Information Literacy & Gamification Using Minecraft
Librarianship Embraces Virtual Media
1. Valerie Hill, PhD
TWU School of Library and Information Studies
Adjunct Instructor
LISD Librarian
Librarianship Embraces Virtual Media
Based on Adult Learning Theory
2. After the Digital Revolution:
Emerging Trends and Changing Formats
• Apps & mobile devices
• MOOCs
• AR & Virtual Worlds
• Digital content &curation The broken glass metaphor: the structure of
knowledge appears broken because the information
• Serious gaming hierarchy has toppled. The “Gutenberg Parentheses”
are closed and the printed word is no longer king.
3. Print, electronic, digital, virtual, 3D,
augmented, mixed reality
Virtual experiences feel life-like through haptic technology.
(Hecher et al, 2011)
5. Do you have an online identity?
• Have you uploaded user-generated content
(Flickr, Youtube, blog, other)?
• Do you separate your personal/professional
identity online?
7. Are you comfortable with Web 3.0?
• Do you have an avatar (or does your
colleague, friend, child)?
• Have you visited a virtual world?
8. Constructivism and
Adult Learning Theory
Theorists: Knowles, Vygotsky, Dewey, Zemke
1. Adult learners need involvement in a problem-based learning situation
(Knowles, Dewey).
2. Adult learning is self-directed (Knowles, Zemke).
3. Adult learners seek collaboration with others having varying degrees of
knowledge and skills (Vygosky's ZPD).
4. Adult learners demonstrate prior knowledge and a "readiness to learn“
(Knowles, Zemke).
5. Adult learners thrive when actively engaged (Dewey).
6. Adult learners are motivated by personal interest (Knowles, Dewey, Zemke).
9. Lev Vygotsky
• Emphasized the social context of learning
• Critical importance of interaction with people,
including other learners and teachers, in
cognitive development, his theory is called
“social constructivism”
• Zone of proximal development (ZPD)
10. Malcolm Knowles
Knowles 6 principles ofAndrogogy
1. Adults are self directed and self motivated.
2. Adults bring life experiences and knowledge
to learning.
3. Adults are goal oriented.
4. Adults are relevancy oriented.
5. Adults are practical.
6. Adult learners like to be respected.
11. John Dewey “father of experiential education”
• Emphasized active engagement
• Personal interest in real life problems
• Creative interaction (teacher as a guide or
facilitator)
12. Ron & Susan Zemke
• Building on Knowles' Androgogy and the
theoretical framework of constructivism
• “Window of opportunity" when adults are
motivated to learn
• Motivated by personal growth or gain;
increased by curiosity
13. Online Learning and Distance
Education
The evolution of online courses across distance:
(Blackboard, Virtual Worlds, MOOCs)
Convenience of working online.
Shared “sense of presence”.
14. Can we deliver content (acquire,
create, share) of high quality through
virtual worlds?
University of Washington’s iSchool
Certificate in Virtual Worlds
Class of 2010
15. VCARA
San Jose State University School of Library and Information Studies
4th Annual VCARA Conference May 2013
16. 3D environments for education & libraries:
classes, content delivery, professional development, conventions, book discussions, exhibits
17. Texas Woman’s University
School of Library and Information Studies
Creative Arts & Research Symposium 2008-2012
34. Anne Frank MOOC
An example of immersive
learning, where students
“enter” the cramped annex
where Anne Frank lived
in hiding.
Fall 2012
Educators met weekly for MOOC office hours
on Wed. evenings. Assignments presented in
a 3D virtual world.
37. The beautiful question may be addressed
in numerous formats: physical,
electronic, virtual, or augmented.
“It may be that the great age of libraries is waning,
but I am here to tell you that the great age of
librarians is just beginning. It’s up to you to
decide if you want to be a part of it.”
~T. Scott Plutchak
39. Bibliography
Antiquity Texas. (2010). http://antiquitytexas.wordpress.com/about-2/ [accessed December 15, 2012]
Dalgarno, Barney, and Mark J. W. Lee. (2010). What are the learning affordances of 3-D virtual environments? British Journal of Educational
Technology 41, (1) (01): 10-32.
Dewey, John. (1916). Democracy and education. The Free Press, New York.
Dresang, Eliza T. (2005). The information-seeking behavior of youth in the digital environment. Library Trends 54, (2): 178-196.
Farley, Kathryn, Michael Nitsche, Jay Bolter and Blair MacIntyre. (2009). Augmenting Creative Realities: The Second Life Performance Project.
Leonardo 42, no. 1: 96-7.
Hecher, M. M., Möstl, R. R., Eggeling, E. E., Derler, C. C., &Fellner, D. W. (2011). 'Tangible Culture' - Designing virtual exhibitions on multi-
touch devices. Information Services & Use, 31(3/4), 199-208.
Hew, KheFoon, and Wing Sum Cheung. (2010). Use of three-dimensional (3-D) immersive virtual worlds in K-12 and higher education settings:
A review of the research. British Journal of Educational Technology 41, (1) (01): 33-55.
Hill, Valerie, and Hyuk-Jin Lee. (2009). Libraries and immersive learning environments unite in second life. Library Hi Tech 27, (3): 338-56.
Hill, Valerie. (2011) “Virtual tornado hits the library”, Learning Technology IEEE, 13 (4), 42-45.
Huang, H. (2002). Toward constructivism for adult learners in online learning environments. British Journal Of Educational Technology, 33(1),
27.
Jamaludin, Azilawati, Yam San Chee, and Caroline Mei Lin Ho. (2009). Fostering argumentative knowledge construction through enactive role
play in second life. Computers & Education 53, (2) (9): 317-29.
Klomp, R. W., Spitalnick, J. S., &Reissman, D. B. (2011).Virtual Classroom Immersion Training.T+D, 65(1), 38-43.
Malcom Knowles. (2007). Adult Learning Theory and Principles.
http://www.qotfc.edu.au/resource/index.html?page=65375 [accessed December 15, 2012]
Lateef, F. (2010). Simulation-based learning: Just like the real thing. Journal Of Emergencies, Trauma & Shock, 3(4), 348-352.
Plutchak, T. Scott. (2007). The Librarian: Fantastic Adventures in the Digital World. Serials, 20(2), 87-91.
Slone, Debra. (2009). A Methodology for Measuring Usability Evaluation Skills Using the Constructivist Theory and the Second Life Virtual
World. Journal of Usability Studies, 4 (4) 178-188.
Stanziola, J. (2008). What will be the needs of library, museum and archives users in the next 10 years? research implications. Library &
Information Research, 32(100), 13-19.
SylaiouStyliani, LiarokapisFotis, Kotsakis Kostas, PatiasPetros, (2009). Virtual museums, a survey and some issues for consideration. Journal of
Cultural Heritage, 10 (4): 520-528.
Taouabit Boland, I. (2009). Efficacy of the 3D Multi-User Virtual Environment (MUVE) Second Life for learning in cognitive constructivist and
social constructivist activities. Ph.D. diss., Capella University.
Teeuwisse, Jo. (2012). http://www.ghostsofhistory.co.uk/who-are-we/bio/ [accessed December 15, 2012]
TRP360. (2012). http://www.trp360.com/ [accessed December 15, 2012]
Vygotsky, Lev. (1978). Mind in society Harvard University Press, Cambridge.
Webber, Sheila and Diane Nahl. (2011). Sustaining Learning for LIS through use of a Virtual World. IFLA Journal (37)(1): 5-15.
Zemke , Ron and Susan. (1995). http://setur.khi.is/fullordinsfraedsla/NoN/Itarefni/Zemke_WhatDoWeKnow.pdf [accessed December 15,
2012]
Intro Dr. Valerie Hill- What is virtual media? I use the term virtual content in the context of the evolution from Web 2.0 (user-generated content) to Web 3.0 (the semantic web & shareed, interconnected pervasive media. We now live in a networked society and delivery of media & instruction is rapidly changing.
Does it seem to you that the hierarchy has toppled? Some emerging trends: gamification/ badges
Balancing traditional information sources & innovative new media
User-generated content has overtaken traditional publishing (youtube, blogs, crowd-sourcing) - new ways to view libraries
Virtual worlds are only one emerging trend- but we need to be aware (not everyone can be an expert)
Balance of physical and virtual (face-to-face courses and online)- both are important. Virtual and augmented may provide “sense of co-presence)
Some universities are offering virtual world coursework. Each individual is represented as an avatar in a virtual world. I graduated in 2010.
Conferences and workshops provide the opportunity to present across distance. I have presented for 4 years.
A sense of shared space is an advantage over “viewing a webinar”
Research symposiums can be experienced virtually. I presented my research for 5 yrs 2008-2012.
Groups can meet virtually (SL is not the only world). Jumping to other worlds is called gridhopping. As convener, I will report at ALA midwinter on Sat.
Next: examples of my research in virtual media through providing 5 vw exhibits (with librarians from TLA SL group)
Final tour will be on Jan. 30th 5-7pm
Emphasize again the importance of balance
Learning about MOOCs through content curation (scoopit & twitter)
