Boyle - Using games to enchance information literacy sessions


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  • Students place various screen shots in the bin or basket to identify what is quality assured information and have to explain why.Male pregnancyImage source image source: Acknowledgement TPMartins (2005) source Container image Acknowledgement LukášMalý (2008) source
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  • Boyle - Using games to enchance information literacy sessions

    1. 1. Welcome toUsing games creatively to enhance Information Literacy sessions By Susan Boyle Support : Julia Barrett and Sean Hughes Type relevant English Type relevant Irish Theme: Unit Name into in ILlanguageLILAC 2011 language Creativity Unit Name into this text box in Title Master. this text box in Title Master. Contact: © Susan Boyle 2010
    2. 2. Have you tried Games? © Susan Boyle 2010
    3. 3. Workshop Plan• Presentation (15 min)• Game play (4 min)• Create a take-away game (18 min)• Feedback - the games created by delegates during this workshop (20 min) See slides 30-34 ! © Susan Boyle 2010
    4. 4. Presentation Segment 15 minutes © Susan Boyle 2010
    5. 5. Why use Games in IL?Pedagogy should be focused on arousing student imagination and engagement. Terry Barrett © Susan Boyle 2010
    6. 6. Games are wonderful pedagogical tools…. Ice breakers Active & Learning Peer learning devicesInduce feelings of Good for dippingaccomplishment & points in session success © Susan Boyle 2010
    7. 7. Thoughts on Games & Creativity The key is toOne cannot legislate forcreativity, but one can think EDU-create the conditions in tainment aswhich creativity is more opposed tolikely to thrive.. Idea Enter-tainment.Generation, Determinationto succeed, Self-confidence Felicia Smith Paul Kleiman © Susan Boyle 2010
    8. 8. The Library image benefits from innovative practice “Surprising customers with new and interesting services can make them come back, even just to see if something else new is happening” Rossiter, Nancy (2008)Image Source Crystl flickr (2005) © Susan Boyle 2010
    9. 9. Games release the learning hostageBy including a gaming element in library teaching skills I believe the potential exists to excite this millennial generation about information literacy and to infuse them with lifelong library skills. Doshi, Ameet (2006) © Susan Boyle 2010
    10. 10. Games as an innovative technique in IL? ConnectUniversal Add variety & learning and spice connect with different learners Avoid Arouse Engage boredom addCuriosity students interesting highlights into IL © Susan Boyle 2010
    11. 11. Literature on games and fun learningMany games teach skills that have been identified as necessary for learning or for post-higher-education life: teamwork, information seeking, self- assessment, communication, numeracy, s patial literacy. Alexander, Bryan (2008) © Susan Boyle 2010
    12. 12. Dr Stephen Covey Game play Do the big rocks first - Video With Kind Permission of the Franklin Covey Foundation © 2005 FranklinCovey Co. All rights reserved. For internal use only. Duplication and use for unauthorised training purposes are strictly prohibited.
    13. 13. Dr Covey Workshop Game VideoBig Rocks Game• Rocks = tasks• Learning ObjectiveTime management - how to prioritisetasks in your life © Susan Boyle 2010
    14. 14. Did you Notice?SimpleEngaged the audienceReached Learning objectives(Priorities, do the big tasks first)Fun = Relaxed learning © Susan Boyle 2010
    15. 15. My Game Tips Fun Quick Simple Easy to play & grasp Designed around a specificlearning objective Follow up with correct play Reflect on the game playafter the session © Susan Boyle 2010
    16. 16. Please acknowledge the original game designer ifyou are using their game in your session! © Susan Boyle 2010
    17. 17. Non-digital game ideas Stepping Stones Game Image Source: Stones Game Susan Boyle(2010)Boyle 2010 © Susan
    18. 18. Non-Digital game ideas Bin or Basket Source : Lukáš Malý (2008)Why?Imge Source : Source : T P Martins (2005)Bin or Basket Game concept Susan Boyle (2011) © Susan Boyle 2010
    19. 19. Non-digital game ideas Citation Shuffle (2011) 14,(3)Murphy, Rosen, Asthma control,British Journal of Nursing. p.32-53. Citation Shuffle Game Kathryn Smith (2011) © Susan Boyle 2010
    20. 20. Non-digital game ideas Sticky DatabasesCinahl Science Direct PubMedTop 25 articles Nursing articles Clinical Trials TechnologyEvidence Based Care sheets Hot Topics Sticky Databases Game Susan Boyle(2011) © Susan Boyle 2010
    21. 21. Non-digital game ideas Sticky DatabasesCinahl Science Direct PubMed Top 25 articles Nursing articles Clinical Trials TechnologyEvidence Based Care sheets Hot Topics Sticky Databases Game Susan Boyle(2011) © Susan Boyle 2010
    22. 22. Non-digital game ideas Sticky DatabasesCinahl Science Direct PubMed Top 25 articles Clinical Trials Nursing articles TechnologyEvidence Based Care sheets Hot Topics Sticky Databases Game Susan Boyle(2011) © Susan Boyle 2010
    23. 23. My experience.. Break out Good Intuitive reaction Identify learning objectives & look for CorrectYou will have game models Playmore time forGame design Success with Learning? 4th yrs, PG’s & Scale 1-10 PBL students © Susan Boyle 2010
    24. 24. My Matching Pairs Game Used to narrow a search. AND SNAP! Results return both or all words in the search Matching Pairs Game Susan Boyle(2011) © Susan Boyle 2010
    25. 25. The Matching Pairs Game Design FormStudent Group:Nursing 4th yearsLearning Objective :To understand searching techniquesName of Game:Matching PairsAim of the Game:Match the search technique name towhat it does © Susan Boyle 2010
    26. 26. Game Design Form continuedPlaying time: 10 minutesGame Format: Special CardsGame Description:Students in small groups discusswhich search tool goes with whichsearch function and arrange the cardsinto matching pairs.Game Rules:Students are not allowed to consultother materials during the game. © Susan Boyle 2010
    27. 27. Game Design Form continuedInstructor Guidelines:• Arrange students into small groups• Identify Reader, Chair, Timekeeper• Follow up with correct play• Include question on game inassessment• Use game as form of assessment. © Susan Boyle 2010
    28. 28. You have 4 minutesPlay the matching pairs game ….match the pairs © Susan Boyle 2010
    29. 29. Correct Play Only returns results that have Usedinto exclude aa in Makesthenarrowletter Used a broaden a cancer to search for singletumour title and keywordmore words the a wordfrom a in abstract a variable. search and retrieve two or search orside by side more are remove and retrieve a that results.Wildcard Phrase Field AND NOT OR irrelevant wom*n Example: records smaller document in a no. ofSearching from results Results results. relevantreturn either Results returned or at least Example one A specified keyword would include keyword in imaging” Results return “Diagnostic theboth will not be returned records search. containing or all words in the in the results woman, search. women © Susan Boyle 2010
    30. 30. Brainstorming &Create a Game Segment 18 min © Susan Boyle 2010
    31. 31. Instructions• Read your scenario• Brainstorm ideas for a Game• Fill out a game design form• Prepare to feedback your design form.• Pick a feedback representative © Susan Boyle 2010
    32. 32. BrainstormTime allowed 8 minutes © Susan Boyle 2010
    33. 33. Game Design Form Time allowed 10 minutes © Susan Boyle 2010
    34. 34. Feedback Segment 20 min – 4 min per tableThe following slides detail the games developed at each table by delegates during this workshop agreed to be for common use in IL. © Susan Boyle 2010
    35. 35. Table 1 Take away Game: Catalogue shopping Game Design FormStudent Group: 1st year EngineeringLearning Objective :To teach students about the catalogueName of Game: Catalogue shoppingAim of the Game: Identify the different resources available on thecatalogue. Place Correct resource items in basket.Playing time: 15 mins.Game Format: Cards + bin + basketGame Description: Set of 12 resource format cards listing books, journals,dvds, bones etc. 2 cards are duds the rest are real. Players work out 10 realand 2 duds.Game Rules: Not allowed use of actual catalogue (second stage...)Instructor Guidelines: Organise students into groups maximum of 6 pergroup. Reader & timekeeper follow up with correct play. (Eg: bones). © Susan Boyle 2010
    36. 36. Table 2 Take away Game: Can we build it yes we can Game Design FormStudent Group: Masters Humanities studentsLearning Objective: How to approach a literature reviewName of Game: Can we build it, yes we canAim of the Game: To understand the scope of the search, types ofinformation resources and keywords as part of the processPlaying time: 20 minutesGame Format: Lego….building blocksGame Description: Student in small groups, create visual representation ofthe process involved in starting a literature review based on given example.Give them blocks and boards, different colours, sizes. Then describeprocess.Game Rules: not completedInstructor Guidelines: not completed © Susan Boyle 2010
    37. 37. Table 3 Take away Game: Library Fortunes Game Design FormStudent Group: Mature PG Dip Social ScienceLearning Objective : To teach students how to focus a searchName of Game: Library fortunesAim of the Game: Focus your search using keywords suggested by teambroaden your search (should involve understanding and thinking aboutkeywords. Brainstorming keywords. Narrowing, broadening)Playing time: Egg/sand timer, 3 minutes per round or tableGame Format: big quiz cards for main term to brainstorm. (6 keywords,right and wrong answers. Like family fortunes, bonus words, audio clues)Game Description: Students in groups of 4. 1 Key concept per group if timepossibly play again.Game Rules: Cannot consult other materials. no computersInstructor Guidelines:Check you have the right terms in advance. prepare inadvance, round 1 then feedback, then repeat rounds. © Susan Boyle 2010
    38. 38. Table 4 Take away Game: Lucky Dip Bingo Game Design FormStudent Group:Final Year Life Science studentsLearning Objective : To teach the importance of using quality assuredevidence for study & work & real world working practiceName of Game: Lucky dip bingoAim of the Game: To retrieve the resources, that meets all the evaluationcriteria / checklistPlaying time: 10 minutesGame Format: Bin full of folded paper indicating different informationresources. Eg: lists of sources, invalid and valid. Discuss in group. Tick offcriteria, bingo.Game Description: Discuss evaluating resources first. Small groups pickpaper out of basket and discuss- tick off a checklist- like a bingo form. Fullhouse wins.Game Rules: Group decision / no consultation with other groups. Quick.Instructor Guidelines: Prepare in advance. Instructor given checklist © Susan Boyle 2010
    39. 39. Table 5 Take away Game: To cite or not to cite that is the question Game Design FormStudent Group 2nd Year architecture studentsLearning Objective : To understand plagiarism and how to avoid it.Name of Game: To cite or not to cite , that is the question.Aim of the Game: To identify copyrighted images and whether or not theyneed to be citedPlaying time: 8 minutesGame Format: Matching cardsGame Description: Copyrighted images introduce concept. Students receiveimage cards with different sources and must categorize in “no use, cite orno cite”Game Rules: Students are in small groups (5) each have a set of cards.Group members can help card placer.Instructor Guidelines: Not given © Susan Boyle 2010
    40. 40. If there had been more time at the workshop, I would have opened the floor for discussion/questions on the games and captured ideas on the following discussion cloud..... © Susan Boyle 2010
    41. 41. Workshop Discussion cloud... Benefits Challenges Triggered Uses ideas © Susan Boyle 2010
    42. 42. Game Based Learning Blogs & Conferences
    43. 43. Interested in this Topic?Alexander, Bryan (2008) Games for higher education EDUCAUSE Review, (43) 4 (July/August 2008) Available at viewMagazineVolume43/GamesforHigherEducation2008/163 066Barrett, Terry and Donnelly, Roisin (2008) Encouraging Student Creativity in Higher Education. In Higgs, B & Mccarthy, M (Eds.) Emerging Issues II. The Changing Roles and Identities of Teachers and Learners in Higher Education. 115-130Doshi, Ameet (2006) Gaming could improve information Literacy Computers in Libraries. May 2006 14-17Fuszard, B. (2001). Gaming. Fuszards Innovative Teaching Strategies in Nursing. A. J. Lowenstein, M. J. Bradshaw and B. Fuszard. Gaithersburg, MD, Aspen Publishers: 112-120.Jaffe, L. (2007). Games Amplify Motivation in Education. Innovative Teaching Strategies in Nursing and Related Health Professions. M. J. Bradshaw and A. J. Lowenstein. Sudbury, Mass., Jones and Bartlett Publishers: 161-172.Paul Kleiman (2005) Beyond the Tingle Factor: creativity and assessment in higher education Presented at ESRC seminar, University of Strathclyde, Scotland. © Susan Boyle 2010
    44. 44. Thank you for your participation! For more informationcontact Susan Boyle at © Susan Boyle 2010