Ghostfooting

critical reading for the rude

gaming culture, libraries

Open ‘note to self’,

read if you want to.

just thinking out loud

abt instruction, libraries, and “digital natives” (ha!)

Suddenly

The kids who were born in 1990 (BORN in 1990!) are in our library… many “grew up” online… and watching teevee that referenced “online life”… You’ve Got Mail… that Sandra bullock movie abt ‘the net’, Hackers in 94? many better examples. Et.c. These are webby people. And they’re still learning and growing…. Developing (RIGHT NOW) more advanced critical thinking faculties, we hope…

they’re on that myspace and that e-mail, using them world wide webs, on that zwinky and facebook, and trading mp3s and mp4s, and e-mailing Craig Ferguson and e-mailing tha RZA fan mail. They’re frustrated when the web isn’t easy to use, and they don’t understand that there’s a wider Internet of which ‘tha web’ is just a subset.

for them, sadly, books are dusty dead-ends. We’ve got to show them how the web opens books. How our webby tools behoove them… get them the grades.

so,

virtual environments even as CRUMMY as myspace are their turf.

Video or virtual games is how they learn to solve probs.

There must be ways to exploit their fascination with the virtual, to teach them information literacy skills, cyberliteracy skills, critical thinking, for their own benefit. There be many good ways, yah.

All learning is distance learning once they step out of the “2.5 hrs in desks” – profs using that time to push info to attentitve listners? Hopefully, hopefully, but real learning is independent learning. Real learning happens when you make the connection for yourself, you open the book for yrself, you seek that key bit of gov’ment statistics in the NIH database yrself.

It only takes 20 years for a liberal to become a conservative without changing a single idea.Robert Anton Wilson

Nothing of any importance can be taught. It can only be learned, and with blood and sweat. – ibid.

How do we enable self-teaching and classroom teaching for these webby learners?

http://www.firstmonday.org/issues/issue12_5/matei/index.html#m3


http://www.asis.org/Bulletin/Apr-06/branston.html

Take a digital game world, throw it in a blender, add some information and research skills, sift out the word educational and maybe, just maybe, we have a new and effective way to teach our students bibliographic instruction.

http://secondlife.com/businesseducation/education.php

Something to think on…

Related – Second Life, mmporgs, learning-by-doing, strategy and critical thinking…

Fictional economies, economies of attention, social positioning via problem solving…

Bibliographic instruction formatted for participation, execution of searches…

Beyond the ‘scavenger hunt’… points for playing = real stakes. REAL STAKES.

From virtual to “real”. Physical to informational and back again. AR v. VR.

how do we use these media

as object lessons

for instruction in using these media

for real-world outcomes… i wonder.

I do wonder that.

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July 23, 2007 - Posted by | info sci, libraries, search, teaching

4 Comments »

  1. Don’t worry, I’m on it! As we speak I’m pushing (and developing?) an online game that will teach such things… and hopefully not be disgustingly cheesy.

    Comment by Spencer | July 23, 2007 | Reply

  2. Rock. Lemme know how this goes, if it’s not too secret!

    What do you think of SL for bibliographic instructiones?

    Comment by woody3 | July 23, 2007 | Reply

  3. I think I hear about second life too much for it to be useful. Really, they have a little less than 8 million users, WORLDWIDE. I think it’s too niche to work. It must be BIG. I’ll send you a quote that I got.

    Comment by Spencer | July 23, 2007 | Reply

  4. I waiting for mmporg standardization — not of worlds, but of user attributes, so that any mmporg in the standard system can be yr turf… something abt that in the WIRED gaming issue, the one with Will Wright… it would open them all up, make the whole ‘gaming’ environment really big indeed.

    Comment by woody3 | July 24, 2007 | Reply


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