For Presenation at ACRL, Friday, March 13, 2009: The Champlain College Library asked students from our Electronic Game Design Program and the Emergent Media Center to create a game to complement our Information Literacy (IL) program. Little did we know that this collaboration would lead us to question and re-envision what we mean by information literacy. Through the library-student collaboration, it became clear to the Library that words like authority, credibility, reliability, and currency were being used superficially. Clearly, our information literacy efforts needed to focus more on which factors were needed rather than prescribed. In a more abstract environment, like a game, the focus shifts from filling in the right answer to seeking and using the best information in a non-traditional context, as a demonstration of the game will show. Champlain’s IL program now encourages students to recognize and apply information literacy across multiple contexts. By identifying, discussing, and analyzing the information they use every day, students articulate their expectations and goals for the information they use. Those expectations and goals influence their information seeking in all situations, thereby bringing information literacy into students’ lives, not just their assignments. Game Design students’ reactions and understanding of information literacy have shaped the pedagogical approach to information literacy on our campus. Our information literacy program capitalizes and expands on students’ prepossessed knowledge and asks them to be cognizant of these skills in all situations. In doing so, we have an information literacy program that we think will make a difference in students’ lives.

1. Percolating the
Power of Play
Sarah Faye Cohen, Information Literacy Librarian
Timothy Miner, Emergent Media Center
Lauren Nishikawa, Emergent Media Center
Champlain College
Burlington, Vermont

2. http://www.flickr.com/photos/glemak/270320923/in/photostream/
Champlain College—
how are we different than most
colleges?

3. The Emergent Media Center
 Student Driven,
complementing
Champlain’s EGD degree.
 Project based.
 A diversity of relationships.
 For more information:
www.champlain.edu/
Emergent-Media-
Center.html

4. Information Literacy in
Champlain’s Core Curriculum
 Inquiry-based
information literacy
embedded in a four
year, incremental,
interdisciplinary general
education curriculum.
 Assessed every
semester, all four years,
through rubric-based,
ePortfolios.
http://www.flickr.com/photos/imagemd/827470717/

5. Why a game?

6. “Video gaming is pervasive in
the lives of American teens—
young teens and older teens,
girls and boys, and teens from
across the socioeconomic
spectrum. Opportunities for
gaming are everywhere, and
teens are playing video games
frequently. When asked, half of
all teens reported playing a
video game “yesterday.” Those
who play daily typically play for
an hour or more. Fully 97% of
teens ages 12-17 play computer, http://www.flickr.com/photos/tracer/2138808109/
web, portable, or console
games.”
Pew Internet and American Life Project. Teens, Video Games, and Civics.

7. The Learning Potential
of Games within
Higher Education
Information Literacy
How can librarians re-envision
what a video game is?
James Paul Gee defines
a game as “a set of experiences
a player participates in from a
particular perspective…designed
to set up certain goals for
players, but often leaves players
free to achieve these goals in
their own way.”
(Gee, 23)
http://www.flickr.com/photos/mindcaster-ezzolicious/
400594096/

8. Games as petri dish for Info Lit:
“Information literacy competency
extends learning beyond formal
classroom settings…”
(ACRL Competency Standards for Higher Education).
“By presenting students with real-world
situations and allowing them to play a
game by applying newly learned library
skills, the concept of information
literacy loses its abstract, theoretical
quality and becomes a relevant part of
their lives.”
(Ameet Doshi, “How Gaming Could Improve
http://www.flickr.com/photos/cornellfungi/1875227806/
Information Literacy”) in/photostream/

9. Models for
Connecting Gaming to
Information Literacy

10. The Hero’s Journey
 A familiar model to gamers.
 “…the research process is a
journey of transformation in
which the researcher leaves
behind the comfortable world
that he or she knows, gains new
knowledge, and then returns—
changed in some way by his or
her learning.” (Holmes, 19)
http://www.flickr.com/photos/walkingthedeepfield/
 Initially a model for both games
2537561319/

11.  Kuhlthau shows research to be affective, iterative, recursive,
experiential, and strategic.
 Enormously helpful for gamers: structure moments to
emphasize emotions rather than narrative.

12. From the models…
EPIPHANIES:
for librarians in the gaming model;
for gamers in the library model.
http://www.flickr.com/photos/ejpphoto/2413534372/

13. The Games

14. Process Timeline
Semester by Semester
 Fall 2007:
 Pitch idea of a game to EMC.
 All student meeting to define IL.
 Break into groups based on types of games.
 Spring 2008:
 Selected two concepts to move forward.
 Summer 2008:
 Workstudy students creating prototypes & full
design documents.
 Fall 2008:
 Critiques with the Library.
 EMC moved to a new space.
 Set deadline for Dec. completion.
 Spring 2009:
 New teams to finish King and clean up Searchlight.

15. SearchLight
 Highlights the need for
information literacy in
multiple aspects of life.
 Presents a broadly-
defined goal with player-
driven specifics.
 World broken down into
metaphorical resources.
 Free-roaming structure
encourages exploration.
 Emphasis on information
filtering and resource
evaluation.

17. Dustin King in Locked and Literate
 Presents increasingly difficult
questions for which the player
must gather information in
order to construct an answer.
 Select and present information
appropriate to a particular
audience.
 Evaluate electronic sources
such as the Internet and
databases, printed materials
such as books and notes, and
information from peers.
 Linear, narrative based game
with multiple endings
dependent upon player
choices.

19. What is the game good for?
 A complement to our
information literacy
program.
 Helping us rethink what
information literacy
instruction can be.
http://www.flickr.com/photos/fishyfish/2376516297/

20. Fusing Fun into IL Instruction
Just one example…
 Describing a coke can in as many
ways as we can think of.
 Connection to generating keywords
for a database searching.
 Active learning, inquiry based, FUN!
 Adapted from Debbi Renfrow’s
Developing Keywords Exercise in
Empowering Students II: Teaching
Information Literacy Concepts with http://www.flickr.com/photos/rschreff/
677670249/
hands-on and Minds-on Activityies.

21. Challenges Faced
 Information literacy vs.
bibliographic instruction;
 Student centric rather
than library centric;
 The challenges of
collaborating with
student teams.
http://www.flickr.com/photos/steffe/2559983505/

22. To Take Out
We are not as different as we might think.
 Students give useful and
important insight into how IL
is understood.
 The opportunity for gaming
as a tool in higher education
libraries is STRONG.
 Sharing connections.
http://www.flickr.com/photos/n0wak/
2608496273/

23. Works Cited
 Pew Internet and American Life Project. Teens, Video Games, and Civics. 16 Sept.
2008. 19 February 2009.
http://www.pewinternet.org/pdfs/PIP_Teens_Games_and_Civics_Report_FINAL.pdf
 quot;Information Literacy Competency Standards for Higher Education,quot; American Library
Association, September 01, 2006.http://www.ala.org/ala/mgrps/divs/acrl/standards/
informationliteracycompetency.cfm (Accessed February 24, 2009)
 James Paul Gee, “Learning and Games,” in The Ecology of Games: Connecting Youth,
Games, and Learning, ed. Katie Salen, 21-40. Cambridge, MA: MIT Press, 2008.
 Ameet Doshi, quot;How Gaming Could Improve Information Literacy,quot; Computers in
Libraries 26, no. 5 (2006): 14-17. Academic Search Complete, EBSCOhost (accessed
December 19, 2008).
 Thomas Holmes, quot;The hero's journey: an inquiry-research model.quot; Teacher Librarian
34, no. 5 (2007): 19-22. Academic Search Complete, EBSCOhost (accessed December
19, 2008).
 Carol Collier Kuhlthau, Seeking Meaning: A Process Approach to Library and
Information Services (Westport, CT: Libraries Unlimited, 2004).
 Debbie Renfrow, “Developing Keywords,” in Empowering Students II: Teaching
Information Literacy Concepts with hands-on and Minds-on Activityies. Active Learning
Series No. 8. C.A. Germain & D. Bernnard, eds. Pittsburgh, Library Instruction
Publications, 2004. Pg. 117.

24. Thank you.
To learn more, please contact
Sarah Faye Cohen, cohen@champlain.edu
Timothy Miner, timothy.miner@mymail.champlain.edu
Lauren Nishikawa, lauren.nishikawa@mymail.champlain.edu