Crystle Martin

Collective Information Literacy in Massively Multiplayer Online Games.

This article explores the forms of information literacy that arise in commercial entertainment games like World of Warcraft. Using examples culled from eight months of online ethnographic data, the authors detail the forms of information literacy that arise as a regular part of in-game social interaction, emphasizing (ironically) the intellectual nature of such purportedly ‘barren’ forms of play and highlighting the ways in which such practices help redefine the current model of what constitutes information literacy by bringing the collective and collaborative nature of such practices to the fore. Implications for future research are also discussed.

An information literacy perspective on learning and new media

Purpose – This paper aims to investigate an information literacy perspective on learning and new media, specifically virtual worlds and online affinity spaces. It aims to cover the potential of information literacy as an educational linchpin in the age of new media education.Design/methodology/approach – This conceptual paper explores an information literacy perspective for learning and new media through previous research and prediction.Findings – Information literacy provides a framework for addressing the explosion of information available, as well as a way to encourage self‐sufficient learners in the digital age.Originality/value – Whereas previous studies have neglected information literacy as a lifelong skill, this paper recognizes the importance of research in virtual worlds which unveils the potential of new media as sites of learning independent from formal spaces. Recognizing the impact of information literacy on an information‐dependent society, it contributes to a body of literature about indiv...

A Cross Case Analysis of Two Out-of-School Programs Based on Virtual Worlds

There is renewed interest in out-of-school programs for informal learning as a way to complement or supplement formal classrooms. Compelling evidence of learning in the context of virtual worlds is emerging, but few empirically detailed comparisons of programs based on such technologies exist. This article presents a crosscase analysis conducted on two out-of-school programs based on virtual environments involving Global Kid’s “I Dig Science” situated in the virtual platform Teen Second Life and Games, Learning & Society Program’s “Casual Learning Lab” based on the massively multiplayer online game World of Warcraft. Ethnographic methods were used for data collection across both in-game and face-to-face contexts at both sites with virtual and face-to-face data collection techniques used in combination. Analysis involved a code set of eleven a priori themes based on the shared goals of each program, resulting in 44 codes total. In this paper, the authors detail contrasts between the two programs in terms of argumentation, problem-solving, information literacy, and workplace skills, highlighting differences between the two programs in terms of their contrasting “locus of intentionality” (designer versus participant) and concluding with a set of “petite generalizations” in the form of design heuristics for future virtual worlds based programs. DOI: 10.4018/jgcms.2012010102 26 International Journal of Gaming and Computer-Mediated Simulations, 4(1), 25-54, January-March 2012 Copyright

Impact of new forms of learning in interest-driven communities to future pathways for youth

Purpose This paper demonstrates the impact of recognition and valuation of youth interest on potential career trajectory and future pathway choices. Design/methodology/approach This paper presents data from two ethnographies. The first ethnography is of an online professional wrestling fan community, which took place between October 2012 and May 2013. The second ethnography is of the online Scratch community, Scratch is a free online coding program. Observations of the community took place between October 2014 and October 2015, with interviews ongoing as of the writing of this paper. Findings This paper details the importance of valuing youth learning and the impact that receiving recognition and valuation can have on youths’ future choices. Research limitations/implications This research focuses on two online communities and presents four examples of the phenomena of valuation and recognition described in the paper. To draw broad conclusions, a wider sample would be required. Practical implications This paper can offer examples to practitioners and researcher alike as to what the impacts of valuing youth learning in interest-driven contexts can be for youth long-term learning and career trajectory and forms that the valuation of interest to support growth and interest can take. Originality/value The paper demonstrates the importance of valuing learning in all parts of youths’ lives and the impact that the valuation can have on the future pathways and career trajectory of youth.