Game Development Reference
In-Depth Information
forums where mastering information is a source
of prestige. Besides, these forums are rich sites
for social knowledge construction thanks to the
debate and collaboration they foster.
Moreover, many computer games require some
form of research that makes the act of playing very
similar to exploring a database. In both activities,
there are goals achievable through a series of steps
that must often be repeated and involve finding,
evaluating, and using information, as well as
establishing search strategies, articulating con-
structed knowledge, and reflecting on outcomes
to refine procedures.
Thus, it is possible to develop pedagogies
that capitalize on these forms of literacy in order
to prepare students for a future in the informa-
tion age, when constant learning, as well as the
creation and use of knowledge, are central ele-
ments of organizational strategies. Librarians can
explore the contemporary affordances of computer
games in order to play their instructional role in
an innovative way, both in formal and informal
situations. This requires them to keep up-to-date
about technology and to understand students'
habits. In fact, if new tools are to be incorporated
in the definition of strategies to promote informa-
tion literacy among academic communities, it is
essential to know these communities needs in the
first place. Only then will it be possible to con-
ceive interesting and engaging projects aimed at
helping people to become competent information
seekers and users.
Librarians' motivation to experiment digital
game-based teaching approaches to develop and
enhance information literacy in academic com-
munities relies on two factors: one is the recogni-
tion that learning in general and the acquisition
of information literacy skills in particular can be
achieved by playing adequate games; and the
other is a professional drive to seek new ways to
serve both the explicit and the implicit informa-
tion needs of one's community. Obviously, all
initiatives should be open to feedback, support
future innovation, and allow for the study of their
impact. Careful design and constant evaluation
are crucial to overcome eventual challenges and
tap on the potential of computer games.
REFERENCES
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Webber, S., & Abell, A. (2005). CILIP defines in-
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Azevedo, N. R., van der Kooij, R., & Neto, C.
A. (1997). Early childhood teachers opinions
about play: An exploratory study. In International
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(pp. 37-38). Lisbon: Faculty of Human Kinetics.
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catalog and its integration with other discovery
tools . Ithaca, NY: Cornell University Library.
Retrieved April 11, 2008, from http://www.loc.
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Retrieved November 22, 2009, from http://search.
library.cmu.edu /rooms/documents/ libraries-and-
collections/ Libraries/etc/index.html
Crawford, C. (1997). The art of computer game
design . Retrieved October 4, 2009, from http://
www.vancouver.wsu.edu /fac/peabody/game-
book/ Coverpage.html
Davidson, J. R. (2001). Faculty and student at-
titudes toward credit course for library skills
[Electronic version]. College & Research Librar-
ies , 62 , 155-163.
Easterwood, L., & Wesson, L. P. (2009). Gamers
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eogames. School Library Journal, 55 (4), 24-25.
Retrieved November 12, 2009, from http://www.
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html
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