Serious Games for Learning Information Literacy: The Teacher’s Point of View

Serious Games for Learning Information Literacy: The Teacher’s Point of View

Serious Games for Learning Information Literacy: The Teacher’s Point of View

By María Joaquina Valero Gisbert, Nicoletta Cabassi and Elisabetta Longhi

Abstract

“The authors describe the point of view of the teachers for the information literacy skills of the undergraduate students. The methodology is based on the case study of the Navigate Project and in particular the game “Navigator’’ which was the result of the collaboration of the interdisciplinary team of the Navigate Project. The reflection of the teachers describes the three skills that teachers expect from undergraduate students and the design and delivery of embedded courses for information literacy. In conclusion, serious games could stimulate the transformation to an active teaching and learning facilitating the collaboration of teachers and librarians for improving students skills.”

Reference

Valero Gisbert, M. J., Cabassi, N., & Longhi, E. (2021). Serious games for learning information literacy: The teacher’s point of view. International Information & Library Review, 53(2), 170-175. doi:10.1080/10572317.2021.1909256 https://www.tandfonline.com/doi/abs/10.1080/10572317.2021.1909256

Keyword

Serious games, information literacy, academic libraries, research