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• W23384803 abstract "This paper describes design of an innovative educational experience that took place during summer of 2011 with a cohort of library science students at Appalachian State University. This group of students, working online in their own virtual public libraries, engaged in an extended epistemic game that required participants to undertake experience as if they were practicing professionals in charge of a library. The paper describes, through analysis of an end-of-course questionnaire and follow-up interviews conducted one year after completion of course, students' perceptions of ways in which epistemic gaming format employed in course affected their learning experience.Keywords: Public library administration, epistemic gaming, role-playing, management, student survey, interviewsIntroductionBecause of changing enrollment patterns, Appalachian State University's Library Science Program has been gradually shifting to an all-online model, with most of coursework offered in Teleplace, a 3D immersive environment. Bronack, Sanders, Cheney, Reidl, Tashner, and Matzen (2008) describe philosophy of teaching supported by this virtual environment as Presence Pedagogy (P2), a pedagogy that facilitates building of an online community in which students and instructors meet, both at prearranged times and spontaneously, to share ideas, collaborate on projects, and reflect on their educational experiences (p. 61). In summer of 201 1, authors transitioned LIB 5045: Administration of Public Library from a hybrid (with some in-person meetings and some online work) to a fully-online course in Teleplace. They decided that course content - emphasizing responsibilities and challenges of public library managers - coupled with Teleplace' s potential to facilitate student-centered, collaborative, dynamic learning, presented an opportunity to introduce epistemic gaming to curriculum. In newly redesigned course, students - already adept at using Telepace to communicate and collaborate with instructors and peers - would now use it to role play as public library mangers. Each week, they would be presented with challenges designed to help them develop content knowledge, set, and epistemic frame of their desired profession. Once class was implemented, authors designed and administered an end-of-course survey and then conducted follow-up interviews one year later to determine students' perceptions of this pedagogical approach.Theory and Practice in Epistemic GamingMany educational professionals have been reluctant to embrace idea of introducing gaming into classroom because games have long been considered frivolous and unproductive. There have been several recent efforts to move beyond this limited view of games and to work toward seeing their potential to engage students in their educational endeavors. McGonigal (2011) quotes Bernard Suits, who defines games as the voluntary attempt to overcome unnecessary obstacles (p. 22). This elegant and simple definition speaks directly to type of engagement that educators wish to engender in their classrooms. The question, though, is what kinds of games would be most advantageous to learning environments? This is particularly important given high-stakes nature of current educational practices. Shaffer (2008), when discussing utility of games in K-12 settings, takes exception to underlying foundations of high-stakes testing movement by saying:(Y)oung people in United States today are being prepared - in school and at home - for standardized jobs in a world that will, very soon, punish those who can't innovate . . . But we can't skill and drill our way to innovation. Standardized testing produces standardized skills. Our standards-driven curriculum, especially in urban schools, is not preparing children to be innovators at highest technical levels that will pay off most in a high-tech, global economy, (p. …" @default.
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• W23384803 date "2013-07-01" @default.
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• W23384803 title "Teaching Public Library Administration through Epistemic Gaming" @default.
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