info-edutainment in the library 2.0 environment

7/18/2019 Info-Edutainment in the Library 2.0 Environment

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Info-Edutainment in the

Library 2.0 EnvironmentMartin Julius V. PerezDepartment of Foreign Affairs, Pasay City / UP School of Library and Information Studies, Diliman, Quezon City

[email protected]



Infotainment

Edutainment

Librar

What are your thoughts abou



Mind MuseumThe Mind Museum is avenue where you can sthirst for science discoit is by joining MindBuror taking part in educaprograms or by visitingexhibitions, The Mind Msure to inspire and pro

continue exploring andquestions.



Infotainment “information-based or programming thaincludes entertainman effort to enhance

with audiences and -Demers, David, "Dictionary of and Media Research: a guide foand professionals," Marquette,

It is a combination of

information and enterreferring to a type of mwhich provides a comof information andentertainment.



Edutainment “a hybrid genre that reon visual material, ongame-like formats comgames-education-imp

game developers, aninformal, less didacticaddress. It is the act oheavily through any omedia such as televisprograms, video gam

music, multimedia, wecomputer software.”

-Buckingham and Scanlon (2005)



Library 2.0 Environment



Library 2.0• Library 2.0 describes a subset of library services designed to meet use

caused by the direct and peripheral effects of Web 2.0 services leveragconcepts of the Read/Write Web, the Web as Platform, The Long Tail, collective intelligence, network effects, core datasets from user contriblightweight programming models. -by Michael C. Habib (2006)

• The heart of Library 2.0 is user-centered change. It is a model for librathat encourages constant and purposeful change, inviting user participcreation of both the physical and the virtual services they want, suppor

consistently evaluating services. It also attempts to reach new users aserve current ones through improved customer-driven offerings. -by MicLaura C. Savastinuk (2006)



Infotainment

Edutainment

Library 2.0



What about it? Why?

• Factors that we must consider:•The library users and their changing nature•The information society and information universtheir changing landscape

•The libraries and librarians and their changing ro



What about it? Why?

• Concepts Behind:•User-centered•Interactivity and active learning•Fun•Research and innovation•Feedback•Embedded assessment



How?

• E-Learning / Massive Open Online Courses (MOOCs)• Games in Libraries (Traditional, Digital, Hybrid)• Interactive Spaces• Cosplays and Mascots in your Libraries• Multimedia in the Library Websites and Social Media

• Special Collections / Resources and Programs: MangaNovels, Board Games, etc.



MOOCs-A massive open onli

an online course aimedparticipation and openweb.

-In addition to traditionmaterials such as videand problem sets, MO

interactive user forumsa community for studeand teaching assistant



E-Learninge-learning for kids

“In today's complex wofutures are determinedto master the basics ofscience, math and comcosts, class sizes and often prevent children

quality online learning support and reinforce tskills.”



Types of Games for Library Instruc

• Trivia Games – trivia questions

• Role Playing Games – roles; adventure-oriented• Casual Games – bite size chunks of play • Games that Mix Physical and Visual• Alternate Reality Games – real-time and online

• Social Games – networking technology



Learning Principles in Good Game

• Identity

• Interaction• Risk-taking• Well-ordered Problems• Performance before Competence

-Mary J. Snyder Broussard (2011)



http://library.osu.edu/headhunt/

http://library.osu.edu/headhunt/



https://libwebspace.library.cmu.edu/libraries-and-collections/Libraries/etc/game1/game1.swf






http://www.google.com.ph/campaigns/googlemolang/




The Scavenger Hunt in 50 Mi

• 0:00-10:00: A class arrives at the library classroom and is greeted by a librari

introduces the activity and divides the group into 3-5 teams of about 4 studenteam gets a packet with a list of 15 questions and an iPod Touch. The iPod Toalready logged into Evernote accounts assigned to each team.

• 10:00-35:00: Teams disperse into the library to discover the answers to their Some questions require text-based answers; others prompt students to submWe ask them to introduce themselves to and take a photo with a librarian, to in the stacks and take a photo of it as evidence, and to find the collection of cDVD’s, among other things.



The Scavenger Hunt in 50 Mi• Each answer is submitted as an Evernote note. While students are exploring

librarian monitors the teams’ Evernote accounts (which have been shared wiaccount) and scoring their answers using a GoogleDocs spreadsheet. Meanwanother library staff member copies student photos into a PowerPoint documwhile students return at the end of the hunt.

• 35:00-50:00:At the end of 25 minutes, students return to the classroom, wheslideshow displays the photos they took, the correct answers to the questionto a short survey about the activity. After all team members have returned, th

reveal the teams’ scores, declare a winning team, and distribute prizes.•

http://acrl.ala.org/techconnect/wp-content/uploads/2012/07/on-the-hunt.jpg



Tips on building your own library

• Keep it simple

• Have a plan for using it in class or marketing it• Implement “gating” for key concept• Make it fun• Provide lots of feedback

• Playtest / Evaluate

-Mary J. Snyder Broussard (2011)



Multimedia in Library Websit

You can include / emfollowing:

-Video Tutorials

-Games

-Photos

-Interactive Media

i b



Interactive Cube The Interactive Cube hInteractive Multi-touch educational games andto enable users to colla

interact in various newof these games and apwere created by studegames like Hungry HipWhack A Mole to educand 3D maps, work is integrated with play in

-Lifestyle Library, NgeePolytechnic (Singapore

S C b



Smart Cube

In the Smart Cube, stuaccess Smart TVs thataccess to digital conteInternet TV, online appnetworking sites, 3D mmany other interactive

-Lifestyle Library, NgeePolytechnic (Singapore



Cosplay and Mascots



Ateneo de Manila High School experience

Cosplay in Libraries

l ll d



Special Collections and ProgrManga/ Comic BooksNovels

Struggling readers can story even if they don't much of the vocabulary

If young people get in treading, and using libra

resource in this regard,remain readers, and reof a library.

S i l C ll i d P



Special Collections and Progr

Board Games, Card G

There are links betweegames and learning.

You can build a core cogames across grade le

I f t i t Y



Infotainment

Edutainment

Library 2.0

YSt

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I h d b



In the end, we must rememb• Any service, physical or virtual, that successfully reaches us

evaluated frequently, and makes use of customer input is a2.0 service. Even older, traditional services can be Library 2criteria are met. Similarly, being new is not enough to maservice Library 2.0.

• [The same thing goes with Edutainment.]

• The specifics of the model will be different for each library Every library has a different starting point. Through collabobetween staff and users, you will be able to develop a cleahow this model will work for your organization.

-by Michael E. Casey & Laura C. Savastinuk (2006)



Info Edutainment in the Library 2 0 Enviro

Martin Julius V. PerezDepartment of Foreign Affairs, Pasay City / UP School of Library and Information Studies, Diliman, Quezon City

[email protected]

Thank you for listening!

info-edutainment in the library 2.0 environment

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