PLAY ME

Kathy Sanford, author of the article entitled Videogames in the Library? What is the World Coming to? Supports the notion of videogames as a skill building medium. “The structure of 21st century libraries support learning in a wide range of ways, including small group interaction, independent learning, self-paced learning and large group interaction’ (Sanford, p.85). She purports that a series of skills through play engage learners for the 21st century reality calling for leadership, competition, teamwork and collaboration (Jenkins, 2000). Personal responsibility to team members and learning through history and community via virtual worlds enables learners / players to make real-life associations (Sanford, p.85).

Interpretations of symbol systems in a multicultural world such as “maps, numbers, patterns” noted by Sanford and Madill, 2007 and physical skill development (e.g. Wii games) affirms that gaming is an active enterprise of practice, strategizing and goal setting; where choices are made in the face of challenge- a training ground, so to speak, for personal goal setting and graduated attainment (Sanford, p.85).

Fluidity from individual to group learning and engagement support Vygotsky’s zone of proximal development (1978) and Gee’s regime of competence (2003) according to the author (p. 86).

Design concepts and semiotics (symbols) are being applied by students to game creation. These observations imply a high level of sophistication on multimodal levels through intertextuality, discovery and transfer (Sanford, p. 86). I’m especially interested in game development by students using GameMaker and Stagecast - tools to be explored as the learning processes involve symbol systems, practice, reflection / anticipation, experimentation, application / modification, evaluation and refinement (Sanford, p. 85) – rich, fertile ground to motivate learners. Captions invite learners to make and explore simulations and to learn thinking skills in the process in Stagecast. There is an age range in GameMaster for certain games (e.g. ages 7 or over; ages 16 or over) which obliges adult monitoring, access control and commercial filtering to some games

Issues such as access, usefulness, interaction and connection are lenses through which all library resources need to be filtered - video games being one, according to the author. As students live in a ‘videogame’ world, tapping such a resource makes sense to connect to learners on their ‘turf’ and may prove beneficial for 21st century applications (Sanford, p.87).

Bibliography:

Sanford, K. (2008). Videogames in the Library? What is the World Coming to? School Library Worldwide, Volume 14, Number 2, July, 2008 (pp.83-88), IASL
http://schoollibrariesworldwide-vol14no2.blogspot.com/

GameMaster (2009). www.eagames.co.uk/games

Stagecast (2009). www.stagecast.com