&lt;i&gt;Spyfall&lt;/i&gt;: Information games and scholarly conversation

Foasberg, Nancy

doi:10.5860/crln.78.4.9653

Cited by 1 publication

(3 citation statements)

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“…These tools can help librarians seeking effective ways of teaching concepts emphasized in ACRL’s Framework for Information Literacy. The games described both briefly and in detail in this article, as well as Foasberg’s (2017) experience, are used to teach students higher-order information literacy skills and concepts such as scholarship as conversation, analyzing search behaviors, and information literacy as a social justice issue.…”

Section: Discussionmentioning

confidence: 99%

“…The Resistance (Eskridge, 2009) offers a similar experience and benefits as Werewolf , with an added layer of available information via public player voting. Spyfall (Ushan, 2014) is easy to explain and offers rich metaphors for information literacy instruction, although Foasberg (2017) found student engagement lacking and gameplay can be slow for novice players. The authors have observed that while the rules of Spyfall are easy to grasp, greater experience with the game seems to be the key factor in making it compelling for instruction.…”

Section: Best Practices and Cautionsmentioning

confidence: 99%

“…Using commercial games eliminates the need for educators to pretend to be game designers, but it does not remove the need for them to appropriately integrate the games into students’ learning experiences. In the sole article on using commercial tabletop games for information literacy instruction, Foasberg (2017) describes her initial attempt to teach the social nature of scholarly discourse and the development of expertise using the party game Spyfall (Ushan, 2014) in her three-credit research and writing course. She found that while the students enjoyed the game, they were not meeting her learning objectives, prompting her to offer some ideas for future improvements.…”

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confidence: 99%

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Commercial tabletop games to teach information literacy

DiNardo

Broussard

2019

RSR

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Purpose This paper aims to demonstrate how commercially available tabletop games can be effective tools to teach information literacy and present a list of best practices to improve instructor’s chances of success with this pedagogical method. Design/methodology/approach Librarians from two separate institutions with complementary experiences analyze the theory of game-based learning with tabletop games, present an example of game-based information literacy instruction in practice and suggest four best practices for this method of instruction. Findings This paper demonstrates that educators by combining sound pedagogical practices to connect the educational content to what rules of games ask of students can effectively find a balance between enthusiastic engagement and higher-order information literacy learning outcomes. Practical implications This paper can be used to guide librarians looking for creative and sound methods to engage students using tabletop games to teach information literacy. Originality/value The authors have unique theoretical and practical knowledge with joining pedagogy and tabletop games in the information literacy classroom. While there is a lot of literature on games in academic libraries, there is only one other paper on using a commercially available tabletop game to teach information literacy.

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Section: Discussionmentioning

confidence: 99%

Section: Best Practices and Cautionsmentioning

confidence: 99%

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confidence: 99%

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