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Learning-via-gaming is an emerging area of interest and research within kindergarten to grade 12 (k-12), in US schools. As a vital part of the k-12 instructional mission…
Learning-via-gaming is an emerging area of interest and research within kindergarten to grade 12 (k-12), in US schools. As a vital part of the k-12 instructional mission, school libraries are exploring the potential role of videogames in mediating information-oriented skills development. Although the general concept of learning-via-gaming is not new to school libraries (e.g., library review card games), empirical knowledge of videogames’ representational landscapes is needed to assist school librarians in developing instructional programming. This study examined representations of information across three distinct genres of mainstream videogames (shooters, action-adventure, and role-playing). Specifically, qualitative content analysis was used to examine the types of inscribed, information resources that players could use to generate solutions during problem-solving events. Across the three video gaming genres studied, there were seven strata of information: socially constructed, interpersonal, environmental, process, resource, task, and symbolic stratums. The results of this study could assist school librarians in (1) designing instructional lessons around videogames and/or (2) guiding students through the process of transporting meanings from the domain of gaming to other domains (e.g., academic, community, and everyday information problem-solving).
As a new editor faced with a short deadline, it was gratifying to receive a large number of outstanding submissions in the past 6 months. This volume focuses on topics that push the edge in our increasingly electronically driven world. Not only is the field of library and information science awash in changes wrought by rapidly evolving technologies but so are almost all sectors that touch our daily lives. From e-banking to movies delivered through Wii and to smart phones with webcams and GPS applications, we face complexities that can paralyze us or make us embrace the digital environment. As our information environment becomes enriched, so do the challenges of keeping current as individuals and as librarians and information scientists. The most troublesome quandary is how we can learn from these early days of becoming digital to plan and accept changes in our work, our learning environments, and our personal and family lives. Just as industrialization changed the world a century ago, the digital explosion is causing another radical shift in our world.