Game Studies Libraries 2 09

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Game Studies Libraries 2 09

  1. 1. Games, Learning, and Libraries Sean Duncan & Seann Dikkers 25 April, 2008
  2. 2. Why games?
  3. 3. Games pervade kids’ lives.
  4. 4. Over $7 billion in sales in 2007.
  5. 5. Games matter to millions.
  6. 6. But, so what?
  7. 7. Games are designed experiences & LEARNING is a design experience
  8. 8. Social identities.
  9. 9. Embodying history.
  10. 10. Playing with others.
  11. 11. Playing with others.
  12. 12. monthly meetings
  13. 13. weekly gaming
  14. 14. collaboration
  15. 15. reading & writing
  16. 16. multiple literacies
  17. 17. Games as third spaces.
  18. 18. third place
  19. 19. the new third place
  20. 20. the new third place the new third place
  21. 21. Games embed learning principles.
  22. 22. Learning...
  23. 23. Learning... is active
  24. 24. Learning... is social
  25. 25. Learning... involves social
  26. 26. Learning... involves narratives
  27. 27. Learning... involves identities
  28. 28. Learning... engages identities
  29. 29. Learning... engages semiotic domains
  30. 30. Learning...
  31. 31. Learning... is active and social as it involves narratives for the construction of learners identity within various semiotic domains.
  32. 32. Learning... is active and social as it involves narratives for the construction of learners identity within various semiotic domains.
  33. 33. • Technology Scare
  34. 34. What Works in Games?
  35. 35. What Works in Games? • Small Risk for Large Experience.
  36. 36. What Works in Games? • Small Risk for Large Experience. • Minimum input for maximum output.
  37. 37. What Works in Games? • Small Risk for Large Experience. • Minimum input for maximum output. • Achievement.
  38. 38. What Works in Games? • Small Risk for Large Experience. • Minimum input for maximum output. • Achievement. • Exploring the “Sandbox”.
  39. 39. What Works in Games? • Small Risk for Large Experience. • Minimum input for maximum output. • Achievement. • Exploring the “Sandbox”. • Incremental cyclical learning.
  40. 40. What Works in Games? • Small Risk for Large Experience. • Minimum input for maximum output. • Achievement. • Exploring the “Sandbox”. • Incremental cyclical learning. • Repetition with scaled changes.
  41. 41. What Works in Games? • Small Risk for Large Experience. • Minimum input for maximum output. • Achievement. • Exploring the “Sandbox”. • Incremental cyclical learning. • Repetition with scaled changes. • On-Demand or Just-in-Time.
  42. 42. How Do Kids Get ‘Smarter’ Doing this?
  43. 43. How Do Kids Get ‘Smarter’ Doing this? • Intertextual/Multimodal Literacy
  44. 44. How Do Kids Get ‘Smarter’ Doing this? • Intertextual/Multimodal Literacy • Discovery
  45. 45. How Do Kids Get ‘Smarter’ Doing this? • Intertextual/Multimodal Literacy • Discovery • Making meanings
  46. 46. How Do Kids Get ‘Smarter’ Doing this? • Intertextual/Multimodal Literacy • Discovery • Making meanings • Affinity
  47. 47. How Do Kids Get ‘Smarter’ Doing this? • Intertextual/Multimodal Literacy • Discovery • Making meanings • Affinity • Social justice and inclusion
  48. 48. How Do Kids Get ‘Smarter’ Doing this? • Intertextual/Multimodal Literacy
  49. 49. Constellation of literacy practices.
  50. 50. Constellation of literacy practices. But what about quality?
  51. 51. many genres to acquire information… for personal fulfillment wide range of writing strategies communicate w/different audiences create, critique, discuss texts national reading standards
  52. 52. promote creativity … prepare publications… creative works multiple audiences collaborate, publish, interact with peers locate, evaluate, and collect information national technology standards
  53. 53. gaming literacy practices meet national reading, writing, & technology standards.
  54. 54. some exceed ^ gaming literacy practices meet national reading, writing, & technology standards.
  55. 55. How Do Kids Get ‘Smarter’ Doing this? • Intertextual/Multimodal Literacy • Discovery • Making meanings • Affinity • Social justice and inclusion
  56. 56. How Do Kids Get ‘Smarter’ Doing this? • Discovery
  57. 57. 92% interrater reliability @ 4
  58. 58. math and science literacy
  59. 59. How Do Kids Get ‘Smarter’ Doing this? • Intertextual/Multimodal Literacy • Discovery • Making meanings • Affinity • Social justice and inclusion
  60. 60. How Do Kids Get ‘Smarter’ Doing this? • Making meanings
  61. 61. Embodying history.
  62. 62. Zelda “Timeline Debates”
  63. 63. Majo ra’s M ask
  64. 64. Majo ind Waker ra’s M ask The W
  65. 65. Majo ind Waker ra’s M ask The W The Mini sh Cap
  66. 66. Majo ind Waker ra’s M ask The W Ocarina of Time The Mini sh Cap
  67. 67. How Do Kids Get ‘Smarter’ Doing this? • Intertextual/Multimodal Literacy • Discovery • Making meanings • Affinity • Social justice and inclusion
  68. 68. How Do Kids Get ‘Smarter’ Doing this? • Affinity
  69. 69. third place
  70. 70. the new third place
  71. 71. the new third place the new third place
  72. 72. How Do Kids Get ‘Smarter’ Doing this? • Intertextual/Multimodal Literacy • Discovery • Making meanings • Affinity • Social justice and inclusion
  73. 73. How Do Kids Get ‘Smarter’ Doing this? • Social justice and inclusion
  74. 74. How Do Kids Get ‘Smarter’ Doing this? • Intertextual/Multimodal Literacy • Discovery • Making meanings • Affinity • Social justice and inclusion
  75. 75. Press Play to Start
  76. 76. See
  77. 77. Seek
  78. 78. Share
  79. 79. Share We’ll return here at 3:30

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