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Designing Online Information Literacy Games Students Want to Play de Karen Markey

Designing Online Information Literacy Games Students Want to Play

Autor Karen Markey, Chris Leeder, Soo Young Rieh
en Limba Engleză Paperback – 12 mar 2014
Designing Online Information Literacy Games Students Want to Play sets the record straight with regard to the promise of games for motivating and teaching students in educational environments. Drawing from their own first-hand experience, research, and networking, the authors feature best practices that educators and game designers in LIS specifically and other educational fields generally need to know so that they build classroom games that students want to play.
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Specificații

ISBN-13: 9780810891425
ISBN-10: 0810891425
Pagini: 279
Ilustrații: black & white tables, figures
Dimensiuni: 155 x 227 x 21 mm
Greutate: 0.46 kg
Editura: Rowman & Littlefield

Notă biografică

Cuprins

List of Figures List of Tables Preface Acknowledgments Chapter 1. The Promise of Games for Information Literacy Instruction Introduction Definitions of Information Literacy The Evolving Concept of Information Literacy Instruction Multiple Approaches to the Information Literacy Concept Methods of Information Literacy Instruction Research on the Benefits of Information Literacy Instruction Barriers to Information Literacy Instruction Games and Learning The Rise of Games in Libraries Games for Information Literacy Instruction Online Information Literacy Games Evaluating Educational Games Summary Chapter 2. The Needs Assessment Introduction Formulating the Game¿s Overarching Learning Objective Asking Eight Questions for the Needs Assessment Understanding Why Students Prefer the Open Web Over the Library Research on How Students Judge the Credibility of Online Information Determining the Right Audience for a Library Research Game Summary Chapter 3. The Design of an Information Literacy Game Introduction Premises for the Design of Information Literacy Games Planning the BiblioBouts Information Literacy Game Involving Instructors in Game Play Discussion Summary Chapter 4. The BiblioBouts Administrator Interface Introduction Super Administrator Functionality Game Administrator Functionality Discussion Summary Chapter 5. The BiblioBouts Game Introduction The Structure of the BiblioBouts Game Preparing for Game Play Playing the Closer Bout Playing the Tagging & Rating (T&R) Bout Playing the Best Bibliography Bout Consulting the Post-Game Library User Support for the BiblioBouts Game Enlisting Library Liaisons Using Email Making Videos Available Giving Super Administrators an Account-Login Tool Publishing FAQs Scoring Issues Summary Chapter 6. The Methods Used to Evaluate BiblioBouts Introduction Research Questions Game Diary Forms Pre- and Post-Game Questionnaires for Students Focus Group Interviews with Students Follow-up Interviews with Students Logs of Students¿ Game-Play Activity Interviews with Instructors Interviews with Library Liaisons Summary Chapter 7. Preparing Students to Play BiblioBouts Introduction Instructors¿ Expectations Research Paper Assignments In-Class Preparation The Challenge of Technology Problems Discussion Summary Chapter 8. How Students Played BiblioBouts Introduction Overview of BiblioBouts Games Styles of Game Play Daily Game Play Activity Time Spent Playing the Donor Bout Time Spent Playing the T&R Bout Total Time Spent Playing BiblioBouts Discussion Summary Chapter 9. How Students Evaluated BiblioBouts Sources Introduction Class Assignments Do Students Submit Relevant Sources to BiblioBouts? Do Students Submit Scholarly Sources to BiblioBouts? Do Students Correctly Identify the Information Formats of BiblioBouts Sources? What Criteria Do Students Use to Assess BiblioBouts Sources? Students¿ Credibility and Relevance Assessments Credibility Assessments Relevance Assessments Whether Players and Experts Agree on the Credibility of Online Sources Discussion Summary Chapter 10. How BiblioBouts Influenced Students¿ Research Papers Introduction Research Questions and Methods Does Source Quality Improve at Each Step of the Research Process? Do Players Cite Better Quality Sources than Non-Players? Do Players Cite More Sources Than Non-Players? Do Players Cite BiblioBouts Sources in their Research Papers? Discussion Summary Chapter 11. How Students Benefited from Playing BiblioBouts Introduction Improved Perceptions of their Information Literacy Skills Greater Familiarity with Library Databases Exposure to More and Varied Sources Practice Evaluating Sources Learning How to Use the Zotero Citation Management Tool Conducting Library Research Collaboratively Playing a Game While Conducting Library Research Benefits from the Instructors¿ Viewpoint Students Who Did Not Benefit from Game Play Discussion Summary Chapter 12. Best Practices for Building Information Literacy Games Introduction Revisiting the Needs Assessment Getting Started on Game Design Developing the Scoring System and How to Win Implementing the Game in Course Contexts Managing the Design Team Game Design Exercise Summary Chapter 13. Best Practices for Administrator, Instructional, and User-Support Services Introduction Designing the Super Administrator Interface Designing the Game Administrator Interface Establishing Instructional Support Services Putting User Support Services in Place Discussion Summary Chapter 14. The Future of Information Literacy Games Introduction The Future of Information Literacy Games Lessons Learned from BiblioBouts Ideas for Future Online Information Literacy Games Conclusion Appendix A. Game Diary Form for Students Appendix B. Pre-game Questionnaire for Students Appendix C. Post-game Questionnaire for Students Appendix D. Focus Group Interview Questions for Students Appendix E. Follow-up Interview Questions for Students Appendix F. Game Logs Appendix G. Personal Interview Questions for Instructors Appendix H. Personal Interview Questions for Library Liaisons Bibliography

Descriere

Designing Online Information Literacy Games Students Want to Play sets the record straight with regard to the promise of games for motivating and teaching students in educational environments. Drawing from their own first-hand experience, research, and networking, the authors ...