you fall into disfavor with the emperor. * Tribune (Fantasy Flight Games), our Roma replacement, is a 30 minute game where players fight to control the factions of the city in order to gain favors and meet victory conditions. Literacy Connections One nice feature of these games is that they are all language independent. After players learn the rules, there is no additional reading required during game play. This allows students for whom reading is a challenge, or students who are English language learners, to engage in a critical thinking task without worrying about language. This makes higher order thinking and our 21st-century learning skills more accessible to all, regardless of reading level. Impact Assessments can be formal or informal and are at the discretion of the school librarian and classroom teachers. Again, these games are being used in the classroom as part of lessons and units. Their value is measured by their ability to help students understand and connect with the curriculum, as well as to engage the students in an enjoyable experience. The latter is easily determined through conversation and feedback, while the prior becomes evident through more formal testing. Funding $171.89 Games were provided by the School Library System of Genesee Valley BOCES. * Amun-Re $39.95 * Iliad $21.99 * Tribune $59.95 * Chang Cheng $50.00
  • 1960: The Making of the President is a two-player game that simulates the historic 1960 election between Richard Nixon and John F. Kennedy. Players use cards featuring historic events, with primary source images, that influenced the outcome of the election. Card topics include the civil rights struggle, national defense issues, the economy and candidate specific events (i.e. Nixon’s Lazy Shave). Using the cards, players can highlight the event or use the card for points to perform different actions like campaigning for support in different states or building strength in the issues of the day. The game is played over several turns, including a debate phase, and concludes with elections and a count of the electoral votes. 1960: The Making of the President s fantastic sounding game, but it's a two-player that takes two to three hours to play. Brian Mayer and Chris Harris made it work, with several classes of students in the Oakfield-Alabama Middle-High School Media Center. Working with Renee Burns the teacher-librarian and a classroom teacher, we set aside a few days of class time to allow the students to work through the game. Using two copies of the game, adults split the class in half and then split those halves in half, making four teams. Each team worked together as campaign managers for the candidates, providing guidance and focus on one aspect of the game while contributing to the overall discussion of strategy and action. By bringing the students into groups and giving each student tasks, instructors were able to involve and engage the entire class. Because this is a longer game and it was being used with multiple classes, instructors needed a way to capture the information on the board. A camera wouldn’t work because there is just too much happening Map An outline map of the United States was used as a scoring sheet so that students could write in what support they had in each state, along with the other information needed in the game. By creating a scoring sheet that mirrored the playing surface, the games were able to continue over the course of several days. Marketing School librarians need to sell the concept of using gaming in the classroom. Classroom teachers and administrators need to see the level of engagement and learning that takes place when games are used as learning tools. Literacy Connections The historical-themed game 1960: Making of a President strengthens skills in critical thinking and inquiry-based research. There is reading involved, players learn new vocabulary, history and U.S. geography as they play the game. In addition, the group play required collaboration and teamwork. Budget $99.98 Games were provided by the School Library System of Genesee Valley BOCES. 2 copies of 1960: Making of a President: $99.98 Impact Assessments can be formal or informal and are at the discretion of the school librarian and classroom teachers. Again, these games are being used in the classroom as part of lessons and units. Their value is measured by their ability to help students understand and connect with the curriculum, as well as to engage the students in an enjoyable experience. The latter is easily determined through conversation and feedback, while the former becomes evident through more formal testing. The collaborative project was a success. The students were actively involved in the electoral process and that unique time in our country’s history. They were able to build on the knowledge they gained in the classroom and deepen their understanding by putting it to action. By bringing multiple copies of a game and having students working in groups we were able to involve all of the students in the class. In the case of games that last longer than one class period, a way to track the students progress between days is required; we also needed to modify how one of the games ended. Because of the level of engagement needed and the sophistication of the curricular content, these types of challenges can come with including games as educational resources in the high school media center. Like any resource being used, the school librarians should familiarize themselves with it before introducing it with teachers and students. Despite presenting challenges for implementation, the return on investment is very high. Students are engaging with the curriculum in a meaningful way. They are growing as learners through play!
  • Power Grid provides students the chance to run a power company. Up to six students build up their companies by bidding on power plants, purchasing the resources necessary to power those plants, and expanding the network of cities they supply power to. There are a variety of resource plants available to purchase throughout the game, including: coal, oil, garbage, nuclear and wind. The resources are purchased from a free market that is replenished at the end of each turn, though the replenishment rate changes over the course of the game. Initially, fossil fuels are abundant and cheap but as the game progresses they become scarcer, driving their costs up and forcing students who depend on them too much to scramble to find alternative energy sources. Students earn money based on how many cities they are able to power each turn, and when the game ends it is the player able to power the most cities (NOT who has the most cities) that wins the game. Power Grid provides some powerful insights into energy choices, scarcity and a free market economy. At the request of Amelia White, the middle-high school teacher-librarian at Letchworth Central School, Genesee Valley BOCES staff brought in two copies of Power Grid to work with her and the environmental science teacher. The class was split into groups to work on each game. This class was smaller and did not require players to partner, but for larger classes students could partner up making it possible to involve up to 12 students per game. Working over three days, instructors introduced and guided the students through a successful gaming experience. The first day focused on game set up and walked through the game with the students, playing just one turn. Because the mechanics of each turn are the same, this set the students up to understand the flow of the game for the follow two days of game play. By using the first day as a learning experience, this keeps students from being penalized for not immediately picking up on all the nuances. This is important, especially at this level of gaming, because many modern board games feature a style of game play that students have never encountered before. On the second day, starting a fresh game to allow students to utilize the skills and knowledge they acquired from the previous day’s practice. Power Grid takes between one to two hours to complete, so we provided two full class periods over a two-day period for the students t o play. One group came close to the end of the game, while another was just a little behind them. Regardless of this difference, both groups were able to work towards the goal of finishing the game. The true victory condition is triggered by the number of cities that are connected; at that point, the player who can power the most cities is the victor. Unsure if the students would have the time to connect the number of cities necessary, instructors modified the endgame and used time to trigger the end of the game, more specifically the end of the second day. At that point, the student from each game who was able to power the most cities was the victor. This modification in no way detracted from the experience or the quality of the game and the students, many who were reluctant learners, were genuinely engaged with the gaming experience. Marketing School librarians need to sell the concept of using gaming in the classroom. Classroom teachers and administrators need to see the level of engagement and learning that takes place when games are used as learning tools. The gaming alignment documents we put together are an excellent advocacy aid for school librarians to show in support of games as educational resources. Literacy Connections The science-themed game Power Grid requires reading to play. In addition to the information on energy sources, the game covers geography and money management. Budget Games were provided by the School Library System of Genesee Valley BOCES. 2 copies of Power Grid: $89.90
  • Authenticity: Avoid “Educational” games. Students (85%-90% of whom are gamers) see right through the limits of these games. The first key is quality game design. A well-designed game has more than one path to winning, and employs multiple skill sets – gets both sides of your brain working. They are designed to be fun and challenging, NOT to be educational. Alignment: Can you justify the use of the games as you would any other library resource? Are there curriculum connections? Information literacy standards met? Time: Games for use in schools must be set up, learned, and played in about 40 minutes. A public library gaming program may run for 1-3 hours. And attention span is usually about two minutes, plus age. Time is a factor. Return on Investment: If you are going to spend time learning and teaching a game, it should be the best option to meet your program goals.
  • Don’t be shy! People don’t know what you need unless you ask for it. Start a board game wish list at amazon.com Borrow from staff or friends in the community. Ask a local game store, toy store, hobby shop to donate. Invite a local board game group to host an event.
  • Check for all the pieces before you put the game out – you may have to play it once! Look at the manufacturer’s website if the manual is missing.
  • You may have to use a personal credit card and get reimbursed.
  • You may have to use a personal credit card and get reimbursed.
  • You may have to use a personal credit card and get reimbursed.
  • If you didn’t participate in 2008, be sure to start planning now for next year’s event on November 14, 2009. We also want to thank everyone who participated this year to help make it such a success. It will be a tough bar to clear next year, but I have every confidence we will!
  • One of the best examples of games for young children is Max, a cooperative game from Family Pastimes. In Max, players are working together to help three woodland creatures reach the safety of their homes in the big tree before they are caught by Max the cat. Each turn, a player rolls two dice with an assortment of green and black dots. For each green dot that comes up, a woodland creature is moved; for each black dot, Max moves. If Max is getting too close, a player can use his or her turn to call Max back to the porch for a treat. This is a great game even through kindergarten and first grade for encouraging conversation and cooperation. To see the real power of the game, try playing it as a competitive game with adults. When each player has their own creature, the tone of conversation around the board turns much darker. Literacy Connections Max requires players to collaborate and to communicate effectively. Building on prior knowledge of colors is key to playing the game. Impact In Max, young players have to face two high level challenges. First, they have to work together to see the best path for all of the creatures as opposed to becoming fixated on “their” creature. Second, and even more difficult for four-year olds, they will sometimes have to sacrifice their turn to roll the dice to use their entire turn to call Max back to the porch for the greater good of all. Though it may not seem like much to us, this is asking quite a bit of young players. Budget $15.00
  • A game like Nanofictionary, centered on storytelling, encourages creativity and appreciation for well told tales.
  • he National School Scrabble Association contacted the Woburn Public Library to see if the library was interested in a Scrabble Club, and WPL jumped at the chance. Students from grades 3-8 (and now grades 9-12) meet weekly to play competitive Scrabble against each other and other organizations (schools, libraries, Scout troops). The club follows the official School Scrabble rules. The goals of the program are to encourage children in grades 5-8 (now 3-8) to meet weekly at the library to play Scrabble and to get them interested in playing in local, regional and national tournaments. Running the Program Burlington/Woburn tournament At the weekly meetings, kids drop in at a set time for 1 hour. They set the boards up, decide on teams, then jump right in and start playing. Burlington and Woburn Public Libraries co-host "mini-tournaments” of three rounds (tournaments are normally 5-6 rounds) twice each year, one in winter and one in summer, open to any teams that want to play. After tournaments, students and coaches usually talk about how the games went, what mistakes they realized they made, what other teams did, and what they'd do differently. During practice, feedback occurs during play so students can learn while doing. Students often keep their score sheets to track progress. If a team is being selected to go to the National Tournament in Rhode Island, there may be some competitive matches to see who is ready to go if that isn't already obvious. The National Tournament is videotaped and televised, if not in its entirety then the final round. Literacy Connections There is a strong literacy connection here as students learn new vocabulary words. Many memorize the words, but others learn the definitions as well, just as they might in spelling bees – and then play them. During gameplay, misspellings cost teams points if they're caught and challenged, so spelling counts! Many peculiar words are out there, and students love to learn them so that their opponents will challenge them and thereby lose a turn when the word turns out to be real. Some examples are words like: gox, bap, jif, qaid, za. Schools that use Scrabble as part of their curriculum have the advantage of requiring students to memorize word lists, whereas libraries that have a more recreational aspect to their programs might scare off kids by "quizzing" them on lists. The more motivated kids tend to learn the information on their own. During practice (weekly meetings) students are allowed to use the School Scrabble Association's "Cool Words to Know" tip sheet (available on the website). Their knowledge of the more peculiar words they learn on their own using the Official Scrabble dictionary, which includes words that do NOT appear in most "normal" dictionaries. It's interesting to see how motivated kids can be to learn new words! Funding A starter kit from Scrabble (which may no longer be available) includes 6 boards, tiles, racks. Egg-timers cost $49.95. Rotating boards, official timers, and specialized tiles (plastic or large print) all cost extra. Most equipment can be purchased through Wordgear, but sets are also readily available in stores. Hasbro used to donate prizes, but they no longer do, citing economy. They do provide really nice prize packets for the national tournament. Tournaments usually include snacks and drinks and prizes, which are governed by what the tournament sponsors choose to spend on them. When Burlington & Woburn Libraries have a tournament, the Friends of each library provide $50 per library for prizes, drinks and snacks. Impact The result of participation is that Scrabble scores increase; words are more complex; students understand the strategies better and improve word placement to gain higher scores. In tournaments where local participants are playing against competitors who have been coached differently, it's interesting to see how they place. During weekly sessions students play for fun, but they do keep a close eye on the score. In tournaments winners are those who place first, second and third, and occasionally there are other “contests” such as the non-winning team that plays the highest word using Q, J, X, or Z, for example. Success is measured at weekly meets by frequent attendance and enjoyment of the game as well as improvement in play. At tournaments, success is also marked by rank within the group. WPL's emphasis isn't on cutthroat play and winning, it's on enjoyment of the game and friendly competition. Some coaches take a decidedly different tack! It's interesting to note that there are very specific rules on sportsmanship on the School Scrabble website which forbid running down opponents, trash talking, disrespect, etc. Violation of sportsmanship can result in disqualification of the team and expulsion from the tournament. The impact of the WPL Scrabble Club continues to grow – schools in the area have picked up the idea and started teams, and a growing number of local libraries are also adding it to their Children's and Young Adult offerings. It is being seen less as a "nerdy" activity, which gives more kids who might have been avoiding it because of fear at being labelled an interest in trying the game. A high school Scrabble club is in the works, but getting it off the ground is proving tricky because so many high school students are involved in extracurricular activities after school. The most recent tournament was January 31, 2009.
  • 2-day scavenger hunt Text messaging Internet searching
  • For ten weeks in early 2009, the Ace of Games Festival and Tournament celebrates the modern board game. The American Library Association has decreed that integrating games into library services encourages literacy, critical thinking, and community. Games stimulate the mind and enliven the social environment. Playing games with kids brings structured play to the table, building up attention spans and problem solving skills. But the best reason to play games is: GAMES are FUN! Kickoff, Ace of Games Festval The mission of the Ace of Games is to promote tabletop games in our community as a way to get to know our neighbors, spend time together, and have fun. Running the Program Sessions meet Friday afternoons from 3-5PM for younger players, ages 6 to 12 years old. The Saturday sessions are from 2 to 5 PM, for players 10 years and older. Players earn points by participating, or can play just for fun. Games played include Carcassone, Blokus, Dungeons & Dragons, Memoir '44, Rumis, Settlers of Catan, Shadows Over Camelot and Sorry! The library hosts a weekly meeting for Dungeons & Dragons 4th edition players age 8-12 with 15 regular participants and 3 volunteer Game Masters. The 12-18 year old D&D group meets Mondays, with two campaigns alternating weeks. That program is made possible by Community Connections, an after school organization that promotes healthy alternatives. The library circulates D&D 4th edition books, and they are extremely popular. The Kellogg-Hubbard Library also hosts a chess club every Wednesday after the Children's Library closes, run by a wonderful volunteer, Robert Nichols, who brings timers and chess boards for all participants; they practice strategies for upcoming tournaments. Marketing The program was promoted through a website. Facility Seven venues around Montpelier agreed to become official venues, supplying games and hosting events. Impact Ace of Games Kickoff Getting out of the house, intergenerational interactions, communication,math and other educational skills and social skills were a few of the benefits of playing modern board games. Learning friendly competition and developing affinity groups around like interests are a few more positive reasons for sitting around a table and playing a word, card or board game. Days of Wonder generously donated copies of Ticket to Ride, Memoir '44and Shadows Over Camelot. Other generous donations came from Gamewright, Bananagrams, Fantasy Flight, Wizards of the Coast, Hasbro, Days of Wonder, Northstar Games and Rio Grande Games, as well as from the local toy store, Woodbury Mountain Toys.
  • The ability to understand and applying programming principles to create change in technology. Game design, from Ben 10: Alien Force Game Creator to more complex programs like Alice or Scratch, combines computational fluency, mathematics, logic, storytelling, sound and graphic design (with their implicit elements of symbology and user-orientation), systems concepts and information management in developing programming literacy skills.
  • The ability to understand and applying programming principles to create change in technology. Game design, from Ben 10: Alien Force Game Creator to more complex programs like Alice or Scratch, combines computational fluency, mathematics, logic, storytelling, sound and graphic design (with their implicit elements of symbology and user-orientation), systems concepts and information management in developing programming literacy skills.
  • Think about Board Game Design Present information in the form of a board game, instead of a paper, a ppt, an oral report.
  • boardgamingmsla09

    1. 1. <ul><li>Presented by Beth Gallaway for MSLA 2009 </li></ul>Board Games & 21 st Century Literacy
    2. 2. <ul><li>Beth Gallaway, Consultant </li></ul><ul><li>Information Goddess Consulting </li></ul><ul><li>Contact: </li></ul><ul><ul><li>Email [email_address] </li></ul></ul><ul><ul><li>Slides: http://www.informationgoddess.info </li></ul></ul><ul><ul><li>Links: http://www.delicious.com/informationgoddess29/boardgames </li></ul></ul>
    3. 3. Gaming & Literacy Aa B b Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz X 01000001 &4 // 3 I2 5
    4. 4. What is Literacy?
    5. 5. Print Literacy <ul><li>read and write proficiently </li></ul>
    6. 6. 21st Century Literacy <ul><li>use a range of tools and skills </li></ul><ul><li>To communicate and participate </li></ul>
    7. 7. Visual Literacy <ul><li>interpret , assess , and process visual images </li></ul>
    8. 8. Technology Literacy <ul><li>use creation and communication tools </li></ul>
    9. 9. Why Board Games? <ul><li>Games are instructional materials that support curriculum. </li></ul><ul><li>Board games have very little stigma associated with them. </li></ul><ul><li>Board games strengthen information literacy skills. </li></ul>
    10. 10. Board Games Offer… <ul><li>Variety of new challenges. </li></ul><ul><li>Opportunity for creative problem solving. </li></ul><ul><li>Support for overcoming failure. </li></ul>
    11. 11. Millennials <ul><li>Born with a chip? </li></ul><ul><li>Trophy kids </li></ul><ul><li>Direct </li></ul><ul><li>Smarter </li></ul><ul><li>Healthier </li></ul><ul><li>More liberal </li></ul><ul><li>More conservative </li></ul><ul><li>Well-balanced </li></ul>
    12. 12. The Gamer Generation <ul><li>Social </li></ul><ul><li>Competitive </li></ul><ul><li>Wired </li></ul><ul><li>Self-aware </li></ul><ul><li>Always On </li></ul><ul><li>Heroic </li></ul><ul><li>Multi-taskers </li></ul><ul><li>Global </li></ul><ul><li>Collaborative </li></ul><ul><li>Risk Takers </li></ul>Beck, John and Mitchell Wade. Got Game: How the Gamer Generation is Reshaping Business Forever . Harvard Business School Press, 2004.
    13. 13. AASL Learning Standard 1 <ul><li>Inquire, think critically and gain knowledge </li></ul>
    14. 14. AASL Learning Standard 2 <ul><li>Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge </li></ul>
    15. 15. AASL Learning Standard 3 <ul><li>Share knowledge and participate ethically and productively as members of our democratic society </li></ul>
    16. 16. AASL Learning Standard 4 <ul><li>Pursue personal and aesthetic growth. </li></ul>
    17. 17. MA Curriculum Frameworks: English
    18. 18. MA Curriculum Frameworks: Language Strand
    19. 19. Max
    20. 20. MA Curriculum Frameworks: History
    21. 21. Ancient Civilizations Elba Central School District, Elba, NY
    22. 22. MA Curriculum Frameworks: US History I Standards
    23. 23. 1960: The Making of the President Oakfield-Alabama Middle-High School Media Center, Oakfield, NY
    24. 24. MA Curriculum Standards: Science
    25. 25. Power Grid Letchworth Central School, Gainesville, NY
    26. 26. Choosing Games <ul><li>Authenticity </li></ul><ul><li>Curriculum Alignment </li></ul><ul><li>Time </li></ul><ul><li>Return on Investment </li></ul>
    27. 27. Budget: Start with FREE Stuff <ul><li>Borrow. </li></ul><ul><li>Ask for donations. </li></ul><ul><li>Find a host. </li></ul>
    28. 28. Budget: Start with USED Stuff <ul><li>Purchase games at yard sales. </li></ul><ul><li>Purchase used games online. </li></ul>
    29. 29. Budget: Start SMALL <ul><li>Share. </li></ul><ul><li>Partner. </li></ul><ul><li>Buy just a few titles. </li></ul><ul><li>Purchase multiple copies for instructional sessions. </li></ul>
    30. 30. Budget: Cost <ul><li>For tabletop gaming materials, plan to spend… </li></ul><ul><li>$8-15 for card games </li></ul><ul><li>$15-65 for board games </li></ul>
    31. 31. Budget: Vendors <ul><li>Direct from publisher, like Looney Labs, Fun Again Games, or and Days of Wonder. </li></ul><ul><li>Local toy, game or hobby store. </li></ul><ul><li>Online retailers like Amazon.com. </li></ul><ul><li>National retailers like Wal*Mart or Toys ‘R’ Us. </li></ul>
    32. 32. Resources <ul><li>AASL Standards for the 21st Century Learner. www.ala.org/ala/mgrps/divs/aasl/aaslproftools/learningstandards/standards.cfm </li></ul><ul><li>Board Game Geek www.boardgamegeek.com </li></ul><ul><li>Board Game News www.boardgamenews.com </li></ul><ul><li>Board Game Studies www.boardgamestudies.info/studies/ </li></ul>
    33. 33. Resources <ul><li>Board Games with Scott http://boardgameswithscott.com </li></ul><ul><li>Game Finder www.gamesforeducators.com </li></ul><ul><li>Genesee Valley BOCES. Gaming http://sls.gvboces.org/gaming/ </li></ul><ul><li>Library Gamer http://librarygamer.wordpress. com </li></ul><ul><li>Games & Gaming MIG http://connect.ala.org/gaming </li></ul>
    34. 34. The Librarian’s Guide to Gaming
    35. 35. National Gaming Day 11/14/09 http://ngd.ala.org
    36. 36. Best Practices
    37. 37. Board Games in School Libraries <ul><li>Genesee Valley BOCES, NY </li></ul>http://sls.gvboces.org/gaming/
    38. 38. Scrabble Club Woburn Public Library, MA
    39. 39. Rocket Boys Big Game Reidland High School, Paduach, KY http://librarygamingtoolkit.org/rhsbiggame.html
    40. 40. Ace of Games Kellogg-Hubbard Library, Montpelier VT
    41. 41. Programming <ul><li>understand and apply programming principles to create change in technology </li></ul>
    42. 42. Building Developmental Assets http://www.search-institute.org
    43. 43. Probe, Hypothesize, Reprobe, Rethink
    44. 44. Try Some Games! <ul><li>Apples to Apples </li></ul><ul><li>Carcassone </li></ul><ul><li>Fluxx </li></ul><ul><li>Man Bites Dog </li></ul><ul><li>Magic: The Gathering </li></ul><ul><li>Munchkin </li></ul><ul><li>Nanofictionary </li></ul><ul><li>Once Upon a Time </li></ul><ul><li>Snorta </li></ul><ul><li>Ticket to Ride </li></ul>
    45. 45. Thank You! <ul><li>Contact: </li></ul><ul><li>Beth Gallaway </li></ul><ul><li>603-247-3196 </li></ul><ul><li>[email_address] </li></ul><ul><li>http://informationgoddess.info </li></ul><ul><li>http://www.delicious.com/informationgoddess29/boardgames </li></ul>

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