With today's opening weekend kickoff to the new NFL season, it's worthwhile to review some of the information literacy skills millions of fantasy football players will be engaged in over the next few months. This past summer I was one of the many guest videos (guest speakers) in Scott Nicholson's Gaming in Libraries online course. The brief video walks through much of what I've written and spoken about in regards to information literacy and fantasy football.

After 6 months of no activity on this blog, the growing assumption is a slow quiet internet death.

But I'm hear to say that it is not the case. I'm not dead, yet. There are still people finding the site and emailing about posts, articles, and classroom ideas. In the words of my colleague, I was on a blogcation. There are plenty of others who took planned and unplanned leaves from their writing. And we all have reasons.

Mine... the sudden death of my father. He died a few days after my last post. I am thankful to have had an open relationship with my father and we never hesitated to say "I love you." That being said, rarely a day goes by that I do not think of him in some fashion or another. In addition to this emotional tramua, as the Spring Semester wore on, the entire library began the preparation for a moving our existing collection and staff to a new library building. All in all, I was not in a mental or physical mindset to write.

I did continue to research and present. And I am back to needing a place organize, share, and shape my thoughts and ideas. Thus, I am back writing again. Over the next few posts, I will catch things up and talk more about my renewed energy and focus for video games and information literacy.

Starting up with where I stopped 6 months ago is a good jumping off point. My post on the state of video games, learning, and academic libraries was responded to by Christy Sich over at Bibliographic Games. Christy had one of the earlier articles about video games and information literacy and her experience and insight are appreicated. She ended her post with:

It's important to imbed information literacy into the curriculum - so a game-based information literacy approach should also be embedded.

Our campus is in the process of revising it's general education requirements and information literacy is currently included at the same level with writing and speaking/communication across the curriculum. Working on a draft of information literacy objectives, outcomes, course requirements has taken time away from video game research, but it has also allowed me to begin looking for games that fit these outcomes. Over the course of this academic year, I will write more about how I'm incorporating games and gaming strategies into the structure information literacy objectives and hopefully curriculum.

But for now, I'll catch myself and anyone else up on the last few months. There are also some new projects that I will be writing about, researching, and reflecting on.

Hello again to anyone who hasn't updated their RSS feeds in a while. And hello to anyone new out there reading.




image from Pythonline

The following is an email I sent out to various academic librarians working on gaming and learning in libraries, with a focus on information literacy. I hope that by posting it here and as others post their responses on their own sites this discussion will grow. Please join in this conversation. Nicholas Schiller has already added his thoughts to the dialog.

I hope this email finds each of your semesters going well. I want to ask each of you to consider taking part in a dialog about the current position of games for learning within higher education libraries. Recently, I was asked what the most innovative application of gaming in academic libraries was in 2008 year. While I turned to the work of many of you, I was struck by how fewer projects there were compared to 2006 and 2007. This perception played out through many of conferences during 2008 and was something that struck me during GLLS in November.

While more and more libraries are getting involved with gaming through events and even collections, are we seeing the same growth and adoption with gaming and instruction? Has gaming and learning hit a wall within higher education? If so why? If not, where is it evolving?

Each of you has had some part over the last few years researching, producing, and presenting instructional games and applying gaming strategies in academic libraries. Creating gaming nights is a straightforward process. Creating learning games and lessons with gaming strategies on the other hand, is an involved (and sometimes time consuming and/or expensive) creative process. But many of you are doing it on a variety of levels. My question is if our work is spreading or are we just talking to ourselves?

Now is the time to ask questions, discuss, and look to the future. Nick and Mary both have gaming presentations/posters at ACRL at the end of the month. But these are the only two gaming sessions in Seattle. According to the early program for this year's LOEX conference, there are no sessions on gaming and instruction. There are a number of gaming sessions at ALA Annual, but most are focused on public libraries. Where do we fit?

Discussion Questions:

1) What is the current state of games and learning in academic libraries?

2) What are some of the factors to that current state?

3) Based on your experience and research, what are the next steps?

4) What are the factors supporting or preventing those "next steps?"

5) What do the finical and economic situations at many institutions mean for instructional gaming in libraries?

6) What other issues/questions should we be considering?

Thank you all for taking the time to consider taking part in this discussion. I know that there is much work to still be done in our field, but I am hopeful that through collaborations like these we can continue to move forward.

Thank you,

Paul Waelchli

I spent the night glued to twitter feeds and message boards last night reading about the UGO buy out of 1up and the cancelation of EGM (Electronic Gaming Monthly).  The writers there consistently spoke with a unique voice in video game journalism and I’m sorry to see many of them go.  Their writings, shows, and podcasts were a part of my routine.  Three of their podcasts filled my MP3 player every week for the last two years.  Over that time, people came and went.  Relationships were cultivated.  Trust was built.  I’ve told many people that I spend more time writing and reading about video games than I do playing.  The 1up.com staff was a large part of my gaming experience.  They will be missed.

EGM was a video game institution.  It was about to enter it’s 20^th year with its final issue.  I remember seeing the very first issue of EGM on newsstands as a kid, but it wasn’t until issue number 4 that I became a regular reader.  Even as a middle school kid, I was reading about games from numerous magazines (Nintendo Power, GamePro, EGM,  Computer and Video Games, Computer Gaming World).  One perspective was not good enough even back then… it’s no wonder I’m teaching information literacy.  But EGM stood out above the rest.  Nintendo Power was for the fan in me, Gamepro had a fun kid friendly style with reviews, but EGM felt honest, harsh even at times.  Video games got poor ratings.  And who didn’t wonder who Sushi-X and Quatermann were?

EGM is a part of my gaming history as it is for many video game players.  While the death of EGM and print video game magazines was written on the wall for a while now… the loss is not softened. 

Thank you to all the EGM writers and editors over the years.  Your work has helped video game players question sources, look for additional perspectives, and see their hobby and passion as something more than the electronic “toy” it was back at the start of your run in 1989.

The January epsoide of Games in Libraries podcast was released today.  The podcast itself is filled with a number of good interviews including one with the Video Game Librarian.  The final segment of the podcast includes a discussion about the multiple literacies being put into practice by some of the bigger games of the holiday 2008 season.  I talk about the traditional, media, visual, and information literacies at work within the following games:

• Little Big Planet
  
• Banjo-Kazooie
  
• Prince of Persia
• Mirror’s Edge
  
• Left 4 Dead
  
• Call of Duty: World at War
  
• Animal Crossing: City Folk
  
• Fallout 3
• Fable II
• The World of Goo
  
• Braid
  
• Valkyria Chronicles
  

(info links provided by CrispyGamer, if you haven't read some of their freelance content now is the chance

 I had initially hoped to get something posted here discussing of number of these games during the holiday season, but time got away from me.  My segment on the podcast is a condensed version of the possible discussion about the literacies at work within these games.  And that’s a discussion I’d like to come back to during this month. 

But until then… enjoy the podcast and please give me any thoughts or feedback on the connection between the video games discussed and literacy.  I’d love to hear your thoughts.

Over a month and a half since my last post.  I’d like to have some wonderful story to go along with my absence, but the end of a semester at a new institution brought a number of unexpected surprises.  But the end my first semester came with a number of good results too. 

A 100% increase in the number of instruction sessions taught from Fall 07 to Fall 08.  Granted we started with a tiny number compared to what I was doing at the University of Dubuque.  UD’s 450 plus sessions for a student body of 1200 is an amazing number.  But still I managed some good growth and have hopefully laid down a foundation for future semesters

An initial campus assessment of some information literacy skills was conducted during the semester.  888 students from across all four grade levels (an easy 222 class average) answered a series of questions dealing with evaluating sources, identifying keywords, and plagiarism.  The results we mixed, good in some areas and identifying areas of need in others.  This initial round of data gives me numbers to work into conversations with faculty about their students and the benefits of information literacy.

I organized and ran a student study break on the Sunday before finals week.  There were snacks and sodas for the students along with board games and Mario Kart Wii.  We had a very successful night  and ran out of soda within the first 20 minutes.  I hoped for about 100 students and ended up with 192.  Hopeful the good buzz generated by this event will lead to good things this coming semester.

My one disappointment with this semester was the lack of involvement with the general education committee.  They are changing the curriculum and the chair was vocal with me and the library about supporting information literacy.  While I may be disappointed in the progress, it is a committee working toward change – change moves slowly.

My goal and dream for this semester is not only to continue to build on the success of the fall and to push myself and the library with the changes in the general education.  Therein lies my dream.  My ticket out of hit or miss one shot instruction.  A curriculum where information literacy is tied into it.

We’ll see.  But until then… welcome back, welcome back, welcome back.

Library Voice's Chad added his thoughts about SRPGs and grinding. He's having a good and long experience (50 hours) with Disgaea, but his narrative progress has recently come to a halt. This has changed the game for him, but also opened up new gameplay elements for him, including the following:

However, once I got to Episode 11, I found that my Brawlers, Warriors, and Scouts (all traditional weapon wielders with swords, guns, and axes) would not cut it. As result, I’ve spent the last 5 hours in the game leveling up my new Mages and Clerics.

Now going back to the drawing board here might really frustrate some gamers, particularly after the amount of time invested in the game. Going back to a beginning level may seem pointlessly redundant, and I could easily become frustrated that I did not create the right characters in the first place. Some may find that leveling up can be a ridiculously boring process, since you simply play previous levels in order to strengthen the weaker characters. I initially thought I would feel the same, but I’m actually enjoying the process of level grinding. And believe me, it is a process...

...As such, I’m seeing and learning things about the game, and about myself as a player, a bit differently. In other words, I had gotten quite comfortable with how I was playing the game. The game shocked me out of my comfort zone at Episode 11, which caused me to stop, re-evlaulate, and play the game in a different way.

Chad's gaming experience translates well to a variety of learning situations, including research. His experience parallels that of an upper-division student I worked with earlier this week. She was very comfortable with the ins and out of EBSCO based databases, but moving her into more subject specialized databases opened up a new realm to explore and search skills to built. Obviously, some of the same skills and strategies still applied but new combinations of subject terms and other search strategies created a new and different experience for her.

In both cases, players and students relying on the familiar and understood skill set created a situation where they needed to expand their existing skills and knowledge base in order to progress. They were able to do a lot with a common set of tools (character classes & databases), but for true mastery and quality of gameplay they needed to add to that skills set- learn new techniques, practice them in a safer area to build them, and eventually apply them to the overall project.

Research can be a grind. But just as Chad has found satisfaction in the act of grinding and slowly advancing his characters, our students can derive the same sense of satisfaction. Granted, not all students are interested in a slow progression and quick results are sometimes needed. But framing a research project in the minds of gamers as a way of leveling up their work is a mindset worth discussing. Grinding research can be a rewarding experience, and one that doesn't need to take the 50+ hours players invest in video games.

Versions of Disgaea are available on the PS2, PS3 PSP, & DS.
Screenshots of the DS version are via RPG Fan

Last week I wrote about the embedded narrative in Syphon Filter for the PSP.  Chad over at Library Voice followed up my post with an excellent one of his own.  He talked about the game and related some of the games’ experiences to library services.  The four points he made are not isolated to the Syphon Filter series but can be applied as general lessons that games provide for library services.

Chad and I are both currently playing strategy role playing games (SRPG).  Here’s a quick link to define what SRPGs are.  But for me, SRPGs have always felt like a complicated version of chess

.  The player moves each character around a map (traditionally a grid) with a set movement distance and attempts to clear (or take) the opponent’s characters.  I’ve played and thoroughly enjoyed a number of games in this genre including Final Fantasy Tactics (PS1, PSP) and Final Fantasy Tactics Advance (GBA).  Last fall I wrote about how the Final Fantasy Tactics series offers players a number of ways to practice their information literacy skills.  A large part of my enjoyment of the series is the numerous layers of depth and skills applied during the preparation and execution of each battle.

In addition to the Final Fantasy Tactics series, the publisher Atlus and developer Nippon Ichi  have also pushed the genre forward with games like Disgaea, Phantom Brave, and La Pucelle: Tactics.  Chad is currently playing Disgaea on the PSP currently.  I’m playing another SRPG, Jeanne D’arc, published by Level 5, that was released for PSP last year. 

Based on my post last week about the embedded narrative, I wanted to look at the narrative of SRPGs, but realized that I couldn’t without talking about the gameplay as well.  Often in SRPGs, as in traditional RPGs, there is a degree of grinding and character building involved.  Leveling up your character is important to being statistically strong enough to defeat the opponents’ characters.  Yes, with good tactics it is very possible to defeat an opponent at a level or two higher, but often grinding is a potential solution to a challenging battle.  The difficultly with grinding is it tends to delay the narrative of the game.

When a player needs to spend time leveling up, the central story arc takes a backset.  The political fighting of Final Fantasy Tactics or the magical interpretation of the Joan of Arc story slow to a crawl as a player spends time leveling their characters.  This past weekend, I was trying to push ahead with the central story only to continually get defeated in a specific battle.  The solution was clear – grind, level up, and try again.  Doing so I made the intentional choice pull myself out of the narrative and dive into the chess-like strategy of individual battles.

Upon doing so, I instantly recalled where my emotional investment came from in previous  SRPGs.  It is not the game’s narrative that held me in the game’s world, it was my emotional connection with the individual characters.  Like many role-playing experiences, the enjoyment is derived from the expanded story and characterization created by the player.  Grinding has built up a camaraderie between the game characters and myself.  While the game’s attempt at developing relationships has slowed as I’ve continued to grind, my emotional investment with the characters has continued to grow.

As I develop a personal investment in the characters, my commitment to the game and the success of each character grows.  This isn’t a unique experience for video games.  And the debate over which is more engaging: an open ended user created narrative vs. a tightly channeled game narrative is one that fills message boards on a regular basis.  There is clearly a place for both.  And some games find a balance between the two (the 12  million playing WOW’s new Lich King expansion are an example).

Is one narrative experience more valuable than other?  

Or is it a matter of taste?  

I’m curious what Chad and others have to say.

Tomorrow I’ll come back to SRPGs and focus more on the tactics and strategies and how that can relate to our students’ searching experiences.

images via Gamespot

Cold. A brisk winter wind. A night filled with anticipation. Excitement both for the new gaming experiences and potential profit. Two years ago this week, the Sony PS3 and Nintendo Wii were released within days of each other. 

Over the weekend, I had a challenging conversation with a elementary school librarian. He's plays video games with his children at home and likes the idea of gaming in libraries, but is struggle to see how it fits in at the elementary level. We talked about the challenges he sees with bringing gaming into their curriculum.

Our conversation was cut short, as our kids debated who was controlling who was controlling who in Mario Party 8. But I was able to bring up the excellent work that librarians are doing bringing in a variety of game experiences into their libraries. The work done by Chris Harris and Brian Mayer mapping board games to AASL Standards. The work of others holding Alternative Reality Games (ARGs) focused around classroom content. Made for good talking points.

I did give him the link to a good K-12 online presentation on educational gaming that could help support his points when talking with his teachers:

Games in Education: Myths, Realities, and Promise by Sylvia Martinez

While much of it is review for those engaged in the dialogue of games and education, it provides a good entry point for those in K-12 education. She brought up many good points including how traditional edutainment games fail:

“These games fail as authentic learning experiences and do nothing to change the way students learn.”

Martinez also spent time talking about how games in education cannot be isolated just to the game, but need to flow over into peer and classroom discussion:

“As you can see, the role of the teacher is extremely important in balancing gameplay with reflection on the experience.”

“As with many games, the playing is not the power, the learning happens as you analyze mistakes either alone or with friends.”

Martinez treats video games in education like any other instructional technology. Application and reflection are equally important parts of the learning experience. But she points out the same challenges that arose in my conversation with the school librarian:

“The question is: Are games useful in learning or are games useful in school? Right now, unfortunately, these are not the same thing.”

Finding ways to fit games with content and experiences with the existing curriculum as Harris, Mayer, and others are doing is the first step in a long process.

I'm thankful for the challenging conversation about gaming in school libraries. After spending most of my time talking about the educational benefits of gaming, being confronted with the challenging realities of school district pressures, curriculum conflicts, and tight budgets is good. I'm looking forward to continuing our conversation, bringing in other area school librarians, and hopefully (eventually) making some applications for gaming in their libraries.

Martinez's closing thoughts provide words of encouragement for my continued conversation with my discouraged school librarian friend:

“Games are a way to bring joy and excitement into learning, but they need adequate time, matching assessment strategies, and reflective extension activities to make them really worth it.”

Over the last week or so, Chad Boeninger, from Library Voice, and I discussed the game Syphon Filter: Logan's Shadow for the Sony PSP.  Both Chad and I finished the game this week and spent some time talking about the narrative of this game and other games in the Syphon Filter series.

I wonder if there is a way for students to play a game on a different topic that would enable information literacy skill development and in which success is dependent on high levels of information literacy abilities?

The next step to gaming within the higher education curriculum is to create games, as you said, "on a different topic that would enable information literacy skill development."  If we think of gaming and information literacy, than just like info lit, the more it is tied to meaningful content the more successful it can be.  

While I've been fortunate to help highlight the work of libraries creating info lit games, we are missing a larger potential.  We can remove the game out of a library context and still teach info lit skills.  And by removing the library context it is possible to remove some of the reluctance that Jenna describe.

There's a lot of work to do on that end, but it's work worth doing.

After spending the last week wrapped up in GLLS 2008 and the election's joyous results, my RSS reading has taken a hit.  Below are some of the stories I missed from last week... maybe you missed them too.

It’s been a week since I was standing in front of the GLLS 2008 attendees talking about videogames and learning.  While it was only about 15 minutes, it was a conversation that I built over the last two years.  In fact, most of my experience at GLLS 2008 was the summation of the last two years.  That culminating event really changed the tone of GLLS for me.  I mentioned during the “Gaming in Libraries” podcast from GLLS that the tone was different from the year before.  This year libraries are finding their stride.  Gaming in libraries is becoming part of library’s plate of services.

During GLLS 2007, everything felt fresh and exciting.  I felt that libraries and games were just peaking over the horizon and trying to stake a claim.  All the work that Jenny Levine did to put gaming and libraries out there, set the tone.  Henry Jenkins and James Paul Gee laid the groundwork for why gaming was culturally and academically valuable.  I know that I was naïve and wide-eyed in 2007, but in my conversations with people at last summer symposium there were many others just starting to seriously look at gaming.  I’m thankful for the many people in academic, school, and public libraries that were pushing gaming forward at that time.  And I’m thankful for everyone who’s joined in that effort over the last year and a half.

I had a chance at GLLS 2008 to talk about most of my projects: 

• -          Mapping videogames to information literacy standards
  
• -          Fantasy Football as information literacy practice
  
• -          Applying gaming strategies into classroom instruction
  

I also had the opportunity to help highlight the work that other librarians are doing in creating games for teaching information literacy.

I am very thankful for the conversations I had with a number of attendees around these ideas and I hope that the ideas helped spark interest or applications.   There is a lot of work to do with gaming in libraries, but based on the work that the attendees are actively planning and already doing there is a lot of good to come out of the work we are already doing. 

My mission and direction out of GLLS 2008 is much different than GLLS 2007.  In 2007, I left feeling charged and justified in the work I was doing.  People were interested and there was excitement around it.  That excitement paid off during last week’s symposium and I’m grateful for the opportunities I had.  Now coming out of 2008, I am again recharged but for a different mission. 

Applying gaming strategies into education is useful as a teaching strategy and I will continue to talk about ways to apply gaming strategies to teaching.  Mapping information literacy skills to commercial off–the-shelf (COTS) games is important to communicating the value of videogames in libraries and information literacy.  I will continue this effort, expand it to include additional games, and work to formalize it in order to create a guide for others. 

The work that Chris Harris and Brian Mayer are doing mapping board games to AASL Standards and NY State Standards is the model for the next step for my work mapping videogames.  Making the argument that COTS games teach and apply information literacy in the blogsphere was the only place I could start.  But I am hopeful that through a variety of partnerships those arguments can be carried out and applied elsewhere.

It’s taken me a couple of days to sift through all the emotions created at GLLS 2008, but I am eager to pick my gaming advocacy flag back up and help move it into the next battlefield.  While that analogy may be more militaristic than it needs to be, it fits.  This conversation over the curriculum applications of video games is already well underway in higher education and education in general.  Other libraries are already engaged in the conversation too.  I am hopeful that collectively we can integrate gaming in the curriculum.

I perceived a tone shift from the excitement and justification during GLLS 2007 to service and sustainability during GLLS 2008.  While this shift has challenged me personally, the shift is good for the long term.   This shift in tone can lead to a shift in application and ultimately integration.  Games are already being argued for and applied within education.  The more libraries join and support that conversation, the more exiting GLLS 2009 will be.

After spending the second half of last week taking in all the election coverage, I've finally worked my way through the rest of my GLLS 2008 notes.  While I initially started posting the sessions during each speaker/session, I quickly got wrapped up in getting ready for my different presentations and decided I could come back to the posts afterward.  Regardless, you can catch all my session and speaker write-ups under the glls2008 tab.  In addition to the individual write up, I wanted to take time to reflect back on the keynote speakers and the symposium as a whole.  

Mark Methenitis, Joystiq / Law of the Game blog

He started with a quick overview of copyright and fair use.

 Mark stated that in law school they stated that the key copyright is that it is a "bundle" of rights that exists. In addition to copyright, games not only content with copyright but also with EULAs (End User License Agreement)

Methenitis stated that fair use does not apply universally. There are two potential sources of restriction to gaming events copyright and the EULA. Both can be overcome, but at what cost or restriction. The "right of performance" is restrictive. None of the traditional exemptions to not apply to gaming and libraries. Which means libraries should be asking for permission. Permission in writing, physical or email. In a safe legal environment, libraries should be asking.

Do libraries need to ask every time or can they get a broader blanket?

Beth Galloway mentioned that Nintendo and Red Octane, producers of the "Guitar Hero" series, have both provided permission for use and were good to work with.

Scott Nicholson asked if working through the ALA to get a blanket performance rights by company. Mark stated that working through the ALA could be a successful strategy compared to hundreds of requests. He stated that it would still be on a case by case example.

****

I wonder how "fair use" plays into gaming at libraries?

I wonder how this discussion will evolve as the profile of gaming in libraries continues to rise. Gaming events in libraries may be considered public performances of the games, but most gaming events encourage players to play more of the game. Library gaming tournaments also require players to practice to be competitive. Again meaning patrons are buying more of the games. One of the reasons publishers may not be too aggressive on pursuing libraries is because there is a positive net result in their gaming profits.

Mark also has a really interesting post on intellectual property and Little Big Planet. As games formalize user created content, the debate over ownership and rights will continue to evolve.

Below are my notes from the closing keynote speech at GLLS 2008:

Jon-Paul Dyson; Strong National Museum of Play; Editor American Journal of Play

Play involves passion. Because of this passion play is what we spend our time doing, or at least our free time.

The Strong Museum is working on a big exhibit coming next year on electronic games.

There are elements where games, play, and reading all come together. Jon-Paul used a Venn diagram to show the junction and also where they exist on their own. Used the quote "work is not the opposite of play, depression is the opposite

He posed the question of "what is play?"

• Fun
  
• Voluntary
  
• Play is its own reward
  
• Exists in a "Magic Circle"
  
  • Rule set
    
  • Emersion/absorption
    

6 elements of play:

• Anticipation
  
• Surprise
  
• Pleasure
  
• Understanding
  
• Strength
  
• Poise
  

The Benefits of Play:

• Refreshes us, breaks from life, work, learning
  
• Increases our flexibility
  
• Learning
  
• Makes us happier
  

Jon-Paul talked about how our play today is not new play. It is the same play just in a new medium. "A new way."

He gave libraries some questions to try to answer:

• What is the role of the library?
  
• Are libraries about books, about information, about play?
  
• How do libraries engage these new forms of play?
  
  • How do libraries fall into the Venn diagram of games, play, reading
    

Do libraries provide play? Or do we promote the best play?

How can we do each?

****

Jon Paul's remarks provided a great conclusion to the symposium. Games of all kinds are enjoyable because we play them. Through play we can learn a variety of skills and concepts through the act of play. Playing builds community for both those playing and those watching. Play is worthwhile for the health of an individual and an institution. Gaming in libraries, in all its forms at GLLS, is a great way to reach out to various communities of all generations, provide services that build relationships and stimulate growth, and to come together in shared experiences of play.

Richard Glass, Marsha Spiegelman, Nassau Community College

Glass and Spiegelman describe their information literacy game in Second Life. The game, is a series of quests throughout different Second Life locations. While the content amounts to a traditional tutorial the interactive environment creates a new experience. Glass and Spiegelman have used the Second Life platform to create a game, rather than just simply existing in the virtual world. The game is a great idea that is still going through additions and just starting to be used. But as a concept, they've created a tool for a virtual tutorial that pulls the students out of a static webpage walkthrough, into a living world of Second Life. As community college faculty, the idea of a virtual tutorial for students is a great way to meet and adapt to their population's needs. Below are the notes from the GLLS session:

Students collect items in Second Life based around clues provided within instruction. They created a game within Second Life.

One of the challenges in the game is to evaluate websites. The links are provided within Second Life and the students then access those sites and return to SL to answer the questions. Some of the other questions scattered throughout the quest are adapted from Scott Rice's Information Literacy Game.

Other quests include going to "Mystery Island" to A.Christie's cottage to search for a book using the library catalog. The game has a specific set of outcomes, but incorporates a number of choices. Students will get extra credit for playing.

2 questions from the audience:

• How long does it take to play through?
  
• How much has been play tested?
  

A: Glass and Spiegelman are just getting the SL quest out to their students now so any student feedback was very limited. I'm interested to see how this advances and adapts as more people play through the quests. I plan to follow up with them at the end of this semester and see how things are going.

Hopefully glass and Spielman's ideas open doors to others to use virtual worlds as a place to create game-like experiences. Experiences that mirror traditional gameplay elements and the satisfaction players derive from them.

Glass and Spiegelman have a broader gaming and libraries article in the October issue of C&RL News. They been using gaming principles in other instruction sessions and the article discusses that in more detail.

"gaminglearning," American Library Association, October 07, 2008.
http://www.ala.org/ala/mgrps/divs/acrl/publications/crlnews/2008/oct/gaminglearning.cfm 

http://www.ala.org/ala/mgrps/divs/acrl/publications/crlnews/2008/oct/gaminglearning.cfm

Speaker Seann M. Dikkers, from UW-Madison GLS Group.

Dikkers who is a doctoral student who has also presented a GLS 4.0 this past summer. He has worked with Kurt Squire on his Civilization III research.

Total War publishers use historians on the game developers. Dikkers also said that the publisher was much easier to work with than Civilization's publishers. Total War publishers did not shy away from working with educators and welcomed their game as a potential teaching tool. Producer Sam Weinberg stated that one of the keys to historical thinking is to divide up historic into segments and periods

Shogun, Medieval, Rome all recreate historical eras and allow players to experience history and the impact that decisions had on events. Dikkers spent a little time going through the history of the Total War

As the teacher, engage with the players and ask questions. "Why use ladders when the gates are open?" If players do not have an explanation or rationale for their actions, then ask leading questions to help them discover the learning. Ask them to talk to each other, seek out advice online.

Gameplay Mechanics include:

• Settlement types
  
• Financial Management
  
• Family Trees / leadership
  
• Guild Halls
  
• Papal / Senate edicts
  
• Technology Development
  
• Diplomatic Relations
  

The game investment and enjoyment leads to further study and discovery. He suggests that when doing clubs and applying games, have multiple games to build through and apply. Using multiple games allows for more details, spend about 6 – 9 weeks per game.

Structuring Sessions:

• Play – post details & handouts (45 – 60 min)
  
  • If there are announcements, post it – don't lecture it
    
• Breaks – 5 – 10min
  
  • Teaching balance… How do you walk away from a game?
    
• Add challenges
  
  • Do after/during break
    
  • "Who can find a strategy to beat the Romans?"
    
  • Can use as a teaching tool
    
• Play (60 – 90 min)
  
• Save – Quit
  
  • 30 seconds
    
  • No, "Right after this."
    
  • There are important events outside of the game
    
• Critical Interactions
  
  • "I'm going to teach you how to take care of my lab"
    
  • Give them some responsibility
    
  • Use it as a time of reflection and learning
    

Continuing Challenges

• Find a Strategy: What is the holistic process of strategies of success?
  
• Game objectives
  
  • How does this help with literacy and learning
    

One of the key pieces that Dikkers discussed that is important for the successful advocacy is capturing examples of learning to provide evidence to those making decisions about funding and supporting these gaming and learning experiences.

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While I have not played Rome: Total War, I have played some of both Shogun and Medieval. The historical accuracy in each game is amazing. The games are a great example of Bogost's "procedural literacy" concept. Total War players are learning about the decisions of historic leaders and how decisions impact the surrounding events. Dikkers did a great job of laying out the larger world that Total War includes and set up some excellent educational experiences. Just as Roper from the FAS stated in other session, the challenge is not if game will be used for education, but if they will be used well. Total War is a great example of games that can be used well with traditional world history curriculum.