LIS 9763

 
After reading the readings and the “Gaming Success Stories,” I realized that libraries must take advantage of possible partnerships when launching gaming initiatives. As a newbie librarian, I often feel extremely overwhelmed because I am not technologically oriented, I don’t have an education degree, and I’m still a generalist rather than a subject specialist (even though I have a Masters degree in English Literature). When I was dating my ex (obsessed with gaming), I did become involved in role playing games both online and in-person.  So, I have some knowledge of gaming. This course has emphasized the communal nature of Library 2.0. Why not tap into this community base and use the gaming knowledge that exists within these communities? The Clinton Public Library, in the “Gaming Success Stories,” recommends that public librarians ask teenagers, with gaming knowledge, to assist in the creation and execution of game days. They distinctly say “you do not have to do it all yourself.”
 
This statement was relieving however, Richard Van Eck’s article “Digital-Based Learning: It’s Not Just the Digital Natives Who Are Restless,” made me feel restless. On the one hand, I think I could evaluate a game, for learning purposes, based my knowledge of evaluating sources. However, in order to evaluate these games you must feel confident playing these games. Thus, not only are teachers and librarians dealing with curriculum planning and instruction (among other things) they are also familiarizing themselves with more technology. Is anyone feeling techno stress? I know I am just reading these articles!
 
Besides learning a vast array of technology, librarians must also promote their services. In other words, they must convince their target audience that gaming (or any other 2.0 product) is a legitimate learning tool. Quite recently, I was working at the Research Help desk and an older gentleman approach the desk in a huff. He was frustrated because there were students in the learning commons playing online games. How do I explain that gaming is a form of learning to a rather upset patron? He just wanted to use the computer to look up articles (a legitimate form of learning…in his mind). Even based on this example you can see why librarians have a difficult time convincing people that playing is learning.
 
Also, I have another bone to pick with the “Google Generation” Gods. I am tired of catering to the “Google Generation.” Why should I have to dance in order to impart knowledge? It wasn’t that many years ago when chalkboards and overheads were sufficient. I currently teach a religious studies class and I am constantly thinking of innovative ways to make biblical stories interesting. Almost monthly, I attend seminars that introduce new learning tools to Sunday School teachers. I do believe in embracing new methods of teaching however it is extremely time consuming! To prepare one lesson a week, I spend approximately four hours or more designing interactive lessons. Can you imagine a faculty member doing this for more than one course while they are also competing to publish regular and reputable research? I realize that libraries must remain current in the 21st century and serve user needs, and I am not dismissing technology or new learning tools but I am saying let’s be realistic.
 
I am currently preparing a presentation on work-life balance, and I can understand why the majority of Canadians (and I am sure other nationalities) are burnt-out. I have not even started my full-time career and I already feel burnout and overwhelmed at times. When play becomes work I’m not sure if librarians, or faculty, can actually embrace these tools without some hesitancy. Perhaps, I’m just cranky today but I am not joining the gaming bandwagon without acknowledging the amount of time and energy it takes to design, utilize, and promote gaming ventures within, or supported by, libraries.