Chapter Proposal

When I began this subject my knowledge of game based learning was very limited. I was not an active player and was mostly oblivious to the complexities of games, gaming culture and educational use of games. I think other teacher librarians may also be in the same situation. My chapter proposal reflects my own need to learn more about game based learning in school libraries and I feel it could be of value to others in the profession too.


CC0 https://pixabay.com/photo-1283865/

Title: Game based learning in secondary school libraries: Getting teacher librarians on board

School libraries are a communal space where students can read, study, research, discuss, use technology and socialise. Secondary school libraries provide access to a variety of print, digital and multimedia resources to support the curriculum and recreational needs of students and staff. Access to a range of multimodal resources promotes and develops multiliteracies (O’Connell, 2012). Traditional games have been used in school libraries for a long time and are recognised as instructional media (Elkins, 2015). Digital games have not always been embraced as enthusiastically due to negative perceptions by teacher librarians, parents and school administration however this is starting to change. Recent research on game based learning (GBL) notes the positive effects games have on learning and the promotion of twenty-first century skills (Qian & Clark, 2016). School libraries that restrict particular technology, such as digital games are at risk of alienating students that are exposed to diverse learning opportunities outside of school. Teacher librarians who are willing to learn about and incorporate GBL into the school library have the opportunity to meet the diverse learning and social needs of their students (Elkins, 2015).

Chapter Focus:

  • perception of game based learning (GBL) amongst teacher librarians
  • exploration of any negative views held about GBL
  • school libraries’ role in providing access to multimodal resources to support the curriculum and recreational needs of students and staff
  • school library as a social place
  • positive features of GBL for literacy and general capabilities (twenty-first century skills)
  • ways in which GBL could be implemented in secondary school libraries
  • barriers that may be encountered and possible suggestions for overcoming them
  • professional learning required by teacher librarians to support GBL in libraries

References

Elkins, A. J. (2015). LETS PLAY! Knowledge Quest, 43(5), 58-63.

O’Connell, J. (2012). Learning without frontiers: school libraries and meta-literacy in action. Access, 26(1), 4-7.

Qian, M., & Clark, K. R. (2016). Game-based Learning and 21st century skills: A review of recent research. Computers in Human Behavior, 63, 50-58. doi:http://dx.doi.org/10.1016/j.chb.2016.05.023

Leave a Reply