After updating to WordPress 2.7 Coltrane, I took a look at some of my content and refreshed my gaming page. Oddly enough, I’m on a games hiatus until I turn in grades for this semester. Still, it did give me a chance to think about what I’ve played this year and how it compares to the Gaming Bonanza of 2007 ™.
Currently, I’m playing The Witcher and loving it. Loving. It. I’m bored with LOTRO and haven’t been able to scrape up enough time to give Left 4 Dead a go, even though I really liked the demo and played quite a bit pre-release. After I finish The Witcher, STALKER: Clear Sky is next and then likely Left 4 Dead and the new Tomb Raider game. I’ve never played a Lara Croft game and I’m interested to see what is in store.
What about you all? What are you playing now and what are your impression of gaming year 2008?
I just upgraded informationgames to the latest version of the WordPress software. It is silly easy to keep up on the WordPress maintainance, yet somehow the minimal effort of downloading and transferring the new files up to the server is a rewarding task. It falls into a similar category to changing my own oil, nothing really to be proud of, but satisfying on a visceral level.
Creative connections between sources are at the heart of what makes academic research intellectually stimulating and vital. We’ve seen in part one of this series that I’m not convinced that games can teach developing researchers how to make this connections. At the end of the day, I want the students I’m teaching to be able to do more than just jump through hoops and, to put it extremely bluntly, the genius of video games as a teaching tool is that they make jumping through hoops engaging and fun. Video games are a great tool for encouraging players to persist at jumping through hoops until they build skills through repetition.
So this is where information literacy librarians can really use games in their teaching. The overall process of research does not really resemble a video game. However, the individual skills and processes used by expert researchers can be trained and reinforced using techniques borrowed from video games.
Source Evaluation: one of the things I want to see beginning researchers include in their work is an evaluation of the sources they use to build their arguments. At a beginning level, “peer reviewed = good, popular publication = bad” is a start, but eventually I want to see them consider context and the use they are putting the source to. So using level design techniques, librarians can structure lessons to focus on simple evaluation early and then require more nuanced justification of source choices in more advanced lessons.
Advanced database searching: a key to developing from a beginning researcher to a capable student is moving beyond simple keyword searching. Game designers teach players to move beyond simple strategies by throwing in boss, or really tough opponent, that requires the player to change tactics to advance. Librarians can borrow this technique and give google-centric researchers challenges that require them to use subject headings, take advantage of organized metadata, or do citation analysis. At very least librarians can use game bosses and shifting tactics as a metaphor for why keyword searching can’t find everything.
So while the entire research process may not resemble a video game, game techniques for building skills, encouraging persistence through failure, and providing an engaging context will come in extremely handy for developing skilled researchers.