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Let the Games Begin! Changing Our Instruction to Reach Millennials!

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  1. Let the Games Begin! Changing Our Instruction to Reach Millennials! Bee Gallegos, Karen Grondin & Tammy Allgood Fletcher Library Arizona State University at the West campus LOEX Conference 2006 May 4 - 6, 2006 College Park, MD

  2. Background ASU @ the West campus • Upper Division & Graduate Programs • Lower Division • Fall 2001 - First Freshmen admitted - 269 • Fall 2006 - Goal of 600 - 800 Freshmen • Information Skills Outcomes • Sequenced approach • Outcomes linked to specific courses

  3. Characteristics of Millennials • Knowledgeable about & comfortable with technology • Prefer immediate responses [IM over email] • Social and collaborative [group work] • Prefer structure • Non-linear thinking • Self-assured [can do attitude]

  4. Learning Communities • Outcomes • Use search engines & databases to search/retrieve sources • Evaluate sources • Identify key elements of citation • WebQuestshttp://library.west.asu.edu/learning/webquest/ • Librarian defines search topic that relates to the class focus

  5. WebQuest Captivate Slide

  6. Learning Communities • Student Comments about WebQuest: • The most important/valuable thing I learned… • You must be selective and careful when you choose your sources for research • Advanced searches on the web. I did not know there was a way to search for reliable websites and filter out junk pages • Seeing how a database can give you articles with subject more centered on your topic than internet search engines can

  7. WAC 101 • Outcomes • Library as a physical and virtual place • Services • Types of resources • Basics of ASU Libraries Catalog • Fletcher’s Great Library Race • Lesson Planhttp://library.west.asu.edu/subjects/eng/WAC101.html

  8. WAC 101: Fletcher’s Great Library Race • Game Rules & Roles • Each team has: Task Keeper; Clue Keeper; Puzzle Keeper; Time Keeper • Play begins when all teams receive their first clue • Teams may ask for assistance at service desks • The winning team is the first to return & assemble their puzzle correctly

  9. WAC 101: Fletcher’s Great Library Race • Clue cards Blue Team Blue Team Clue: Go to the library’s home page and write down the URL (web address). Take this to the Reference Desk to pick up your next clue and map piece Clue: You heard that Fletcher Library has CDs. Search the catalog to see if anything by Cold Play is owned. Write down title and call number. Go to the place in the library where you can find the CD to get your next clue.

  10. WAC 101: Fletcher’s Great Library Race • Game Puzzle Pieces

  11. WAC 101: Fletcher’s Great Library Race • Students during the “Race” “Put together very well!” “This was fun. Thanks!” “relly great excersice”

  12. WAC 101: Fletcher’s Great Library Race • Post class assessment • Matching exercise to assess learning • Administered by instructor at next class meeting • Results returned to librarian

  13. WAC 101: Fletcher’s Great Library Race • Student Survey Results: • What are the three most important things you learned from the library exercise? • Where books are located in the library - 43.3% • How to search the catalog for media - 36.7% • How to find a book in the stacks - 36.7% • Questions I still have about finding information in the library • How to limit a search to location such as West – 33.3% • How to find a book in the stacks – 30% • How to find items on reserve – 30%

  14. WAC 101: Fletcher’s Great Library Race • Next steps • Orient service desk staff so they have a better understanding of the race & how to interact with students players • Use board game instead of Great Library Race game

  15. ENG 101 • Outcomes • Similar to WAC 101 • Performance-based • Differences between types of sources • Read, understand, and use citations to retrieve information • Race Through the Library Game • Lesson Plan http://library.west.asu.edu/subjects/ENG/eng101.html • Originally “Library Virtual and Real Tour” exercise

  16. Game Question Cards You need to find articles and background information in order to make a presentation. Which resources are best to use? a. Web sites you find using Google b. Books and encyclopedias c. A combination of library resources including journal and newspaper articles and books Answer: c. A combination of library resources including journal and newspaper articles and books Your instructor placed some articles on reserve for your class to read. You can: a. Access them online b. Go to the Circulation Desk to check them out c. Either A or B Answer: c. Either A or B

  17. ENG 101 • Students & the Board Game “Much better that just a lecture” “It was fun! I didn’t fall asleep or anything” “I like the game!! Does Milton Bradley make that one?”

  18. ENG 101: Race Through the Library • Student Survey Results • What are the three most important things I learned from the library game experience? • How to request items – 54.5% • How to search for journals in the catalog – 37.7% • How to search for books in the catalog – 33.8% • Questions I still have about finding information in the library • Where media is located in the library – 33.8% • Using specialized resources such as reference books – 24.7% • Services available at the Circulation Desk – 22.1%

  19. ENG 101: Race Through the Library • Student Comments • This was a great way to learn about the library! • Thanks for the great time and the game although i lost • the game was intense, a fun way to learn about my asu west library • The workshop was very informative and was also fun with the addition of the game. I feel like I know the library services and layout better

  20. ENG 101: Race Through the Library • More Student Comments… • It was fun and useful. Thank You • It was super. I liked the game better than the lecture part • i thought the game was invigorating and educational • The game was very creative, but add more things, exciting hings [sic] to it • I learned things about the library that I didn’t know before

  21. ENG 101: Race Through the Library • Next steps • Focus on creating online version for Fall 2006 • Revise board game during the summer • Use it in ENG 101or WAC 101 -- depending on online game • Add more chance, choice, rewards and penalties • Include a question at the end that must be answered correctly to win • Revise game rules to eliminate forcing players to stop at the stop signs; put something on every space so this is not necessary

  22. ENG 102 • Outcomes • Create a research plan • Select and define a topic • Search databases • Select and retrieve sources • Synthesize information • Cite Sources

  23. ENG 102 • Lesson Plan http://library.west.asu.edu/subjects/ENG/eng102.html • Defining Research Needshttp://library.west.asu.edu/learning/research-needs/ • Synthesis Exercisehttp://library.west.asu.edu/subjects/ENG/Synthesis.html

  24. ENG 102 • First class • Review worksheets • Database searching • Hands-on time • One-minute assessment • Second class • Review one-minute assessment • Synthesis activity • Review

  25. ENG 102 • Student Survey Results • What parts of the library instruction were most useful to you? • Learning to search and navigate databases – 72% • What still confuses you about using the library for research or about doing research? • Citing sources – 27.6% • What would you change about the Library instruction presentations? • More time to research in the computers – 33.2%

  26. ENG 102 • Student Survey Results continued… • What search strategy or technique did you use that was most productive? • Selecting a database – 36.6% • Things I learned in these sessions will help me in my classes • 90.5% either strongly agree or agree

  27. ENG 102 • Student Comments • Thank you! Your time with us was very valuable • I found this to be very useful, not just for ENG 102 but for my other classes as well. I am very glad that you did this for us • The presentation was helpful but it was about stuff that I already knew. In fact it was almost mocking because we have learned about this repeatedly throughout high school. • The explanation was very detailed. It was interesting and informative. Thank you for your time.

  28. ENG 102 • More Student Comments • I think that these sessions have been great and I really learned a lot on how to do research. I will use these skills all thru out my college career. • I think the exercise in class was great and related to our assignment in class. • Thank You!! Your exercises were extremely helpful. Its also good to know that I have somewhere to go if I get stuck on my paper. • The activity with the post it notes was extremely helpful!! Thanks so much!!

  29. ENG 102 • Next Steps • Review & revise lesson plan as needed • Integrate more group activities into instruction • Brainstorming keywords • Review & revise online worksheet based on student feedback

  30. Lower Division: The Future… • Focus on creation of online video game • Ready for Fall 2006 • Ensure Information Outcomes are relevant & linked to courses • Accommodate differing learning styles of millennials • Engaging activities • Revise the board game

  31. Additional Links • Fletcher Library Game Project Web Sitehttp://westcgi.west.asu.edu/libcontrib/game/website/