Book contents
- Frontmatter
- Contents
- Acknowledgements
- Abbreviations
- Foreword
- Introduction
- 1 How Do We Know Game-Based Learning is an Effective Approach to Teaching and Learning?
- 2 Developing Emotional and Social Skills Through Game-Based Learning
- 3 Simple Slide-Based Games
- 4 Digital Games
- 5 Physical Games
- 6 Mixed Media Games
- 7 Active Learning and Live Games
- 8 Gamification
- 9 The Impact Game-Based Learning and Gamification Approaches in the Library can have on the School Community
- 10 Working with Teachers, Senior Leaders and Parents Using Game-Based Learning and Gamification Techniques
- References
- Index
9 - The Impact Game-Based Learning and Gamification Approaches in the Library can have on the School Community
Published online by Cambridge University Press: 15 October 2021
- Frontmatter
- Contents
- Acknowledgements
- Abbreviations
- Foreword
- Introduction
- 1 How Do We Know Game-Based Learning is an Effective Approach to Teaching and Learning?
- 2 Developing Emotional and Social Skills Through Game-Based Learning
- 3 Simple Slide-Based Games
- 4 Digital Games
- 5 Physical Games
- 6 Mixed Media Games
- 7 Active Learning and Live Games
- 8 Gamification
- 9 The Impact Game-Based Learning and Gamification Approaches in the Library can have on the School Community
- 10 Working with Teachers, Senior Leaders and Parents Using Game-Based Learning and Gamification Techniques
- References
- Index
Summary
We have seen the range of games and gamification ideas we can use within our library environment and have understood the learning theory that supports effective use of these methodologies. Now we consider how we can use these techniques to promote our services either within the physical library or online. We explore how we can share our ideas and the implications of copyright.
The importance of creating impact within the school community
Just as a subject teacher plans their lesson to foster specific learning outcomes, even if we are only using games as a promotional tool, we need to consider the purpose behind our decision. In general, if we highlight a service or resources to others, we need to remember the impact it has on future use. We are again working backwards in relation to the design. The resources we promote and services we spotlight depend on our specific environment and the needs of our wider school community.
In countries where the concept of a school library is part of a new initiative to drive literacy, the focus may be on increasing knowledge about the content of our resources. Most library programs acknowledge that the priority is to have a qualified librarian, robust resources to support teaching and learning, and adequate accommodation as fundamentals, but next there needs to be some active promotion of reading:
The boarding school has a policy that students undertake certain chores at the weekends as part of the general housekeeping. As part of our new library program, we devised a game to get the students reading more. On a weekly basis, except during the period of examination, the first few lines of a book are read out on the assembly ground. The students are expected to guess the title and author of the book. The first three students to get the correct answers are exempted from the general labour during the weekend and given extra snacks. You can imagine how excited the students were when this game began.
High school, Africa, 11–18 year oldsWe can see that the underlying objective was to promote the value of reading to students using a simple gamification technique.
- Type
- Chapter
- Information
- Playing Games in the School LibraryDeveloping Game-Based Lessons and Using Gamification Concepts, pp. 125 - 136Publisher: FacetPrint publication year: 2021