Game On AASL 2013

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Presentation at AASL 2013


  • 1. AASL 16th National Conference & Exhibition Rising to the Challenge, November 14-17, 2013 Hartford, CT GAME ON Using the Latest and Greatest to Entice Patrons and Promote Literacy Tricia Kuon & Holly Weimar Library Science, Sam Houston State University
  • 3. WHAT ARE GAMES? A Game is a form of play with goals and structure. Kevin Maroney, The Games Journal (2001).
  • 4. IS GAMING EDUCATIONAL? John Hunter & the World Peace Game
  • 5. CHARACTERISTICS OF GAMES (Nicholson, 2010) Games are not Skill drills in the form of a game Games are Structured; have rules Made up Given Toys Games that have a specific educational focus that sacrifices fun and gameplay Play Purposeful; have goals Image: Robin Ashford, -7VUFip-7VUFsk-7VUFj4-7VUFtt-7VXWq7-7VUFqK-7VXWgj-7VXWnq-7VXWoW96MFYB-96MEpD-96MFLV-96MEMr-96MGiX-96MGwz-96MG82-96MFzg-96MF5X- Long-term or short-term Can be self-imposed Sets limits Allow players to improve Motivates
  • 6. WHAT DO GAMES AND BOOKS HAVE IN COMMON AT THE LIBRARY? (Nicholson, 2010) A history of library programming that includes gaming: Chess club Scrabble club Story time Computer games Games connected to books and reading may have: Historical content Content related to curriculum Set in fantastical worlds Gaming connected to literacy may contain: Reading and role play, which may require research regarding the role or historical context Interpreting and manipulating game symbols
  • 7. GAMING AND THE LIBRARY (Nicholson, 2010) Gaming should support the librarys mission Gaming should provide social interaction Gaming may draw students into the library Gaming should have adults who are ready to facilitate the play Gamings focus should be on the experience, not the game
  • 8. WHAT TO CONSIDER WHEN PREPARING FOR GAMING Gaming experiences desired for the students Physical space Noise level Enough space for games that require movement Tables, chairs, or comfy seating Cost Materials already available Additional expenses Running of the program One-time program or continuous or sequenced Curriculum tie-in Expertise available to support students if needed Outside experts from groups or clubs, such as chess club Knowledge students already hold, peer-to-peer 5 Elements of Gaming Experience 1. 2. 3. 4. 5. Social interactions Narrative of the game Actions required by players Knowledge players bring to game Decisions players make (strategy) (Nicholson, 2010)
  • 9. TYPES OF GAMING EXPERIENCES (Nicholson, 2010)
  • 10. TYPES OF GAMING EXPERIENCES KNOWLEDGE: Players bring their personal knowledge to the game. Scrabble or Boggle or Bananagrams Jeopardy Balderdash Trivial Pursuit Pictionary or Cranium Puzzles that require players to search the surrounding environment Charades Image: Jonathon Colman (2009)
  • 11. TYPES OF GAMING EXPERIENCES STRATEGY: Players make decisions. Games may have time limit or element of chance. Tic-tac-toe Checkers or chess Mancala Parcheesi Backgammon Connect 4 Pente Monopoly Clue Risk Axis and Allies Image: Matt Chan (2010) Hearts or Spades Cribbage Pants vs. Zombies
  • 12. TYPES OF GAMING EXPERIENCES ACTION: Players use hand-eye coordination, reflexes, and strategic decisionmaking. Dance Dance Revolution Guitar Hero or Rock Band Wii Sports Madden NFL Mario Kart Image: Eric ejk (2007)
  • 13. TYPES OF GAMING EXPERIENCES NARRATIVE: Players interact with each other and the world in which the game is set. Tales of the Arabian Nights board game RuneScape (MMORPG) Lord of the Rings board game Shadows Over Camelot board game Pandemic board game Shakespeare in a Box Image: heath_bar (2012)
  • 14. TYPES OF GAMING EXPERIENCES SOCIAL: Players interact with each other to get to know one another. Apples to Apples Diplomacy Wii Music Team building activities Image: Rev. Xanatos Satanicos (2008)
  • 15. IS GAMING BEING USED IN THE LIBRARY? How, why, concerns, questions, and possibilities
  • 16. Within reason 92% 8% I remember playing Monopoly as part of our civics class
  • 17. 50% Yes 50% No Image: Penn State (2012):
  • 18. Image: Steve Petrucelli (2013)
  • 19. 42%
  • 20. Motivation and rewards system Students enjoy the activities Encourages/welcomes use of the library Excites kids about learning Interest from the kids Students learn to problem solve Teachers like it Non-readers suddenly want certain books Increased social interaction Draws students in Gives students time to relax Engaged in learning Increases thinking skills Engagement, real-world applications I get to know students better Logical thinking skills and social skills Positive feedback from students Kids are working together
  • 21. Some think it could replace teaching Directions must be very clear Students occasionally get too loud Controlling activity level Having enough games for everyone Keeping all the pieces together Not enough money for resources Scheduling issues, time constraints Kids can get too competitive Having enough devices Gamers taking over the library Theft and a lot of work Jealousy, cheating Monitor student to make sure they stay on the approved sites Kids expect gaming all day LOUD!
  • 22. Wii PS3 iPads Additional space Food rewards Xbox Chess set and at least 5 board games similar to Pandemic and The Stone Age Whatever the students like and can do!
  • 23. The graphics are not up to what they play at home Positive They love coming in for games! More engaged Turn away from trivia-type games They enjoy it Smiles, smiles, smiles Thank me for providing a place where they can get away from it all
  • 24. Incan Gold Backgammon Scrambled States of America Connect Four Rush Hour Battleship Pandemic Perplexus Forbidden Island Candy Land Apples to Apples Clue Jenga Life Chess Sorry Checkers Parcheesi
  • 25. REFERENCES Clark, D., Tanner-Smith, E., Killingsworth, S., & Bellamy, S. (2013). Digital games for learning: A systematic review and meta-analysis (Executive Summary). Menlo Park, CA: SRI International. Gee, J. P. (2007). What video games have to teach us about learning and literacy. Revised. New York: Palgrave Macmillan. Gee, J. P. (2012). Digital games and libraries. Knowledge Quest, 41(1), pp. 61-64. Harris, C. (2013, October). Gaming the Common Core. School Library Journal, p. 16. Nicholson, S. (2010). Everyone plays at the library: Creating great gaming experiences for all ages. Medford, NJ: Information Today, Inc. (2013). Ludology. Retrieved November 10, 2013 from Sloan, W. M. (2013). How to stimulate summer learning. Education Update, 55(6), pp. 1, 6-7.