The launch of the new Vs. Mode was successful. Chad from Library Voice answered my questions and I think we cover a good number of topics and points with the educational and information literacy aspects of the Grand Theft Auto series.

Chad concluded:

Rather than argue about whether GTA teaches real life skills, should we be arguing that our methods of teaching should be more like GTA? Shouldn’t we encourage students to do more in-depth exploration of their research topics without imposing a self-limiting scorecard on the number of resources they have? Shouldn’t we make our interfaces more user-friendly so that they give immediate feedback when a search fails? Shouldn’t we offer students multiple opportunities for revision, so they can continue addressing a research problem/paper with trial and error? If the whole concept of lifelong learning/information literacy is to develop skills that students will have for the rest of their lives, shouldn’t we offer them multiple chances to try/fail/succeed in the application of these skills? Finally, the GTA series is often commended on the way it nearly replicates much of the real world. Should we be trying to replicate similar experiences in GTA (feedback, trial and error, exploration) and apply them to our world?

For the complete discussion...
Part 1 by Research Quest
Part 2 by Library Voice
Part 3 by Research Quest
Part 4 by Library Voice

Chad and I will return to Vs. Mode next week on a separate topic... stay tuned

Chad Boeninger over at Library Voice answered my question:
Is GTA a teacher or is it a classroom waiting to students to explore?
Chad makes some great points in his post and his comments make me look forward to continuing this discussion with further games.With his post over at Library Voice... here:

So Paul, my final answer is this: GTA is not a teacher, but a laboratory for experimenting and exploration. Learning occurs while the player mixes the right ingredients, probes the environment, and experiments with trial-and-error. GTA does not tell you what you did wrong if you fail but only encourages you to try again.

Onto round 2 of Grand Theft Auto IV Librarian Vs. Mode...

I agree with Chad that GTA is not a teacher, but a laboratory classroom for the player to experiment and learn. Most players of any GTA game end up spending more time experimenting with the laws, physics, and freedoms in the game world that the central story often takes a backseat to this classroom laboratory setting.

Since we are in agreement about how players learn through GTA, lets look specifically at some of the skills they are practicing and learning in this laboratory. I'm using ACRL's Info Lit Standards as a framework for this discussion because it provides a recognizable starting point and well, we are librarians after all.

1.1.f Recognizes that existing information can be combined with original thought, experimentation, and/or analysis to produce new information

Chad described this in his post:

However, upon rescuing my thug buddies, I now had to evade the police. Guess what? There wasn’t an indicator on my map telling me where I had to go to evade the police. After driving around for about 20 minutes, I got caught by the police. I repeated the mission, and then got caught again. And again. And again. Finally I figured there must be a way for me to hide my car, and I then remembered how to go get my car painted at the car detailer. I had actually learned how painting a car tricks the police in a previous mission, but I had forgotten about that while trying the evade the fuzz. When I finally figured out thats what I was supposed to do, I tried it.

The game already help Chad learn the skill needed in the mission, but it did not direct him to use it again. Based on his experimenting (driving around) and his analysis (still getting caught) he looked back on his existing game information and found the information he needed... it just needed to be applied to a new situation.

1.2.a Knows how information is formally and informally produced, organized, and disseminated

Players have a variety of ways to access and understand in-game information. They can construct it on their own as Chad described, "I learned that if you try to steal a black four-door sedan you’re likely to get shot. All the while I was exploring, I became more familiar with the rules of the game and the layout of the city."

Or they know that the solution is available online or in a print guide as well.

1.2.f Realizes that information may need to be constructed with raw data from primary sources

Again Chad writes, "The player learns by exploring, by experimenting, and by failing." Part of the learning done in any GTA game is in the exploration and experimentation of the game world. The player constructs this knowledge and builds upon it as the game continues to advance.

1.3.b Considers the feasibility of acquiring a new language or skill (e.g., foreign or discipline-based) in order to gather needed information and to understand its context

GTA: San Andreas did this specifically. The main character, C.J., could go to driving school or flight school to enhance in-game skills with driving and flying. Better driving and flying skills allow the player to complete missions more effectively and even open up new content. The player could also bring C.J. to the weight room to increase his strength and thus add addition skills to gathering and understanding information throughout the game. GTA4 creates some new potential for acquiring new languages and skills with it's in-game "friend" system. Niko can stay in contact with non-playable characters throughout the game, creating relationships and opening up new missions or skills in the process.

1.4.a Reviews the initial information need to clarify, revise, or refine the question

Every video game offers this skill. Was the player able to find the information they needed? Did they complete the mission? If not, what information is missing? If I do not have the correct information to complete the mission, I need to revise and refine my question? Maybe there's an alternative to way to deliver the hit on the rival drug lord. Instead of chasing him down in a car, maybe the rooftop is a better option, if so, then I need new information about the buildings and the target's route.

2.1.a Identifies appropriate investigative methods (e.g., laboratory experiment, simulation, fieldwork)
2.1.b Investigates benefits and applicability of various investigative methods

Chad made the excellent point that GTA is set up as an experiment and lab. The player is testing out the boundaries of the world, experimenting with what jumps, neighborhoods, and strategies work and which ones do not. This investigating helps the player reach their information goal (completing a mission). As players, knowing the costs and benefits of the experiment is important as well. Some players will jump online to seek a solution, while other will do the experimenting themselves.

2.3.d Uses surveys, letters, interviews, and other forms of inquiry to retrieve primary information
3.6.b Participates in class-sponsored electronic communication forums designed to encourage discourse on the topic (e.g., email, bulletin boards, chat rooms)

Sharing experiences (ie. Game knowledge) is just as important for the player experimenting in the world of GTA as the actual results of those experiments. Valued is placed on those experiences and others learn from the communication of it.

3.7.a Determines if original information need has been satisfied or if additional information is needed
3.7.b Reviews search strategy and incorporates additional concepts as necessary

Players use both their in-game experiences, online searching, and discussions to determine if they have enough information to complete their current mission. They will either re-try it or go back out in the world of GTA and experiment more – seeking out new or more complete information.

4.1.b Articulates knowledge and skills transferred from prior experiences to planning and creating the product or performance

Players share (internally or often online) how they went from trying one strategy to their new one that incorporates their additional skills and experiential knowledge.

4.2.b Reflects on past successes, failures, and alternative strategies

There is not a videogame played that doesn’t result in the reflection and analysis of the player afterward. Why that jump worked? How can I not get caught? Chad detailed his on-going reflection process as he continued to repeat a mission without success. Being GTA is not a teacher but a laboratory classroom, reflection and peer discussion is the most effective (and sometimes the only available) strategy.

5.1.c Identifies and discusses issues related to censorship and freedom of speech

Since we are talking about GTA censorship and free speech is a central theme in the general media discussion. Every person now playing Niko in GTA4, or anyone who’s spent time with any of the previous characters, has an opinion about on the GTA series and these issues. Regardless of what arguments used (social, moral, legal) the fact remains is that players are actively engaging in this discussion in person and online. Compare that discussion to any had in a classroom about the same issues.

With all these critical thinking and information literacy skills being practiced, the violence and destruction still gain the most headlines. The NPR story does address some of the freedom and exploration the laboratory classroom of GTA creates.

Chad are these skills real? Or am I just trying to make a controversial and violent game more acceptable?


GTA Box art from Global Nerdy

In addition to spending my gaming time playing minigames with coloring book graphics, I spent some time saving the universe. Star Wars Battlefront: Renegade Squadron for the Sony PSP is a 3^rd person action game with a limited single player mode and a solid 16 player online mode. The story campaign provided a side story that occurred during after “A New Hope” and up to the conclusion of “Return of the Jedi.” Most Star Wars would enjoy the, short and easy campaign. There is also a strategy mode where the player tries to control planets for either the Rebellion or Empire. While this mode was fun, it too was over quickly (a little over an hour on normal, and about 2 hours on hard).

The 16 player online matches were fun and provide a large amount of replay value for those looking for a portable online action experience. Players can battle on foot or in space. Both require some strategy and teamwork in order to be successful. In addition, the list below provides specific information literacy outcomes and examples from within my gaming experience.

ACRL Info Lit Outcome - Star Wars Battlefront Gameplay

1.1. The information literate student defines and articulates the need for information

Where are the bases located? How defended are they? What routes can a player take? What weapon combination works best on this map?

1.3. The information literate student considers the costs and benefits of acquiring the needed information.

What is the cost of time and/or life to explore the map? Will rushing into the fight get a character killed?

1.4. The information literate student reevaluates the nature and extent of the information need

Okay, after not being successful and having to respawn, what went wrong? What strategies can be adjusted?

2.1. The information literate student selects the most appropriate investigative methods or information retrieval systems for accessing the needed information.

Does the player use specialized equipment (jet pack) to investigate the opposition?

2.5. The information literate student extracts, records, and manages the information and its sources.

Objectives are recorded in-game for a player to refer to during the course of gameplay.

3.3. The information literate student synthesizes main ideas to construct new concepts.

Based on what was learned, what is the best strategy to be successful on a given map / situation.

4.1. The information literate student applies new and prior information to the planning and creation of a particular product or performance.

After knowing where the opposition is, what goals are included, and the layout of a map, the player takes action in the hopes of being successful.

4.2 Reflects on past success, failures, and alternative strategies

After any given match, a player reflects and revises what strategies, weapons, teamwork was successful and what to try next time.

images from 1up.com

ARCL Information Literacy Performance Indicator	Final Fantasy	Halo	Madden
1.1. The information literate student defines and articulates the need for information	X	X	X
1.2. The information literate student identifies a variety of types and formats of potential sources for information.	X	X	X
1.3. The information literate student considers the costs and benefits of acquiring the needed information.		X	X
1.4. The information literate student reevaluates the nature and extent of the information need	X	X	X
2.1. The information literate student selects the most appropriate investigative methods or information retrieval systems for accessing the needed information.	X	X
2.2. The information literate student constructs and implements effectively - designed search strategies	X	X
2.3 The information literate student retrieves information online or in person using a variety of methods.		X	X
2.4. The information literate student refines the search strategy if necessary	X	X	X
2.5. The information literate student extracts, records, and manages the information and its sources	X		X
3.1. The information literate student summarizes the main ideas to be extracted from the information gathered.	X	X
3.2. The information literate student articulates and applies initial criteria for evaluating both the information and its sources.		X	X
3.3. The information literate student synthesizes main ideas to construct new concepts	X	X
3.4. The information literate student compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information.	X	X	X
3.7 The information literate student determines whether the initial query should be revised	X	X
4.1. The information literate student applies new and prior information to the planning and creation of a particular product or performance.	X	X	X
4.2 Reflects on past success, failures, and alternative strategies	X	X	X
4.3. The information literate student communicates the product or performance effectively to others	X	X	X
5.2. The information literate student follows laws, institutional polices, and etiquette related to the access and use of information resources.		X	X

I've written before about how these games require the application of information literacy skills, but I've combined it into a similar table for my chapter and wanted to share it here as well. Seeing all these skills in one place provides more evidence about the connection between IL and video games. Granted these are only a few game franchises but it provides a short snapshot of IL skills used in different video game genres.

A year ago I was excited about Jenny Levine's ALA Tech Source Report and then I was even more excited to receive a copy for this blog (a blog that at the time I didn't think anyone knew of). And now a year later I'm excited and humbled to be asked by Jenny to write a section for her report update.

My rough outline is below and I'm interested on any feedback you might have.

I. The Value of Games
II. Embedded Information Literacy
A. Fantasy Football
B. Video Games
1. Madden
2. Halo
3. Final Fantasy
III. Games Teach
A. What Games Teach
1. Critical Thinking
2. Information Literacy
B. How Games Teach - Education Strategies
1. Gee
2. VanEck
3. Federation of American Scientists
IV. Video Game Strategies in the Classroom
A. Applying Strategies to Information Literacy
1. Existing programs, lessons modified
2. The Sum is Greater than the Parts
B. University of Dubuque
1. Web searching
2. Research Review
3. Library Dusk
V. Start Small, Start Now

Back in September I plugged many late hours into Final Fantasy Tactics Advance. A game that I bought a few years ago, played a little, and let it sit as I returned to finish another game. That was two years ago, and a recent essay from ToastyFrog's site rekindled my interest.

Then in October I've spent a good amount of "blogging vacation" time playing Final Fantasy Tactics: The Lions War. It's a great remake of a classic game. I'm only a few hours into the game and I'll probably end up investing over 50+ hours into the game. Many gamers have played over 100+ hours of the game with it's complex job system and character skill sets.

Final Fantasy Tactics: The Lions War is much deeper and complex both in story and gameplay compared to FFT Advance, but both apply a large number of information literacy skills in order to process through the game and succeed.

1.1b. Develops a thesis statement and formulates questions based on the information need

1.1c. Explores general information sources to increase familiarity with the topic

1.1d. Defines or modifies the information need to achieve a manageable focus

1.2d. (e.g.,popular vs. scholarly, current vs. historical)

1.4a. Reviews the initial information need to clarify, revise, or refine the question

1.4b. Describes criteria used to make information decisions and choices

2.1a. (e.g., laboratory experiment,simulation, fieldwork)

2.1b. Investigates benefits and applicability of various investigative methods

2.2a. Develops a research plan appropriate to the investigative method

2.2b. Identifies keywords, synonyms and related terms for the information needed

2.2.e Implements the search strategy in various information retrieval systems using different user interfaces and search engines, with different command languages, protocols, and search parameters

2.4b. Identifies gaps in the information retrieved and determines if the search strategy should be revised

3.1a. Reads the text and selects main ideas

3.3a. Recognizes interrelationships among concepts and combines them into potentially useful primary statements with supporting evidence

3.3b. Extends initial synthesis, when possible, at a higher level of abstraction to construct new hypotheses that may require additional information

3.4b. Uses consciously selected criteria to determine whether the information contradicts or verifies information used from other sources

3.4c. Draws conclusions based upon information gathered

3.4f. Integrates new information with previous information or knowledge

3.4g. Selects information that provides evidence for the topic

3.7a. Determines if original information need has been satisfied or if additional information is needed

3.7b. Reviews search strategy and incorporates additional concepts as necessary

4.1b. Articulates knowledge and skills transferred from prior experiences to planning and creating the product or performance

4.2b. Reflects on past successes, failures, and alternative strategies

images from IGN.com

Tonight as millions of video game fans line up to collect their copies of Halo 3 at retailers, specialty shops and even 7-11's around the nation, I want to talk about Halo in a different context. As players go home tonight and work there way through the final chapter of the Master Chief storyline they will be practicing information literacy. Granted it is not in the academic context, but the information literacy skills developed by players is no less real.

Last week was spent playing Halo for the PC (as part of my blogging hiatus). Now, as a disclaimer, I haven't played much of Halo 2 and probable won't play Halo 3 on the XBox 360. However, I have spent hours upon hours reading about the series online, listening to Luke Smith on the Bungie podcasts, and talking with Halo fans. Below is the result of that combination of personal experience and research. The Halo series mapped to information literacy skills.

After working through the ACRL standards, I am incredibly surprised and impressed at the scope of information literacy skills within the Halo series. Because of this breath and depth, I will come back to Halo throughout the week to provide specific examples from the games and from players of the information literacy skills supported.

1.0. The information literate student determines the nature and extent of the information needed.

1.1. The information literate student defines and articulates the need for information

1.1.a Confers with instructors and participates in class discussions, peer workgroups, and electronic discussions to identify a research topic, or other information need

1.1.b Develops a thesis statement and formulates questions based on the information need

1.1.c Explores general information sources to increase familiarity with the topic

1.1.d Defines or modifies the information need to achieve a manageable focus

1.1.e Identifies key concepts and terms that describe the information need.

1.1.f Recognizes that existing information can be combined with original thought, experimentation, and / or analysis to produce new information

1.2. The information literate student identifies a variety of types and formats of potential sources for information.

1.2.c Identifies the value and differences of potential resources in a variety of formats (e.g., multimedia, database, website, data set, audio / visual, book)

1.2.e Differentiates between primary and secondary sources, recognizing how their use and importance vary with each discipline

1.2.f Realizes that information may need to be constructed with raw data from primary sources.

1.3. The information literate student considers the costs and benefits of acquiring the needed information.

1.3.a Determines the availability of needed information and makes decisions on broadening the information seeking process beyond local resources (e.g. interlibrary loan; using resources at other locations obtaining images, videos, text, or sound)

1.3.b Considers the feasibility of acquiring new language or skill (e.g. foreign or discipline based) in order to gather needed information and to understand its context

1.3.c Defines a realistic overall plan and timeline to acquire the needed information

1.4. The information literate student reevaluates the nature and extent of the information need

1.4.a Review the initial information need to clarify, revise, or refine the question

1.4.b Describes criteria used to make information decisions and choices

2.0. The information literate student accesses needed information effectively and efficiently

2.1. The information literate student selects the most appropriate investigative methods or information retrieval systems for accessing the needed information.

2.1.a Identifies appropriate investigative methods (e.g., laboratory experiment, simulation, fieldwork)

2.1.b Investigates benefits and applicability of various investigative methods.

2.1.c Investigates the scope, content, and organization of information retrieval

2.1.d Selects efficient and effective approaches for accessing the information needed from the investigative method or information retrieval system

2.2. The information literate student constructs and implements effectively - designed search strategies

2.2.a Develops a research plan appropriate to the investigativen literate student constructs and implements effectively designed search strategies. method

2.2.c Selects controlled vocabulary specific to the discipline or information retrieval source

2.2.e Implements the search strategy in various information retrieval systems using different user interfaces and search engines, with different command languages, protocols, and search parameters.

2.2.f Implements the search using investigative protocols appropriate to the discipline

2.3 The information literate student retrieves information online or in person using a variety of methods.

2.3.a Uses various search systems to retrieve information in a variety of formats

2.3.c Uses specialized online or in person services available at the institution to retrieve information needed (e.g., interlibrary loan / document delivery, professional associations, institutional research offices, community resources, experts and practitione

2.3.d Uses surveys, letters, interviews, and other forms of inquiry to retrieve primary information

2.4. The information literate student refines the search strategy if necessary

2.4.a Assesses the quantity, quality, and relevance of the search results to determine whether alternative information retrieval systems or investigative methods should be utilized

2.4.b Identifies gaps in the information retrieved and determines if the search strategy should be revised

2.4.c Repeats the search using the revised strategy as necessary

2.5. The information literate student extracts, records, and manages the information and its sources

2.5.b Creates a system for organizing the information

3.0. The information Literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system

3.1. The information literate student summarizes the main ideas to be extracted from the information gathered.

3.1.a Reads the text and selects main ideas

3.1.b Restates textual concepts in his / her own words and selects data accurately

3.1.c Identifies verbatim material that can be then appropriately quoted

3.2. The information literate student articulates and applies initial criteria for evaluating both the information and its sources.

3.2.a Examines and compares information from various sources in order to evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias

3.2.b Analyzes the structure and logic of supporting arguments or methods

3.2.c Recognizes prejudice, deception, or manipulation

3.2.d Recognizes the cultural, physical, or other context within which the information was created and understands the impact of context on interpreting the information

3.3. The information literate student synthesizes main ideas to construct new concepts

3.3.a Recognizes interrelationships among concepts and combines them into potentially useful primary statements with supporting evidence.

3.3.b Extends initial synthesis, when possible, at a higher level of abstraction to construct new hypotheses that may require additional information

3.4. The information literate student compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information.

3.4.a Determines whether information satisfies the research or other information need

3.4.b Uses consciously selected criteria to determine whether the information contradicts or verifies information used from other sources

3.4.c Draws conclusions based upon information gathered

3.4.e Determines probable accuracy by questioning the source of the data, the limitations of the information gathering tools or strategies, and the reasonableness of the conclusions

3.4.f Integrates new information with previous information or knowledge

3.4.g Selects information that provides evidence for the topic

3.5. The information literate student determines whether the new knowledge has an impact on the individual's value system and takes steps to reconcile differences

3.5.a Investigates differing viewpoints encountered in the literature

3.5.b Determines whether to incorporate or reject viewpoints encountered

3.6. The information literate student validates understanding and interpretation of the information through discourse with other individual, subject-area experts, and / or practitioners.

3.6.a Participates in classroom and other discussions

3.6.b Participates in class-sponsored electronic communication forums designed to encourage discourse on the topic (e.g., email, bulletin boards, chat rooms)

3.7 The information literate student determines whether the initial query should be revised

3.7.a Determines if original information need has been satisfied or if additional information is needed

3.7.b Reviews search strategy and incorporates additional concepts as necessary

3.7.c Reviews information retrieval sources used and expands to include others as needed

4.0. The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.

4.1. The information literate student applies new and prior information to the planning and creation of a particular product or performance.

4.1.a Organizes the content in a manner that supports the purposes and format of the product or performance (e.g. outlines, drafts, storyboards)

4.1.b Articulates knowledge and skills transferred from prior experiences to planning and creating the product or performance

4.1.c Integrates the new and prior information, including quotations and paraphrasings, in a manner that supports the purposes of the product or performance

4.2. The information literate student revises the development process for the product or performance.

4.2.a Maintains a journal or log of activities related to the information seeking, evaluating, and communicating process.

4.2.b Reflects on past successes, failures, and alternative strategies

4.3. The information literate student communicates the product or performance effectively to others

4.3.a Chooses a communication medium and format that best supports the purposes of the product or performance and the intended audience

4.3.d Communicates clearly and with a style that supports the purposes of the intended audience

5.0. The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.

5.1. The information literate student understands many of the ethical, legal and socio-economic issues surrounding information and information technology.

5.1.a Identifies and discusses issues related to privacy and security in both the print and electronic environments

5.1.c Identifies and discusses issues related to censorship and freedom of speech

5.1.d Demonstrates an understanding of intellectual property, copyright, and fair use of copyrighted material.

5.2. The information literate student follows laws, regulations, institutional polices, and etiquette related to the access and use of information resources.

5.2.a Participates in electronic discussions following accepted practices (e.g. "Netiquette")

5.2.b Uses approved passwords and other forms of ID for access to information resources

5.2.c Complies with institutional polices on access to information resources

5.2.d Preserves the integrity of information resources, equipment, systems and facilities

5.2.e Legally obtains, stores, and disseminates text, data, images, or sounds

For everyone out there playing Halo 3 - enjoy and build those skills.

And for those out there not playing, be aware of the game and use your students' skills to their educational benefit.

Images from Gamespot.com