State of Academic Library Gaming
Paul Waelchli of Research Quest recent sent around an email to some academic librarians who have shown an interest in gaming. I encourage you all to read the original letter and chime in with your views. As I wind down my week and prepare to head up to Seattle, I'd like to offer my $.02 USD on the subject and publicly thank Paul for getting the conversation started. So here is my stab at responding to Paul's excellent questions. (I apologize for the hasty scrawling, but, if I give in to the editing impulse, I'll never get it posted before ACRL.) Mary Broussard also has a response to this conversation posted, and I have a sense that more contributors will be coming forward soon.
1) What is the current state of games and learning in academic libraries?
Games and learning exist on the margins of academic libraries. I'm not sure this is a bad thing, but my experience, which includes publishing and presenting about games and learning in academic libraries as a major aspect of my tenure and promotion process has taught me a few valuable lessons. First, academic librarians are willing to listen to ideas and research about the current and forthcoming generations of students. Tying gaming to the learning preferences and culture of students is an excellent way to justify studying learning in games. I haven't noticed that most librarians are interested in gamers per se, that is to say, generally we don't see a role for games being collected or played in the library. I have noticed a high amount of interest in games being taught librarians as a path to understanding the learning preferences of today's students. Games are one tool that can be used for specific purposes. For now, I think this is an appropriate reaction. As games or interactive media take on a larger role in information transfer and communication, as I forsee they inevitably will do, that role will necessarily evolve.
2) What are some of the factors to that current state?
Besides those mentioned above, I think the content of games has a lot to do with the rate that they are assimilated into academic libraries. Despite the potential of the medium, games are largely designed and marketed to children and young adults. To horrifically oversimplify, a major mission of information literacy instruction is to help young scholars move beyond uncritical reliance on popular media and become critical consumers of scholarly publications in their discipline. On the surface, focusing on games is a move in the wrong direction. A way around this is to focus on pedagogy and critical thinking. If we can show our sceptical colleagues that game designers have developed innovative ways of building skills and reflective practices then we have built a bridge between meeting our students where they are today and where they need to be in order to successfully complete their undergraduate education.
3) Based on your experience and research, what are the next steps?
The next step is to build a scholarship of game studies that focuses on information literacy instruction. Perhaps a collaborative project might include building an annotated bibliography out of the scholarship we have done so far. We've all read a lot, processed a lot, and produced some good work. We can make it easier for our academic colleagues to follow our conversation if we provide a roadmap or at least a trail of bread crumbs that led us to where we are today. I also think it would be useful for us to do some talking about niches. Games have become a mature media. Perhaps it is no longer useful to lump in game analysis with designing useful games for the classroom or teaching to a gaming generation. Many game scholars are dividing into camps of ludologists and narratologists, those who focus on the game-play mechanics and those who focus on the narrative action of games. The time may be ripe for librarians to become equally specific in our work.
4) What are the factors supporting or preventing those "next steps?"
I think there is a lot of work to be done. Outside of Media Studies or Digital Technology and Culture programs, there may not be a lot of widespread acceptance for games and interactive media being a serious and significant area of study. On the other hand, I don't think there is much to be gained by arguing that point. Perhaps the best way to convince skeptical colleagues that a focus on games and learning is in the best interest of the library is to do work with games and learning that enhances student learning and furthers the mission of our libraries.
On the bright side, there do appear to be rich opportunities to perform scholarship in this area. In my personal experience, after writing and presenting on games and learning in academic libraries, I've begun to receive invitations to present my research in new venues. There is clearly a market for library scholarship on games, gaming, and gamers on the local and national level and in peer-reviewed library journals. If we truly want to build a body of scholarship surrounding games and learning in academic libraries, it is my belief that the publishing market will support us.
5) What do the financial and economic situations at many institutions mean for instructional gaming in libraries?
Now is not a good time for unproven projects that cost a lot of money. For example, given the choice between purchasing a Wii, a monitor, and a gaming lab and cutting one less journal subscription; I couldn't responsibly not save the journal. The financial situation is bad and I can't imagine asking for funds with a clear concience any time soon.
6) What other issues/questions should we be considering?
I'll save this conversation for ACRL and the next round of discussions. My angle on games in libraries is fairly limited, and I'm sure that others are focusing on many areas that I'm blind to or unaware of.
Thanks Paul, for getting the conversation started. I look forward to seeing and or meeting more of you all in Seattle this week, if you are fortunate enough to travel. Seattle is fairly local, so I'm car-pooling up and staying w/ friends. I'm sure its harder for folk who have further to travel.