VIDEO GAMES AS A TOOL FOR IN­TRO­DUC­ING LI­BRARY AND IN­FOR­MA­TION SCI­ENCE

Ann Frances Cal­c­eta, Jonathan San­tos, Ma. Ni­cole Tacuboy

PLAI Congress 2018 Program - - POSTER SESSION -

Uni­ver­sity of the Philip­pines Dil­i­man Email ad­dresses: frances.cal­c­[email protected] ; jjsan­[email protected] ; tma.ni­[email protected] Ab­stract

How can we change the way col­lege stu­dents view li­brary and in­for­ma­tion sci­ence as a pro­fes­sion? Though there is a large de­mand for li­brar­i­ans, few stu­dents choose LIS as their de­gree pro­gram, ei­ther be­cause they do not know of its ex­is­tence or be­cause they have neg­a­tive pre­con­ceived no­tions of it. The cre­ation of a ma­te­rial with the in­ten­tion of in­tro­duc­ing the field and cor­rect­ing mis­con­cep­tions can help, but there is the risk of stu­dents find­ing it dull and un­en­gag­ing. By in­tro­duc­ing LIS to them us­ing video games, a pop­u­lar pas­time in that age group, we hy­poth­e­size that, since stu­dents will be in­tro­duced to LIS in an en­gag­ing way, there will be a higher like­li­hood of them con­sid­er­ing LIS as a po­ten­tial ca­reer. A nar­ra­tive video game was cre­ated with the story re­volv­ing around point­ing out and cor­rect­ing LIS mis­con­cep­tions, which are lessons taught in an in­tro­duc­tory LIS course at the UP School of Li­brary and In­for­ma­tion Stud­ies. To see if the video game man­aged to in­crease in­ter­est in LIS, a sur­vey was con­ducted on two in­de­pen­dent sam­ple groups, each com­prised of 10 UP Dil­i­man col­lege stu­dents from non-LIS pro­grams. One group played the game and the other read a handout with the same cov­er­age as the game. Af­ter­wards, par­tic­i­pants were quizzed on LIS mis­con­cep­tions. Though quiz scores for both groups did not dif­fer sig­nif­i­cantly, the group that played the video game gen­er­ally gave a higher en­joy­ment rat­ing in learn­ing about the pro­fes­sion than the group that read the hand­outs. The re­searchers sug­gest that if the game were to be pre­sented in schools of­fer­ing sec­ondary ed­u­ca­tion, there may be an in­crease in stu­dents ac­tively pur­su­ing LIS as their ca­reer. Key­words: li­brary and in­for­ma­tion sci­ence; video games; vo­ca­tional guid­ance

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