LIS 9763

After reviewing this week’s readings and case studies, two major issues related to gaming in libraries, specifically public and academic, stood out to me. The first is how gaming affects public library patronage, and whether this is a good thing. I bring this up because a public library where I worked had a teen area, which was always packed full of kids (not just teens actually) playing online games. Providing online access that allowed gaming was a great way of attracting loads of kids to the library, but it also created a very chaotic environment that was difficult to keep under control (emotions definitely ran high amongst these gamers!). This resulted in complaints from community members – especially those who could not understand why we let kids take up so much computer time for activities unrelated to research and academic pursuits, or bothered that their kids were forced to do their homework amidst all this gaming angst.
 
Like the Ann Arbor District Library, Public Library of Charlotte & Mecklenberg County, Lake City Community College Library and Clinton Public Library case studies show (the latter two of which are posted on the Library Success Wiki), my library began running gaming tournaments. The entire adult computer lab was booked out for the morning, kids had to register to play, and prizes were given out for high scorers. Because the room was enclosed and dedicated to gaming, the kids were freer to call excitedly back and forth as they strategized collaboratively…and the noise was better contained. The program was extremely successful, and still runs.
 
My question is: what do gaming tournaments bring to the library? This is definitely a type of library programming that is in high demand (i.e. outrageously popular!), but where is the connection to the library? Sure, the number of library visits may go up, but what about circulation statistics and reference requests? I definitely think it’s worth investing serious time into creating strong library-gamer connections, rather than setting the library up to be little more than a venue for gaming. Public library budgets depend largely on the ability of advocates to illustrate to city councillors the value of this community service. Being able to connect the library’s function as a gaming venue with larger government priorities such as literacy seems like a very smart thing to do…both for the future of libraries, and the kids who now see them as super fun places to be.
 
I’d definitely like to hear more from library staffers such as Squire & Steinkuehler (2005), who reported on the positive link between online games and interest in books at their library. I couldn’t agree more with their suggestion that “Games such as these could be one of the best untapped links to books for librarians: they require serious thought and stimulate and interest in multiple topics…For many, they raise curiosity, spark passions, and inspire lifelong interests.” After all, public libraries are not just about traditional research and academics. They exist to support life-long learning, and this undoubtedly includes leisurely pursuits like gaming.
 
The suggestion made by de Freitas (2006) that a “lack of empirical data demonstrating the effectiveness of games in the learning context and understanding about how games might be used in practice has…inhibited their use” is very important here. Perhaps as more research into the positive correlation between gaming and literacy skills is published, it will be easier to convince those who contest the idea of gaming in libraries (e.g. see the Library Games article from this week’s Ottawa Citizen) that valuable learning experiences can happen in the virtual worlds now attracting so many patrons. As librarians, we can also try to make important connections by marketing our ability to help gamers become more literate and effective researchers, and consequently higher scorers in virtual worlds. In the case of students, we cannot afford to ignore the need for this connection. Online gaming is what is relevant to many kids now, and personal values like this must be represented in information literacy sessions so that meaningful connections are made between youth and the library. As the Educause (2006) article explains, students are becoming more at ease learning in an “immersive [constructivist] environment that challenges them to figure things out for themselves, without explicit learning objectives and assessment.” We must then begin placing more professional value on online gaming and virtual worlds.
 
With that said, there will still be kids and other library patrons who are not particularly attracted to online gaming, no matter what technology brings our way. I say this as I’ve never been the hugest gamer myself…but I still see its value and possibilities. While it is therefore important to include gaming as one more pedagogical approach, it is essential that librarians continue to design information literacy sessions with a variety of learning styles in mind. And like new instructional approaches in the past, experimentation will be a big factor in reaching success, especially as public library budgets and technological capabilities vary so widely. The most critical element is that whenever possible, and it makes sense (i.e. there is an identified or potential need to be filled), we try out new technologies in these libraries, including gaming. As Levine (2007) asserts, “Maybe there isn’t something we should be doing in all of these [gaming] worlds…but how will we know if we don’t explore and find out? I think it’s great that there are librarians out there on the forefront, trying things out for those who can’t, and reporting back.”
 
This brings me to the second issue that stood out to me this week – that regarding the potential for gaming success in academic libraries. I’d be curious to know how effective the online Information Literacy Game developed in the University of North Carolina Greensboro case study has been with students. My initial reaction was that the site appeared somewhat elementary, with a limited engagement factor (e.g. I found the time limit on answering questions a little frustrating, so I imagine this might be true of other students). Nonetheless, we have to start somewhere as a profession to begin incorporating more pedagogical approaches into our instructional programs and this university obviously has some forward thinking librarians who are definitely on the right track. There are also librarians, such as those at Acadia University, who are incorporating gaming concepts into library tutorials. Again, experimentation is absolutely necessary to future success.
 
I also really like the Gaming Collection at the University of Illinois at Urbana-Champaign. What a unique and interesting resource, including an excellent RSS feed, which further highlights the popularity and importance of online gaming within society. This is certainly not a new concept – games have been enjoyed by many people across the ages. But the pedagogical possibilities available to us by combining games with technology are becoming clearer. Video gaming is an industry that is expected to hit $40 billion in annual revenues by 2012 (Gardner, 2009). If this is what patrons want, we must try to give it to them. Doing this while continuing to justify our existence to public and private funders who do not yet recognize the real and positive implications of gaming will certainly be a challenge, but I think it will be well worth the effort. Game on!