literacy

Digital Distribution for Libraries

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This post was originally going to be a review of the Rock Band Network/Rock Band Music Store for Xbox 360. Since the start of 8bitlibrary.com, JustinLibrarian and I have sweated over the answer to this question: how can libraries develop a successful video game collection when so many new games are reliant on DLC (which Nintendo, Sony, AND Microsoft have all set up as closed distribution systems completely controlled by them). How can a library, which has a goal of circulating media, circulate content so closed and controlled that it is impossible to use by anyone except the person who purchased it?

File this under “We don’t have all the answers.

And, of course, librarians across the country are wrestling with this same question, albeit for other forms of media. How can we distribute digital music when iTunes (& to a lesser extent, Amazon and the like) have already taken away our ability to do that? While there are some very expensive (and, in my opinion, very clunky and not-iTunes-like) vendor-controlled options such as Overdrive, Naxos Music, & Freegal, this is just a “patch” that we have while we, as a library community, decide to either get serious about digital distribution or continue to tread water.

A current trending topic of concern in libraries is eBook distribution. How can we loan an eBook on an eBook reader if that content is closed and controlled by a large corporation?

Along that “we don’t have all the answers” line, I decided to go to an expert on the topic, Mr. Libraryman Michael Porter. He has wrestled with the larger distribution issue, just as we are on the smaller (albiet still gigantic) issue of game content distribution. So I asked him,

  • How do you feel libraries will be distributing digital media in 2015?

He gave this well-reasoned response:

I imagine two most likely scenarios with little gray in between the potential outcomes.  For both, the lynchpin is either succeeding or failing to develop a new electronic content access and distribution infrastructure via libraries.  If we can develop that new infrastructure and make it a truly effective, competitive, well used and well liked place for people to get what they want, when they want it, in the format they want it *through the library*, then our future will be more secure and on-target than ever before.  If we fail to do this though, libraries will fade in use, funding and relevance.  This would eventually lead to the demise of the library as the hub of content access and community engagement and turn many of those functions over to for profit business and institutions that have mission statement tied to profit rather than the health and wisdom of the community and country they serve.

This is a call to action for all of us. We shouldn’t just wait for a vendor to develop a platform for us. We shouldn’t let something as simple as a library’s ability to loan a book be taken away by corporations in the digital age. We need to raise this issue. If we want libraries to continue to exist, we need to let go of our comfort and get on the front lines of this issue.

So there is no confusion, I am not anti-corporation, per se. Corporations can be our partners in it the future. And, so my last words will be positive, we can do it.

Thanks go out to Michael Porter from us at 8bitlibrary.com. Check out his Library 101 project, if you haven’t yet.

Penny Arcade Comic from 4/21/2010

But is it ART??

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So there’s been some press recently on the concept of video games as a form of “art”.

This debate was inspired by recent comments made by film critic Roger Ebert, who claims that not only are video games not art, but that by their very nature they cannot be art.  Ebert cites a TED talk given by the lovely lovely Kellee Santiago, who inverts the film critic’s argument by saying that not only will video games one day become art, but that they already are … art.

Roger Ebert’s comments have ignited many responses from people in the game community, including such luminaries as Yahtzee Croshaw and Gabe and Tycho of Penny Arcade. (see below)

Penny Arcade Comic from 4/21/2010

At the heels of this online debate, comes the news that the US Supreme Court is scheduled to hear a case this Fall involving the First Amendment protections of violent video games.

This is not the first time that video games have come under scrutiny for issues relating to free speech.  It seems like only yesterday that the ultra-violent video game Grand Theft Auto: San Andreas came under fire for a secret modification that incorporated a fully nude sex scene into the game.  The double standard did not go unnoticed by the media.  Here was a game that allowed your character to steal cars, murder cops, and beat prostitutes with a baseball bat.  But one scene of completely consensual sex was enough to get the moral guardians in a tizzy.  More recently, the game: Call of Duty: Modern Warfare 2 became the target of controversy for the inclusion of a mission that allows the player to commit an act of international terrorism on some unsuspecting Russian civilians. (warning, contains really disturbing imagery)

Whether or not video games should be considered “art” is only part of the question.  The broader questions are: “Where do video games fall with regard to First Amendment protections?”, and: “Why does it seem that people automatically assume that the only people who play video games are 4 – 12 years old?”.  Recent (and even not so recent) studies have already shown us that the average gamer is actually between the ages of 25 – 30, yet public opinion still seems to link “video games” with “kid stuff”.  This is why violence in video games has become such a First Amendment issue.  Not because they are more violent than your basic Tarantino flick, or that they are more sexually explicit than a Friday-late-night Cinemax movie, but because they’re games; and most people still parse “games” as: “child’s play”.

So where do libraries make the distinction?  As self-proclaimed First Amendment warriors, we as librarians have an obligation to preserve the availability of certain materials that others may find objectionable.  Yet if we’re hosting game nights for young teens, we might not necessarily want them to orchestrate a terrorist attack on Russian civilians in our children’s section.  So how do we reconcile these issues?  We can start by recognizing that the medium of video games does not necessarily define the audience; and that not everything with a health bar is family friendly kid stuff.  Librarians will defend to the death our right to provide the public with Mapplethorpe, Salinger, and Anne Frank, but that doesn’t mean that we intershelve them with the Doctor Seuss books. ;)

Personally, I would defend video games, even violent ones, as an art form, but only under a very broad definition.  Ordinarily, I think of art as something to be enjoyed passively, rather than interactively.  In video games, the observer guides the action, and becomes an accomplice in the creation of the art.  This does not make video games any less valid than the more discrete forms of art.  A masterfully executed level of Tomb Raider can be every bit as beautiful as a perfect game of chess, a Baryshnikov fouetté jeté, a Salvador Dali painting, or a Hendrix solo. But I feel that the interactivity of video games places them into a different sphere of aesthetic appreciation. It is a hybrid of visual art and performance art that defines the participant as collaborator.  For this reason, I feel that video games as art form deserve every protection that our Constitution provides. I eagerly wait the foundation of entire galleries devoted to the art of the video game.

Maybe we can get some eccentric billionaire to give us a grant. :)

braid_logo

Review: Braid

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WHAT? A beautiful, heart-breaking abstract narrative that just happens to be a video game, Braid tells the story of a young man named Tim who is desperately trying to reconcile a broken relationship with the Princess.  As the gamer explores the whimsical, dream-like world of the game, overcoming incredibly challenging puzzles by manipulation time and by paying attention to pin-point physics, they discover that the story is not as simple as it may seem–that there is something darker and more sinister at play.  What they find at the game’s conclusion is one of the most chilling and heart-wrenching endings ever for a game, or any other type of media for that matter.  It’s a story only a video game could tell.

WHY?While Nintendo is hard at work proving that video games can be for everybody–and are doing a fine job of such–Braid proves that video games don’t have to be for everybody, just like some books or movies are not for everybody.  It’s a deep narrative wrapped up in some of the most frustrating and difficult game play ever; overcoming the game’s challenges are less fun and more work, and bring about the kind of satisfaction that finishing a tough homework assignment or a hard day of lawn work grant.  On top of that, the ending doesn’t even give you the warm fuzzies, like any good video game ending should.  Why would anybody want to pursue such an arduous task for such a seemingly minuscule reward?  Because it reveals much about you as a person, it makes you think sharper and quicker, it makes you more attentive to details,, and it builds character.  Braid is the kind of hard-to-swallow-but-ultimately-good-for-you stuff that only the dusty classics are supposed to provide; it’s a game libraries would be wise to give attention.

WHO? Braid is a single-player game that is only available through digital download markets (Xbox 360 Live Arcade, Steam, Playstation Network, etc.).  This makes it hard to integrate into programming, or even collection development, at least as far as traditional library gaming programs are concerned.  Using the game to open discussion is the ideal implementation method here.  It is the perfect game for a “game of the month club” (think book clubs, just with video games).  It’s not the kind of game that casual gamers would enjoy, as its difficulty is legendary.  While not a multiplayer game, it might be a good thing to allow players to pass the controller around and work out solutions to the puzzles with real-life collaboration and brainstorming; this turns the game play segments into a social experience but may dilute the narrative element of the game–of course, one could always host a forum or club meeting around game design, using this game as the center piece.  All in all, if a librarian approaches Braid as centerpiece for exchanging ideas and promoting creative thinking, that librarian can’t go wrong.

A pretty diverse group, chillen at the Gaming Station

Open “Gaming Stations” in the Library

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Hey all,

Justin has really been killing it on here with his great posts on gaming programs, and I felt inspired to share an experience of my own.

In 2005, in my previous job as head of a public library children’s department, I had the opportunity to try out something that I suggest every public library at least try for a month, if not implement permanently. If you own a console, take out/open your TV, turn on the TV&console, and let your library users play the games all day. Whenever you are open.

A pretty diverse group, chillen at the Gaming Station

The concept is simple: you allow books to be read and checked out all day. You allow your computers to be used all day. Same goes with other media; newspapers, magazines, etc… Your library spent a small but good amount of money on the console and the games, let your library users play with them! It doesn’t only have to be for programs. Similarly, open gaming doesn’t mean that you still won’t get a chance to run programs!

My experiences were very positive. I had multiple age groups constantly collaborating and sharing information in a way that is unique to the gaming medium. Users who would have in other circumstances had no reason to even speak to each other at the library are now sharing tips and becoming friends (oh, and hopefully talking trash on each other, :-p).

Open gaming also fosters a new way for libraries to include multiple age groups in activities. Public libraries traditionally segregate people based on age (“Children’s Room”, “Teen Room”, “Adult/Reference room”, in NJ we have a growing amount of libraries with “Senior Rooms” thanks to the work of Allen Kleiman et al.). I don’t think that there is anything wrong with age segregation in libraries; it HAS worked and CONTINUES to work for libraries. But there’s also nothing wrong with mixing everyone together, and in my experience with open gaming, this is THE BEST WAY to get every age group engaging / sharing information & experiences together.

In an open gaming situation (vs a set-times-for-gaming situation), I’ve found that parents/teens/seniors who otherwise wouldn’t  have picked up a game are now having fun “playing” with kids/teens/parents/grandparents/babies. It’s really an amazing, unique-to-libraries experience to see a two-year-old kid playing video games with their grandparent and an 8-year-old kid they’ve never met. Where else could you see that same 8-year-old become friends with a 15-year-old? Or a 20-something couple walk in the library for a book and end up sharing a really good time with a bunch of teenagers they’ve never met before? And in a school library situation, you’ll see teachers and students engaging in a way they’ve probably never engaged before, and students will build friendships with students they may have never even met before.

Libraries aren’t only about information, they are also about valuable human experiences, and gaming is the best of both worlds: a modern information media as well as an all-ages platform for fun  interaction.

You’ll notice I didn’t go over any “problems” you may run in to. It’s 2010 now and the idea of open gaming probably isn’t as “new” as it was in 2005, so I think it’ll probably be easier for you to try something like this in your library. There’s always 1,000,000 reasons not to do something; don’t let those reasons stop you from trying this. Let me know your experiences if you do this in your school / library!

Gaming/Teaching/Learning ideas…

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The education system, in many cases, needs an overhaul. As I’ve posted before, James Paul Gee describes information hubs such as libraries and internet search engines as “competition” for schools, in that people can now learn exactly what they need to know, on demand when they need to know it. He goes on to say schools have never faced that “competition” before, and he calls for reform, some of which includes using gaming concepts as tools for learning.

But saying “we need video games in our classrooms” is one thing, actually implementing that is another. I’ve posted some lesson plan ideas that use Pokemon to teach, and Justin has posted some teaching ideas based around Super Mario (are we Nintendo fanboys much?!). Here’s two more ideas that you can use in the classroom to help the cause of “reforming education”:

This first link comes to me via Dennis Nagle, a fellow 2010 ALA Emerging Leader and one of my tweeps. It’s a school library that uses a Flash-animated game to teach the topic of “plagiarism”:

http://www.lycoming.edu/library/instruction/plagiarismgame.html

This second link circulated all over twitter via the #edtech hastag. Both librarians and teachers should follow this hashtag very closely, because it’s a resource for educators who use technology in the classroom. There are a small number of librarians who use the hashtag as well. It is a link to an article about how employers and teachers are using the gaming model of “leveling up” as an incentive. The basic idea is that tasks are assigned numbers. When a certain task is completed, points are earned and your “score” is raised (aka, you are “leveling up”). The most interesting part of this is that it is essentially an assessment model, yet the teachers in the article said it is exciting and motivating students. Think of other ways that students are assessed, and ask yourself if you could EVER describe the assessment as motivating? This can be a revolution in education resulting in large learning increases.

http://www.itnews.com.au/News/169862,employers-look-to-gaming-to-motivate-staff.aspx

Feel free to pass on your gaming in education and libraries links to us. I would like to give a shout out to Sara Kelly Johns, who is a school librarian in NY. She’s running for ALA President, and the idea to put these links together into a post was sparked by a discussion she started on facebook about rethinking curriculum and instruction. Justin & I both personally endorse her for president because of her use of these modern communication tools, so she absolutely has 8bitlibrary.com‘s endorsement as well!

Pokemon in the Library? Controversy, Content & Literacy.

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I’ve written a basic intro to Pokemon for teachers and librarians, a more in depth look at gender roles and violence in the game, and lesson plan ideas using Pokemon as a tool to teach “habitats”. With the USA release of Pokemon HeartGold and SoulSilver coming on March 14th, the time is definitely right for another post.

Let’s start with the controversy. This controversy transcends Pokemon. The controversy is: “What does Pokemon have to do with reading!?” Or, on that larger scale, “What do video games have to do with literacy?!”. This is the stigma that libraries face not only with video games, but with many forms of media. This is why we have Banned Books Week; this why we are constant advocates for our own roles as librarians. What the controversy almost always entails is a single person (or group of people), without a proper understanding of the specific story’s context of the content they oppose, trying to censor material from all users of a public or school library. The outcome of most of these well-meaning censorship attempts is that the person who tried to censor the material reads it, understands the content in the context of the story, and actually likes the story and withdraws the censorship attempt. This is a very frequent occurrence and I think that Pokemon’s detractors would feel the same way if they spent time within the story, playing the game.

That brings us to content. As a follower of Marshal McCluhan, I always try to hip people to the fact that a distinction must be made between the content of media and the media itself. In this case, the media is “video games” (arguably, “handheld video games”), and the content is “Pokemon” (and more specifically, “The story contained within Pokemon HeartGold”, or whatever Pokemon game you are speaking about). If we understand this distinction between content and the media transmitting the content, we have already raised the legitimacy with which the “gaming-in-schools-and-libraries” discussion takes place.

And as that discussion is raised, it reaches the level that OTHER media has reached in schools and libraries: the literary value of gaming. I don’t need to rehash it completely, but games now have a plot, character development, thematic elements, and interactive narrative devices. This is why the Pokemon franchise can release Pokemon Silver in 2000, and release Pokemon SoulSilver in 2010: SoulSilver is a game with a similar plot and theme, retold using the new character development & narrative devices possible that technology allows for 10 years later. THIS is what Pokemon and gaming-in-general has to do with reading. 8bitlibrary’s Craig Anderson has written more on that subject in LibraryGuyCraig’s review of Batman: Arkham Asylum.

Some library yougins at a "Pokemon Trade-off" I hosted last year

As a little addition to the article (I didn’t know where else to put this), I think the release of HeartGold and SoulSilver is an interesting one. As technology moves forward and more can be “done” with video games, Pokemon as a franchise has taken to “retelling” stories. HeartGold and SoulSilver and RETELLINGS of the stories contained within Pokemon Gold and Silver, which were released for play on the “inferior”-to-DS hardware system Gameboy Color. These new game are not really “remakes” of the old games; these are new games telling the same story. This reflects the true nature of video gaming: a modern storytelling medium. One of the library’s most important roles in the community is “storyteller”. From baby storytime lapsits to book discussion groups for seniors to archiving the local history of the community, libraries are a place to tell story. This is why Pokemon belongs there.

PAX East Gaming Convention

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Hi 8bit librarians and teachers,

Some really cool news for you all. 8bitlibrary.com‘s LibraryGuyCraig and JP will have press status at PAX East, which is the largest gaming convention in the country. wo0t.

We’ll being live-blogging here at 8bitlibrary.com, tweeting over at twitter.com/8bitlibrary, vodcasting interviews & such in FULL HD VIDEO at youtube.com/8bitlibrary, and posting lots of photos at flickr.com/8bitlibrary.

We will be the only press at PAX East that is specifically documenting the educational and informational value of gaming in schools and libraries, so be sure to follow us via RSS to stay up-to-date.

PAX East runs March 26, 27, & 28, 2010.

D&D

Why Nobody Plays Second Life.

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For me, it all started out with role-playing games. This kind:

I would get together with friends and play Dungeons & Dragons (or similar games) until the wee hours of the morning.  At its most basic, tabletop role-playing games like this one are made up of random die rolls and statistical number-crunching. You meet a Bugbear, it has 30 hit points. Your sword does 1-10 points of damage. Roll a ten-sided die. [roll] You roll a 7. The Bugbear has 23 hit points left. Lather, rinse, repeat.

But tabletop role-playing games were always more than just a numbers racket for me.  Sure, you can play any of these games, and get a great deal of enjoyment from just rolling the dice until the monsters drop dead.  But most nerds (like me) play this games with just a little more panache.

Foul beast!” said I, “Thou willst taste the steel of my mithril blade before sunrise!” and with that I swung the sword of my father at the creature’s fanged visage. Next to me, I saw the elf-mage Karislok assume a steadfast pose and mutter the arcane words of an ancient binding spell. I knew that the monster would not defeat us this day …”

For my friends and I, the game was not about rolling dice, it was about the storytelling. We would get together every Saturday night for the social interaction and the immersion.  Rolling dice and doing arithmetic was not our idea of a good time. Running through forbidden forests and vanquishing dragons was what got our blood pumping.

As time went on, however, it became more and more difficult for us to get together for our Saturday game nights. We went away to college, met actual girls, got married, some of us started families. Keeping up the old contacts just became more and more difficult.

Sometime during the mid-90s, I discovered Massively Multiplayer Online Role-Playing Games. Most people just call these (MMORPGs) The first one that I experienced was EverQuest. The user (that’s you) would create a character and enter a 3-dimensional virtual online world. It was just like playing any other fantasy-based video game, but in this environment, you could interact with other players. If you saw a monster that was too tough for you to fight alone, you could team up with a few of your friends and gang up on the poor thing. Then you split the treasure and go on to the next monster.  The monsters were all controlled by the computer, so there was none of that tedious die-rolling or statistics.  You just click on “Attack” and your character keeps swinging. If you want to do something fancy, you click on a spell, or an item, or some kind of specialized attack. But at the end of the day, you get to virtually spend time with friends while hacking monsters into little tiny bits.

But even in these new online virtual world, gameplay was not limited to depopulating the region of monsters.  Games like this allowed people to have social interactions as well.  If you play at the same time every day, maybe you start to see a few familiar faces.  Maybe that Dwarf Paladin you keep seeing in Freeport would like to help you take on the Crushbone Orcs this Saturday.  You start to build friendships, you get to talking, and the next thing you know, you’re actually building a social connection with someone you’ve never met in person.  People would have virtual weddings and funerals in Everquest. I’ve had friends who would go online just to sit around and chat with other people. Monsters would be running rampant as players would have a heart-to-heart conversation in the middle of a forbidden swamp.  In newer games, such as World of Warcraft and City of Heroes, some people form lasting connections to the people that they meet online.  Despite being some of the most popular games ever played, much of the enjoyment that people get out of these MMORPGs has little to do with gaming.

"Demented and sad, but social"

Second Life was an attempt to re-create this kind of virtual world from a purely social standpoint.  Rather than construct a world full of monsters and magic, the creators of SL just cleared a lot of open space for users.  Immersing yourself in Second Life was not meant to be a “game” by any stretch of the word.  Even now, many of Second Life’s most strident advocates cringe at the word “game” in reference to their beloved virtual environment. Second Life allows people to create their OWN world. Through the use of simple building tools, you can build your own house, design your own clothes, and even animate your own monsters.  Your in-world “avatar” is not limited to such quaint genotypes as “Elf”, “Human”, or “Halfling”. You can literally look like anything you want. The designers of this gam- … er, environment-, encourage player- … I mean residents, to create their own spaces, and to interact with the many other denizens of this virtual space.

For this reason, many educators and librarians have developed a love for Second Life. It allows you to meet students and/or patrons in a virtual environment that carries none of the limitations of e-mail and text chat.  You can “see” the person that you’re speaking to, and interact with them. You can create 3-D models of anything you can dream up. You can create classes online, you can re-create other worlds and time periods, and you even socialize with people from around the globe.

This free-form playstyle of Second Life makes it ideal for people who want to immerse themselves in a virtual world where they can look however they want and meet exciting new people. The problem with this paradigm is that not many people “get it”.

For a gamer, someone who looks for the excitement of slaying monsters and gathering treasure, Second Life looks boring.  Most people’s first experience with Second Life is a crudely rendered wasteland with a few buildings looming haphazardly on the landscape.  In an environment like World of Warcraft, the cities are created by professional game designers who know how to create an aesthetically pleasing environment. In Second Life, anyone can create an object of any size.  Don’t get me wrong, there are some brilliant Second Life designers out there who have made some truly breathtaking creations. But the more elaborate a design, the more it drains upon the system trying to render it. So you often have buildings half-created hanging in the air as you’re waiting for the rest of it to appear. This is called “lag”, and it happens when your computer is straining to process all of the details of the virtual world. In other MMORPGs, you are limited to a single server, and only so many people can sign on to the server at a time. So although lag does happen in these games, it is not nearly as frequent.  A video game enthusiast who comes to Second Life sees an often poorly-rendered world with too much lag. When this gamer attempts to find something exciting to do, they are usually disappointed. They need to go find their own monsters to fight, since there are none waiting for them as they log in. :(

For those who are unfamiliar with MMORPG environments, Second Life is a big scary confusing thing. Many library patrons remember a time when the most complex video game environment was Donkey Kong.  Navigating a full 3-D virtual world is like learning to walk for the first time. The typical gamer can usually figure things out very quickly, but for non-geeks, the great wide open spaces of Second Life are just slightly terrifying.  Being immersed in a virtual world in which at any moment you might be approached by a full-scale winged dragon or an anthropomorphic fox sounds like something out of Hunter S. Thompson’s nightmares.  Especially since most non-gamers would much rather just pick up a phone and ask you directly how to find scholarly journal articles.  Of course some people feel that Second Life is nothing more than a childish video game, that has no business in the world of scholarly pursuits, but we won’t talk about them. ;)

For all the rest of us, Second Life is wonderful.  The people that enter Second Life every day do enjoy the bizarre, whimsical characters that they meet, and the rolling psychedelic scenery.  I have become good friends with many librarians purely through encountering them in Second Life, and I treasure each of those friendships.  But I understand the uphill battle that many librarians face as they attempt to advocate Second Life among their institutions. The true gamers would rather be playing WoW or Call of Duty.  They’re not going to want to mix their gaming with their homework.  The non-geeks don’t understand why they need to learn how to play a stupid video game just to talk to a librarian. And anybody ON Second Life is too busy doing their own thing to make it over to the good old Info Archipelago.

Second Life, I love ya, but I think we need to find another way of integrating virtual worlds and library science. What way is that? That way is a subject for another post. :)

Gaming and Cognition

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New neurological research, published in—and made freely available by—the journal Cerebral Cortex has found a correlation between the size of a trio of structures in the human brain and their owner’s ability to learn and play video games.

Peer-reviewed studies are confirming that there is a cognitive skill-set associated with gaming. Here at 8bitlibrary.com we advocate for gaming in libraries. These reasons include the literary nature of gaming, gaming as a media unto itself, increasing library circulation and attendance, the educational value of using games in schools and libraries, and now we have a new reason: as schools and libraries strive to include and engage a diversity of cognitive skill sets, “gaming” is a cognitive ability that fits into many of the core values of library and education environments.

I will post more in the coming weeks on the connections between schools, libraries, gaming, and cognition.

Original Link: Bad at video games? Your brain structure may be at fault

PBS link: How video games can help.

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Here’s an awesome find that was sent to be by South Orange NJ Public Library director Melissa Kopecky. It’s a 7 minute clip of a PBS interview with James Paul Gee, who is a professor of literacy studies at Arizona State University. His most recent book is Good Video Games and Good Learning.

In it, he suggests that schools have lots of “competition” in the sense that students are “learning” in other places, and one of the “competitors” he emphasizes is libraries. This “competition” he talks about is using “smart tools for 24/7 learning“. On libraries et. al.: “You learn all the time, you learn on demand and just in time, and you’re learning 21st century skills. That competition has never existed for school before, and that competition is beating schools at its best...” “…that competition will break the current paradigm of schools that we have“. This is a positive change, of course, and will result in better student learning. We here at 8bitlibrary.com appreciate all our readers and the fact that everyone who both contributes to and reads the site are part of this positive change in education!

More great (tweetable) quotes from the video:

Just learning a bunch of facts in school won’t do you much good.

Solving problems is more important than learning a bunch of facts.

Games marry words to actions, to images, to experiences, and to dialogue, so you understand them.

Schools using games as a teaching tool are using “situated understanding” (vs. just giving students definitions).

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