Game Development Reference
In-Depth Information
information spaces that span different media and
to evaluate the reliability of what they find. Simi-
larly, academic libraries' websites often assemble
several information resources and librarians play
an important role in helping students to evaluate
the authenticity and applicability of material
from the web. Given these parallels, it would
also be interesting to see if there is an association
between gaming and the correct use of Web 2.0
tools, which is nowadays an important aspect of
information literacy.
adapt to new situations. Although libraries no
longer have a monopoly on information sources,
they do offer value-added services and this is
one of them.
Games in general are powerful learning tools
and one proactive approach libraries can follow
to develop information literacy skills in students
consists in conceiving games that require them
to find, evaluate, and use information effectively
to solve a particular problem or make a decision.
Considering that computer games provide versatile
tools for recreation, education and entertainment,
librarians can harness the potential of information
technology and engage digital natives by creat-
ing computer games with clear goals and instant
feedback, challenging without being too hard,
and both socially and intellectually appealing.
Their pedagogical objectives must be established
taking into account its desired impact and embed-
ded in the gaming experience with the purpose
of creating effective learning environments.
Driven by authentic quests, computer games can
incorporate multiple resources and guide learners
through tasks into a way of thinking. Besides, in
designing a computer game, it is necessary to
consider motivational aspects that will make it
enjoyable, attract diverse users and encourage
them to continue playing.
Unfortunately, most library instruction initia-
tives are based on the historic literacies of print and
have not yet adapted to the literacies of interac-
tive technology. Librarians, as educators, have a
responsibility to better understand these relatively
new technologies and draw implications regard-
ing the paths they can follow in order to achieve
their professional missions. Despite the fear that
computer game playing would eventually replace
more culturally valued activities like reading,
empirical studies show some games encourage
advanced manipulation of texts, along with other
materials, for achieving particular ends, including
the construction of complex models to compare
the effectiveness of strategies. Reading, writing
and data interpretation are prevalent in game
In today's knowledge society, the tools for seek-
ing information and the spaces to share it are
rapidly changing. The Web offers multiple free
alternatives to information seekers, but it is full
of outdated, contradictory and inaccurate data,
which confuses many users. Considering that
the ability to find the right information, assess its
value, and interpret it is essential for full citizen-
ship, teaching organizations have the obligation
to prepare students for a future in this extremely
dynamic information age and help them to obtain
skills that allow not only for success in academic
work, but also for lifelong learning.
School and academic librarians should con-
tribute to their institutions' teaching strategy
by developing those abilities in students. These
professionals have the opportunity to assume new
roles that build on their traditional training but
challenge them to go further in order to update the
way how they teach information literacy skills.
Oblinger and Hawkins (2006) state: “Historically,
library collections have ensured quality control and
have safeguarded the legitimacy of the material
used by students. Beyond the quality of the col-
lection itself, professional librarians have helped
students hone their information searches and find
information resources” (p. 12). Nevertheless, more
must be done to help students learning how to
navigate today's complex digital landscape and
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