26 August, 2016: Problem-based learning in the digital space: How gamification can maximise engagement with digital literacies.

This 1-hour webinar, Problem-based learning in the digital space: How gamification can maximise engagement with digital literacies, was produced by Digital Literacies ANZ, a community of practice (COP) for professionals across Australia and New Zealand to share, learn and have ongoing conversations about digital literacies.  The goal of Digital Literacies ANZ is to provide a forum, or space, in which to explore the skills and abilities required in today’s digital world; and how digital literacies can be developed and improved in their organisations and communities.  Digital Literacies ANZ has monthly webinars scheduled in 2017 from March to November.  The webinars are free to attend or view later.  Each of the webinars I have viewed from 2016 included a presentation component, and a questions/comments component for listeners / viewers to interact with the presenter.

This webinar, from August 2016, was presented by Eng Ung, Senior Coordinator Digital Experience, LaTrobe University Library; and in it she discusses the game she developed to help orient new students to the physical space of the library.  Ung went into detail during her presentation to describe:

  • the background and rationale for creating a game with online and physical elements to replace the library tour (i.e. to increase student engagement)
  • the key design elements used (e.g. use of engaging puzzles, building in tasks to demonstrate navigation, reinforcement for successful task completion, immersive storyline, use of tactile elements)
  • the creative process (i.e. how the game was made), and took the webinar participants through an ideation activity
  • data collection and evaluation
  • “pain points”
  • The ideation process

Ung had a number of outcomes that she wished to achieve, including:

  • that as many students would play the game as had signed up for the traditional library tour in the previous year
  • that students would learn something playing a game using problem-based learning principles
  • that students would have fun doing it.

Ung’s results indicated that students who played the game did learn and had fun, but unfortunately fewer people played the game than had participated in library tours the previous year.

I was interested to view this presentation because of my interest in gamification, sparked by covering the topic during the subject, IFN612 – Emerging Technologies, in 2016.  I wrote a blog about it, and the entire class also had the opportunity to play “the game” one week, completing a series of tasks in order to gain points or rewards.  What was interesting to me is that some people were completely engaged by the gamification of the play activity that week, whilst others did not engage at all.  As someone who was completely engaged, I was surprised that others were only mildly interested in playing the game, and some were completely turned off by the idea, and chose to engage in a different play activity that week.

Clearly, gamification works to engage a proportion of the population, but does not work for everyone.  There was a competitive element to the game (rewards, points and winners at the end), as there is with all games, and I wonder if some of the people who were not engaged by the game did not like the competitive aspect to playing.  There could be any number of influencing factors and explanations, however, including time pressures, competing obligations and interests, mood, etc.

I can’t help but wonder if people would engage, if the conditions were right, and the motivation was right for the person.  I am a firm believer in making a person’s participation “worth their while”, and making learning fun by offering incentives, rewards and reinforcement.  It is the behaviourist in me, from many years of doing speech therapy with young children who need the right motivation to encourage their participation. The trouble is that the “right motivation” is different for different people, and without individualisation, not everyone will be engaged.  Whilst I can see how gamification strategies could be used effectively with the student population to increase their engagement and learning outcomes, and I think it highly likely that I would implement strategies such as these in any digital literacy programs I run with students in the future, I understand that not everyone will be engaged by such strategies, as their individual motivational needs may not have been met.

Image attribution:

“Gamification is the use of game elements and game design techniques in non-game contexts”, by Duncan Hull.  CC BY 2.0

LIS Professional Media Monitoring: NLS8 blog

I chose to follow and monitor the NLS8 Blog for 3 months to meet the professional media monitoring requirement.  I monitored the blog for the period November 24, 2016 – February 26, 2017.  I had already been following NLS8 on Twitter for a number of months.  I was very interested in monitoring the NLS8 blog because I applied for a student bursary to NLS8 this year, and would love to attend the symposium.

NLS8 is the 8th New Librarians’ Symposium, being held on June 23-25, 2017, at the National Library of Australia, Canberra. The New Librarians’ Symposium is a 3-day event held every 2 years, hosted by the Australian Library and Information Association (ALIA).  ALIA is the national professional association for the library and information services sector. The New Librarians’ Symposium is a popular professional development event, and encourages attendance by new graduates, in this way encouraging information exchange and networking.

NLS8 has a suite of online and social media channels it uses to connect with the LIS community: a Twitter handle and hash tag (#nls8), website, blog, prominent link from the ALIA website, and interested parties can sign up for NLS8 email updates.  During the 3 month period that I monitored the NLS8 blog, 9 new blog posts were uploaded.

A series of 4 blog posts during November and December introduced the key note speakers for NLS8, providing brief bios, and relevant links to their work.

Blogs in February included:

Most posts were written by NLS8 committee members, however, guest posts were also written by LIS professionals such as Ellen O’Herir, ALIA Students and New Graduates Group National Co-convenor, and Kylie Burgess,  MIS(LIP) Student at QUT and blogger for ALIA Students and New Graduates Group.

The key themes of the blog posts were around supporting and encouraging students and new graduates to come to NLS8 to volunteer and network.  NLS8 blog, in association with its sister social media channels, could assist my early professional development in the following ways:

  • It keeps me informed about the New Librarians’ Symposium, a professional development event aimed at students and new graduates.
  • As a student, the content is extremely relevant to me.  Networking and volunteering are great avenues for students to meet other students and professionals in the area, so tips and information about why and how to network and volunteer is valuable.
  • Other blog posts also provide great information and links to other information that is relevant for students and new graduates, e.g. library podcast links.

The exercise of following/monitoring a LIS social media channel allowed me to see how effective a method this can be to assist in maintaining awareness of current happenings, trends, events, research articles, etc, in LIS areas.

Service review: QUT Library Reference Service – “Ask a Librarian”

This week’s Information Programs, Products and Services topic, “Reference”,  and our Twitter chat, #ifn614refchat prompted me to think about the reference services available from the QUT library website.  After 3 semesters of studying at QUT as an external student, I had never before taken advantage of this service, preferring to do my own research for assignments and find my own information.

So, fighting against all my natural instincts, I decided to access the Ask a Librarian reference service on the QUT library website for help with finding references for a potential project I am thinking about for next semester.  It turned out to be surprisingly easy to Ask a Librarian, was quite helpful; and I may well do it again sometime.

Let me take you through the process, in case, like me, you have never used the service before:  

There are 2 access points to the Ask a Librarian service on the QUT library homepage; one in the header and the other in the footer.  Both links are identified by the text, Need help? Ask a Librarian (See screen capture below).

QUT library home page https://www.library.qut.edu.au/ screen capture, 10/08/16.

QUT library home page https://www.library.qut.edu.au/ screen capture, 10/08/16.

Click either link, and you will be taken to the dedicated Ask a Librarian page of the QUT library website.  As you can see by the screen capture below, the page provides information about the kinds of things you can ask about (e.g. resources and services, researching, search strategies, etc), FAQs and links for students and researchers to find more help.  Displayed prominently on the page, with symbol icons to make them easy to see and understand, are 4 methods you can use to get help from a librarian; including: visiting a helpdesk, chatting online, email / online form and phone.

Need help_Ask a Librarian_page_crop

Ask a Librarian web page https://www.library.qut.edu.au/help/ screen capture, 10/08/16.

This variety of contact methods caters to a variety of user needs, preferences, and user convenience. Popp (2012)  discusses the value of convenience to users, in terms of access to resources, and time: that is, users want what is needed as quickly and easily as possible.  The Ask a Librarian service certainly fulfils these convenience factors. My preference was to send an email.  (See below).

Email request_crop

Reference question email screen capture 10/08/16

I received an automated response within 15 minutes of sending my email (not bad, I thought, considering I sent it at 9:30pm), to say that someone would resolve my enquiry within 3 days.

Automated response_crop

Automated response email screen capture 10/08/2016

The response came the next morning at 11:19am (see below), containing a link to only 1 article, but also including relevant, helpful information about:

  • where to search (Library Quickfind, educational databases such as ERIC, Google Scholar)
  • how to search, including search strategies and possible search terms
  • how to refine search results
  • how to find relevant journals and databases
  • how to find relevant search terms from article abstracts
  • contacting my liaison librarian, along with her contact details.
  • Contacting the library again if I required more help.
Ask a Librarian_response_crop

Ask a Librarian email response screen capture 10/08/16

My project query is not yet well-defined; still in the initial stages of development, without a full suite of key words, and no literature searches have been carried out at this stage; so this was an exploratory search.  I thought that the response I received was completely satisfactory, providing me with a relevant article, useful strategies for further searches, directing me to useful tools, and referring me on to my liaison librarian to discuss the project in more depth. I thought that the response time in particular was very good.

QUT library’s Ask a Librarian reference service met my expectations.  It was convenient, informative, relevant and quick.  I would recommend this service to other students or researchers requiring support with finding appropriate, relevant sources for projects and assignments.