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Games in classroom and practice in library and information science education

Crystle Martin (Digital Media and Learning Research Hub, University of California, Irvine, California, USA)
Ryan Martinez (University of Wisconsin-Extension, Continuing Education, Outreach & E-Learning, Madison, Wisconsin, USA)

On the Horizon

ISSN: 1074-8121

Article publication date: 8 February 2016

1058

Abstract

Purpose

The purpose of this paper is to demonstrate the impact a games-based curriculum can have on library and information science (LIS) curriculum.

Design methodology approach

This is a worked example, using a case study and iterative design approach. Each iteration of this course and the reports are from the respective opinions of the instructors.

Findings

The authors found that once students looked past games as being pleasant distractions and were able to see them as both context-rich and well-designed learning environments, they were conducive in bringing games to libraries to spur interest-driven learning. Some students tackled analog and digital game design, while others would play historical games and tie those back to available books, and still others used board and video games to bring parents and their children together through play. While these findings do not dictate that this would work in all situations, presenting games and play as an inclusive practice that spans topics and interests was successful.

Research limitations andimplications

This research focuses on an LIS course and its development. Research and best practices in this course better inform future designs on how to take games-based design and interest-driven learning into broader areas to use games to spur interest and learning. The authors do not claim that our individual approaches to this class are the best methods in any course using games-based learning. Yet instructors in other fields can take what the authors learned, and the different approaches used to teaching games-based learning, and augment based on the authors’ experiences.

Practical implications

This worked example demonstrates that a games-based curriculum can help generate interest in informal learning spaces, such as in libraries.

Originality/value

The value of this paper is to emphasize the impact that games and games research can have on other disciplines. Games-based and interest-driven learning are broad enough that their usefulness in other fields is worth consideration. Libraries have been commonly looked at as “old” spaces to acquire knowledge. Combining “old” and “new” technologies to serve a more technologically savvy demographic not only helps the field of games-based learning, but also helps those in LIS how to better service a new generation of learners in collaborative relationships.

Keywords

Citation

Martin, C. and Martinez, R. (2016), "Games in classroom and practice in library and information science education", On the Horizon, Vol. 24 No. 1, pp. 82-87. https://doi.org/10.1108/OTH-08-2015-0051

Publisher

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Emerald Group Publishing Limited

Copyright © 2016, Emerald Group Publishing Limited

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