From Research to Practice: Digital Media and Games as Meaningful Tools for Learning

Constance Steinkuehler, University of Wisconsin-Madison
Danielle Herro, University of Wisconsin-Madison
Elizabeth King, University of Wisconsin-Madison
Crystle Martin, University of Wisconsin-Madison

Abstract

Twenty-first century literacy practices involve not only navigating through complex digital information spaces but applying information for such things as problem solving, leading a team or to innovate. This takes information literacy to a higher level, beyond simply locating information, to operationalizing information within situationally relevant processes or contexts (Gee, 2004). This is precisely the sort of practice afforded through big-G gaming (Steinkuehler, 2006) or the naturalistic interaction between playing games and affinity spaces (Gee, 2004) supporting gameplay. However, traditional models of information literacy run counter to the sorts of collaborative, and participatory practices embedded in gamer culture. In this session we not only discuss models of efficacious practice emerging around video gaming, but the implications for actual implementation in a school district. Presentations stem from three unique contexts:

1.) Naturalistic gaming
2.) UW-Madison Casual Learning Lab: After school MMO gaming program
3.) School district leveraging Web 2.0, social media, and games-based learning

Moderated by Constance Steinkuehler (Assistant Professor UW-Madison), noted expert on virtual worlds, MMOs and literacy practices, each presenter shares a unique perspective: a librarian, a business teacher and a technology coordinator for a school district.

Naturalistic Practice. Exploring information literacy practices among members of a teenage friendship group (boys) revealed complex individual trajectories of information seeking and analysis crossing a variety of online and text-based (game-related novels, comic books) resources to inform and improve gameplay. Individual learning activities were shared with the group just-in-time (Gee, 2003) for problem solving or collaboratively discussed to enhance the group's collective knowledge of the game. Each boy contributed to the process based upon his unique interests and areas of expertise (Squire, DeVane & Durga, 2008), thus encouraging specialization across the membership and enhancing the group's collective knowledge (McGonagal, 2007).

After School Program. Information literacy was apparent in the GLS Casual Learning Lab after school MMO gaming program (Steinkuehler & King, 2009). However, the process of information literacy found in these spaces does not conform to traditional information literacy standards (ACRL, 2000; AASL, 1998; Lowe & Eisenberg, 2005). Collective information literacy focuses on the process of using the community in these collaborative spaces as information sources in filling an information need, as well as community created resources (Martin & Steinkuehler, in process). Leveraging the groups collective intelligence (Levy, 2009) the boys were able to navigate a shifting information landscape.

School Implementation. Building sustainable in-school frameworks to support student practice and competency with New Media Literacies (Jenkins et al., 2006) requires practitioner understanding of research, trends, and implications towards learning in participatory cultures. Following results of a multi-case study of Web 2.0 practices in two of its eighth grade classrooms, a K-12 district began to comprehensively rethink policy, professional development, curriculum, social media and physical spaces, technical support, purchases, and planning decisions. Chronicling the aftermath of the research study offers a snapshot of what might be done to support meaningful student engagement and high level learning in new media environments.