Back to Search
Start Over
Exercising library and information literacies through alternate reality gaming.
- Source :
-
Aslib Journal of Information Management . 2017, Vol. 69 Issue 2, p230-254. 25p. - Publication Year :
- 2017
-
Abstract
- Purpose Teaching students/library patrons twenty-first century literacies (such as information and library literacies) is important within a library setting. As such, finding an appropriate manner to teach these skills in a practical manner at tertiary level is important. As vehicles for constructivist learning, games provide a unique opportunity to teach these twenty-first century literacies in an engaging, practical, format. The purpose of this paper is to discuss the implementation of an alternate reality game (ARG) to teach these literacies through gameplay.Design/methodology/approach An ARG was designed and developed where the core gameplay tasks taught and exercised twenty-first century literacies. The game, once completed, was then analysed as a case study to determine the effectiveness of the game-based approach to literacy learning.Findings Throughout the play of the game, players spent increasingly more time in the library, often using it as a common meeting point during play. Players reported that they learnt or exercised the skills that each game task focussed on, additionally noting that the game-based context made the process of learning and exercising these skills more enjoyable.Originality/value The findings suggest that the creation of games, whether real world or digital, may be useful in engaging students/patrons with twenty-first century literacies as well as with their local library. The documentation of a successful ARG to teach twenty-first century literacies provides a model for future research to follow when designing engaging library-oriented games. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 20503806
- Volume :
- 69
- Issue :
- 2
- Database :
- Academic Search Index
- Journal :
- Aslib Journal of Information Management
- Publication Type :
- Academic Journal
- Accession number :
- 123343734
- Full Text :
- https://doi.org/10.1108/AJIM-11-2016-0185