High-touch, low-tech: Investigating the value of an in-person library orientation game

Vrbancic, Emilie; Byerley, Suzanne L.

doi:10.1080/10691316.2017.1318429

Cited by 9 publications

(10 citation statements)

References 1 publication

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“…The interactive nature of the session also helped to foster connections between participants and facilitated networking that some attendees indicated would last after the session itself. Running the session in a game-like way using a design-thinking approach echoed others’ findings related to increasing engagement, motivation, and creativity with regard to gamified or design thinking–focused sessions [1, 5, 6]. Coupling the design-thinking approach with game-based learning is, we believe, a novel approach that our team hopes to explore more and expand upon in the future.…”

Section: Discussionmentioning

confidence: 52%

“…Prior studies on low-tech gamification in libraries [4, 5] focus on the tactile nature of low-tech gaming as a way to meaningfully engage students in library instruction and encourage collaborative learning. Previous research also indicates that using low-tech approaches for scavenger hunts allows libraries with limited staffing to engage students in gamification [4].…”

Section: Introductionmentioning

confidence: 99%

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“Game on!” Teaching gamification principles for library instruction to health sciences information professionals using interactive, low-tech activities and design-thinking modalities

Capdarest–Arest

Opuda

Stark

2019

jmla

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Background: Gamification is correlated with increased motivation and engagement of learners and is increasingly being incorporated into library instruction. Opportunities for librarians to learn and practice principles of gamification can be helpful for those desiring to integrate gamification into instruction. This report describes the development and delivery of an interactive special content session at MLA ’18, the 2018 Medical Library Association annual meeting in Atlanta, Georgia, focusing on principles of low-tech game design for health sciences library classroom instruction.Case Presentation: The special content session, titled “Design, Play, Learn: A Special Content Session to Design a Game for Database Instruction,” was designed and delivered using multimodal instruction (e.g., flipped classroom, didactic component, active learning) that also incorporated principles of design thinking. A pre- and post-survey was given to all participants at the beginning and end of the session to measure confidence and desire to incorporate gamification into instruction and as a formative feedback indicator for instructors. Participants reported increased confidence and desire to use games for library instruction after participating in the session. A selection of games were uploaded to a shared content folder designed for course participants as an ongoing repository for ideas and communication.Conclusions: For librarians who are interested in integrating principles of gamification into library instruction, attending a relatively short hands-on workshop can facilitate learning and confidence around prototyping and creating games for use in library instruction. We intend to improve upon the workshop and offer it again in additional contexts, based on direct observations of the session and participant feedback.

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Section: Discussionmentioning

confidence: 52%

Section: Introductionmentioning

confidence: 99%

“Game on!” Teaching gamification principles for library instruction to health sciences information professionals using interactive, low-tech activities and design-thinking modalities

Capdarest–Arest

Opuda

Stark

2019

jmla

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“…Earlier findings on technology and professions led to the label ‘high touch, low tech’ (Vrbancic & Byerley, 2018) to refer to occupations which rely primarily on human relationships and related soft skills rather than ICT (information and communications technology). While in many businesses, technology enhances productivity, this is not always the case in parts of the health and education sectors (Arcand, 2015; Mottarella, Fritzsche, & Parrish, 2005; Vrbancic & Byerley, 2018). Having close contact with clients, patients and students may be a good approach in many cases.…”

Section: Literature Review: Characteristics Of Professions and Of Thomentioning

confidence: 99%

People who teach regularly: What do we know from PIAAC about their professionalization?

Grotlüschen¹,

Stammer

Sork

2020

Journal of Adult and Continuing Education

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Professionalization in adult education is necessary, and several initiatives are underway to improve the professional situation as well as the competences and skills of adult educators. The relevance and importance of adult education is often stated. Large-scale assessments such as the Programme for the International Assessment of Adult Competences show how important adult education is for societies and economies. They give information on participation and participants. At first glance, the Programme for the International Assessment of Adult Competences lacks detailed information on adult education institutions and professions. A second glance allows explore what people do as part of their work. Those who state that they teach regularly or occasionally will be explored here in more detail. Findings from this study reveal several characteristics of people who teach, including age, gender, academic background and industries. In particular, our analysis suggests that more than 80% of those who teach did not have formal degrees in education sciences. Moreover, those who teach frequently have higher skills, older ages and they have better job positions than those who do not teach. The majority of those who teach are males. Lastly, the results indicate that seniority and prestige in all 14 countries examined in this study are highly relevant to people who teach.

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“…Problematyka wykorzystania gry jako narzędzia promowania działalności bibliotek była stosunkowo często poruszana w literaturze przedmiotu, głównie w piśmiennictwie anglojęzycznym, szczególnie w aspekcie grywalizacji procesów edukacyjnych w bibliotece (Mayer & Harris, 2010;Battles, Glenn & Shedd, 2011;Margino, 2013;Vrbancic & Byerley, 2018). Brakuje jednak opracowań pokazujących w wymiarze holistycznym możliwości wykorzystania gier w bibliotece, nie tylko w odniesieniu do promocji i edukacji, ale także w kontekście świadczenia usług dla użytkowników i organizacji wewnętrznych procesów bibliotecznych.…”

Section: Wstępunclassified

“…-gra jako element promocji i budowania wizerunku biblioteki, przede wszystkim w odniesieniu do bibliotek publicznych i akademickich (Jaskowska, 2013; Curyło, 2015;Kubisiak, 2016;Mól, 2016), -gra jako narzędzie działań edukacyjnych, w tym jako element przysposobienia bibliotecznego i kształcenia kompetencji z zakresu information/media literacy oraz w kontekście tzw. serious games (Mayer & Harris, 2010;Battles, Glenn & Shedd, 2011;Margino, 2013;Vrbancic & Byerley, 2018).…”

Section: Stan Badańunclassified

Obszary i warianty wykorzystania gier w działalności bibliotecznej

Wójcik

2019

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Teza/cel – Problematyka wykorzystania gier w bibliotekach jest tematem stosunkowo często poruszanym w literaturze przedmiotu, ale głównie w odniesieniu do ich zastosowań w promocji i działaniach PR bibliotek. Brakuje opracowań pokazujących w sposób kompleksowy możliwości wykorzystania gier i procesów grywalizacji w różnych obszarach działalności bibliotek, związanych tak z obsługą użytkowników, jak i z optymalizacją procesów wewnętrznych. Celem tego artykułu jest dokonanie charakterystyki obszarów i wariantów wykorzystania gier w bibliotekach. Metoda – Zastosowano metodę analizy i krytyki piśmiennictwa. Analizie poddano literaturę przedmiotu z zakresu bibliologii i informatologii opublikowaną w latach 2008-2018 w języku polskim i angielskim, związaną z problematyką wykorzystania gier w działalności bibliotek. Podstawą wyszukiwania piśmiennictwa były źródła, takie jak: katalog i bazy BN, bazy BJ, katalog WorldCat, wyszukiwarka zasobów naukowych Google Scholar przeszukująca bazy udostępniane przez rożnych wydawców oraz bazy abstraktowe BABIN i LISTA. Wyniki – Gry mogą znajdować zastosowanie w działalności bibliotecznej w wielu wariantach, takich jak: gry o dowolnej tematyce rozgrywane w bibliotece, gry o tematyce książkowej i bibliotecznej, gry oparte na dziełach literackich, mające potencjał dla promocji czytelnictwa, gry realizowane poza biblioteką, ale przez nią organizowane, gry wypożyczane w bibliotekach oraz książki będące grami, usługi realizowane z elementami grywalizacji, gry w działaniach edukacyjnych oraz grywalizacja procesów wewnętrznych. Wnioski – Przeprowadzona analiza pokazała, że gry mogą pełnić w bibliotece różne funkcje i być wykorzystywane zarówno dla celów edukacyjnych, promocyjnych zarówno w usługach bibliotecznych, jak i potencjalnie dla usprawniania wewnętrznych procesów bibliotecznych.

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High-touch, low-tech: Investigating the value of an in-person library orientation game

Cited by 9 publications

References 1 publication

“Game on!” Teaching gamification principles for library instruction to health sciences information professionals using interactive, low-tech activities and design-thinking modalities

“Game on!” Teaching gamification principles for library instruction to health sciences information professionals using interactive, low-tech activities and design-thinking modalities

People who teach regularly: What do we know from PIAAC about their professionalization?

Obszary i warianty wykorzystania gier w działalności bibliotecznej

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