Designing Online Information Literacy Games Students Want to Play

Karen Markey is a professor in the School of Information at the University of Michigan.Chris Leeder is a doctoral candidate in the School of Information at the University of Michigan.Soo Young Rieh is an associate professor in the School of Information at the University of Michigan.

Designing Online Information Literacy Games Students Want to Play sets the record straight with regard to the promise of games for motivating and teaching students in educational environments. Drawing from their own first-hand experience, research, and networking, the authors feature best practices that educators and game designers in LIS specifically and other educational fields generally need to know so that they build classroom games that students want to play.

List of FiguresList of TablesPrefaceAcknowledgmentsChapter 1. The Promise of Games for Information Literacy InstructionIntroductionDefinitions of Information LiteracyThe Evolving Concept of Information Literacy InstructionMultiple Approaches to the Information Literacy ConceptMethods of Information Literacy InstructionResearch on the Benefits of Information Literacy InstructionBarriers to Information Literacy InstructionGames and LearningThe Rise of Games in LibrariesGames for Information Literacy InstructionOnline Information Literacy GamesEvaluating Educational GamesSummaryChapter 2. The Needs AssessmentIntroductionFormulating the Game¿s Overarching Learning ObjectiveAsking Eight Questions for the Needs AssessmentUnderstanding Why Students Prefer the Open Web Over the LibraryResearch on How Students Judge the Credibility of Online InformationDetermining the Right Audience for a Library Research GameSummaryChapter 3. The Design of an Information Literacy GameIntroductionPremises for the Design of Information Literacy GamesPlanning the BiblioBouts Information Literacy GameInvolving Instructors in Game PlayDiscussionSummaryChapter 4. The BiblioBouts Administrator InterfaceIntroductionSuper Administrator FunctionalityGame Administrator FunctionalityDiscussionSummaryChapter 5. The BiblioBouts GameIntroductionThe Structure of the BiblioBouts GamePreparing for Game PlayPlaying the Closer BoutPlaying the Tagging & Rating (T&R) BoutPlaying the Best Bibliography BoutConsulting the Post-Game LibraryUser Support for the BiblioBouts GameEnlisting Library LiaisonsUsing EmailMaking Videos AvailableGiving Super Administrators an Account-Login ToolPublishing FAQsScoring IssuesSummaryChapter 6. The Methods Used to Evaluate BiblioBoutsIntroductionResearch QuestionsGame Diary FormsPre- and Post-Game Questionnaires for StudentsFocus Group Interviews with StudentsFollow-up Interviews with StudentsLogs of Students¿ Game-Play ActivityInterviews with InstructorsInterviews with Library LiaisonsSummaryChapter 7. Preparing Students to Play BiblioBoutsIntroductionInstructors¿ ExpectationsResearch Paper AssignmentsIn-Class PreparationThe Challenge of Technology ProblemsDiscussionSummaryChapter 8. How Students Played BiblioBoutsIntroductionOverview of BiblioBouts GamesStyles of Game PlayDaily Game Play ActivityTime Spent Playing the Donor BoutTime Spent Playing the T&R BoutTotal Time Spent Playing BiblioBoutsDiscussionSummaryChapter 9. How Students Evaluated BiblioBouts SourcesIntroductionClass AssignmentsDo Students Submit Relevant Sources to BiblioBouts?Do Students Submit Scholarly Sources to BiblioBouts?Do Students Correctly Identify the Information Formats of BiblioBouts Sources?What Criteria Do Students Use to Assess BiblioBouts Sources?Students¿ Credibility and Relevance AssessmentsCredibility AssessmentsRelevance AssessmentsWhether Players and Experts Agree on the Credibility of Online SourcesDiscussionSummaryChapter 10. How BiblioBouts Influenced Students¿ Research PapersIntroductionResearch Questions and MethodsDoes Source Quality Improve at Each Step of the Research Process?Do Players Cite Better Quality Sources than Non-Players?Do Players Cite More Sources Than Non-Players?Do Players Cite BiblioBouts Sources in their Research Papers?DiscussionSummaryChapter 11. How Students Benefited from Playing BiblioBoutsIntroductionImproved Perceptions of their Information Literacy SkillsGreater Familiarity with Library DatabasesExposure to More and Varied SourcesPractice Evaluating SourcesLearning How to Use the Zotero Citation Management ToolConducting Library Research CollaborativelyPlaying a Game While Conducting Library ResearchBenefits from the Instructors¿ ViewpointStudents Who Did Not Benefit from Game PlayDiscussionSummaryChapter 12. Best Practices for Building Information Literacy GamesIntroductionRevisiting the Needs AssessmentGetting Started on Game DesignDeveloping the Scoring System and How to WinImplementing the Game in Course ContextsManaging the Design TeamGame Design ExerciseSummaryChapter 13. Best Practices for Administrator, Instructional, and User-Support ServicesIntroductionDesigning the Super Administrator InterfaceDesigning the Game Administrator InterfaceEstablishing Instructional Support ServicesPutting User Support Services in PlaceDiscussionSummaryChapter 14. The Future of Information Literacy GamesIntroductionThe Future of Information Literacy GamesLessons Learned from BiblioBoutsIdeas for Future Online Information Literacy GamesConclusionAppendix A. Game Diary Form for StudentsAppendix B. Pre-game Questionnaire for StudentsAppendix C. Post-game Questionnaire for StudentsAppendix D. Focus Group Interview Questions for StudentsAppendix E. Follow-up Interview Questions for StudentsAppendix F. Game LogsAppendix G. Personal Interview Questions for InstructorsAppendix H. Personal Interview Questions for Library LiaisonsBibliography