Sugarcane

Twine (Chris Klimas, 2009)\n\nThis program allows users to create interactive stories, sort of a digital version of the “choose your own adventure” books. The finished story is a web page, and several sites offer free hosting for Twine. The creation tool easily allows creators to see the links between passages and fix any broken links. This interactive presentation was created using <html><a href="http://www.gimcrackd.com/etc/src/">Twine</a></html>.\n\nGo back\n[[Take me back to the games!|games]]\n\n[[I’d like to learn more about 21st Century Literacies.]]\n\n[[I’d like to learn more about how games can enhance teaching 21st Century Literacies.|games and literacy]]\n\n[[That all sounds great, but what are the downsides?]]

Life and Career skills include the abilities to adapt to changes, self-motivate and take initiative, work effectively in diverse social environments, be responsible and accountable, understand leadership roles, and respect others.\nIn the 21st Century world, it is important to be able to work in diverse social environments and be able to understand and fulfill multiple roles as needed in collaborative work places. Games, such as Portal 2 or MirrorMoon EP, that allow and require collaboration and cooperation amongst multiple players help them learn how to work together, motivate themselves, lead others to solve common goals, and adapt to new and challenging situations. Other games, such as Minecraft or Universe Sandbox, require careful planning and time management.\n\nGo back\n[[Take me to the games!|games]]\n\n[[I’d like to learn about other 21st Century Literacies.|I’d like to learn more about 21st Century Literacies.]]\n\n[[I’d like to learn about how games can enhance teaching 21st Century Literacies.|games and literacy]]\n\n[[That all sounds great, but what are the downsides?]]

Learning and Innovations skills include the abilities to problem solve, think both creatively and critically, and clearly communicate ideas to and collaborate with others.\nLife, itself, can seem like a maze and the universe like a puzzle. In order for students to find their way through the game of life and unlock the mysteries of the universe, students must be able to think analytically, innovate, and be able to share their ideas and work with their peers. Games (such as Braid, Cogs, The Bridge, and the Cave) challenge their players to solve complex puzzles. Portal 2, MirrorMoon EP, and many MMORPGs allow many players to face challenges together, requiring careful communication and coordination. Twine and RPG maker, for example, allow users to create their own unique game and share their own stories. Other games, such as Minecraft or Universe Sandbox, engage users in design thinking and planning.\n\nGo back\n[[Take me to the games!|games]]\n\n[[I’d like to learn about other 21st Century Literacies.|I’d like to learn more about 21st Century Literacies.]]\n\n[[I’d like to learn about how games can enhance teaching 21st Century Literacies.|games and literacy]]\n\n[[That all sounds great, but what are the downsides?]]

Some potential downsides to gaming \n\n[[What happens if they get stuck in the game?]]\n\n[[What about video games making people violent?|violence]]\n\n[[What about educational games?]]\n\n\nGo back\n[[Take me to the games!|games]]\n\n[[I’d like to learn more about 21st Century Literacies.]]\n\n[[I’d like to learn more about how games can enhance teaching 21st Century Literacies.|games and literacy]]\n

Steinkuehler (2004, 2005, 2006, 2007, 2009) observed learning and a “constellation of literacies” in the MMMOGs, Lineage I & II, ranging from social learning and instruction, storytelling, creating mathematical models, establishing cultural traditions and norms, and creative writing.\n\nHobbs and Rowe (2011) believe that the online games have tremendous potential for teaching media literacy skills. The mix of learning and play create an environment where learners can engage in the creation and analysis of messages. Skills may be transferred to the real-world by participating in an online community. Wasko (2008) describes how media literacy skills are critical, especially as advertisements are becoming more embedded in games.\n\nGee (2012) describes how massive multi-player games encourage gamers to work collaboratively in developing teams, think scientifically to develop strategies and theories, and even develop tools to facilitate play.\n\nMartin & Steinkuehler (2010) designed a framework for collective information literacy from observations of Massively Multiplayer Online Game Players (MMOG) socially finding, verifying, using, and sharing information.\n\nLearners develop a sense of cognitive self-efficacy in formal and informal environments; Moline (2010) believes that school librarians can capitalize on the inquiry strategies and skills learners are developing in informal learning environments and use those abilities to develop learners’ information literacy skills. Libraries have been adding games to their collections to encourage learners’ development of critical thinking and inquiry skills, their use of information sources, and to facilitate participation in knowledge-based collaboration (Neuman, 2011).\n\nGee (2003, 2004, 2007; Gee and Hayes 2010) describes how players socially interact with each other on the internet in “affinity spaces” where they develop “mods” (modifications of the original game), issues challenges, write strategy guides, and discuss the games.\n\n\n\n\n\nGo back\n[[Take me to the games!|games]]\n\n[[I'd like to learn more about games and libraries|gamesandlibraries]]\n\n[[I’d like to learn more about 21st Century Literacies.]]\n\n[[I’d like to learn about other ways games can enhance teaching 21st Century Literacies.|games and literacy]]\n\n[[That all sounds great, but what are the downsides?]]\n

Galarneau & Zibit (2011) argue that online games create informal and organic environments in which play supports incidental learning of 21st Century skills.\n\nNeuman (2011) describes how games are information rich environments that include interactive information objects in a variety of formats. This interactivity requires that the learner takes an active role during their encounter. Also, these “microworlds” are intrinsically motivating, and the inclusion of learning supports and easily accessible information allows students to focus on constructing new understandings, instead of focusing on remembering isolated facts and rules.\n\nGee (2008) argues that simulations allow learners to prepare for experiences in ways that facilitate achieving their goals; the price of failure in games is very low, and this encourages exploration and allows learners to gain experience by taking risks.\n\n\nGo back\n[[Take me to the games!|games]]\n\n[[I'd like to learn more about games and libraries|gamesandlibraries]]\n\n[[I’d like to learn more about 21st Century Literacies.]]\n\n[[I’d like to learn about other ways games can enhance teaching 21st Century Literacies.|games and literacy]]\n\n[[That all sounds great, but what are the downsides?]]

Universe Sandbox (Giant Army, 2011)\n\nIn this simulation, players can tap into the forces that control the universe, to create and destroy planets, solar systems, and galaxies. Players have the option to complete objectives, or to simply experiment with how gravity interacts with massive bodies. Players will use design thinking, critical thinking, problem solving, and spatial reasoning skills.\n\n<html><object width="480" height="385"><param name="movie" value="http://www.youtube.com/v/v6shurn2W0w?fs=1&hl=en_GB&rel=0"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/v6shurn2W0w?fs=1&hl=en_GB&rel=0" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="480" height="385"></embed></object></html>\n\n\nGo back\n[[Take me back to the games!|games]]\n\n[[I’d like to learn more about 21st Century Literacies.]]\n\n[[I’d like to learn more about how games can enhance teaching 21st Century Literacies.|games and literacy]]\n\n[[That all sounds great, but what are the downsides?]]

Portal 2 (Valve, 2011)\n\nIn this sequel, players must use a device that creates linked portals between surfaces to navigate their way through a sprawling test facility. Players must also learn how to use several “gels” that affect the player’s movement and environment, as well as learning how to use gravity and momentum to navigate through each level. The game also includes a cooperative mode, where two players can simultaneously interact in the same environment. Additionally, players can design and share levels they have created, or access levels other players have created. In game play, players will use their critical thinking, problem solving, and spatial reasoning skills. In game design, players will use design thinking, creativity, technology literacy, and may even collaborate. Available through Steam for Schools, <html><a href="http://TeachWithPortals.com"> TeachWithPortals</a></html>, lets teachers and students access Portal 2 to build their own 3D and maps.\n\n<html><object width="480" height="385"><param name="movie" value="http://www.youtube.com/v/ftIdbFvjBKk?fs=1&hl=en_GB&rel=0"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/ftIdbFvjBKk?fs=1&hl=en_GB&rel=0" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="480" height="385"></embed></object></html>\n\nGo back\n[[Take me back to the games!|games]]\n\n[[I’d like to learn more about 21st Century Literacies.]]\n\n[[I’d like to learn more about how games can enhance teaching 21st Century Literacies.|games and literacy]]\n\n[[That all sounds great, but what are the downsides?]]

MirrorMoon EP (Santa Ragione, 2013)\n\nIn this space simulation, players explore galaxies full of unique planets and moons by navigating through space, collecting artifacts, and solving puzzles. Many puzzles and planets can only be unlocked or discovered through cooperative teamwork among players. Newly discovered planets are named forever by the players that discovered them. Players engage critical thinking, problem solving, creativity, collaboration, communication, leadership, design thinking, technology literacy skills as they explore this universe. \n\n<html><object width="480" height="385"><param name="movie" value="http://www.youtube.com/v/s2l3h4AeDXI?fs=1&hl=en_GB&rel=0"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/s2l3h4AeDXI?fs=1&hl=en_GB&rel=0" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="480" height="385"></embed></object></html>\n\nGo back\n[[Take me back to the games!|games]]\n\n[[I’d like to learn more about 21st Century Literacies.]]\n\n[[I’d like to learn more about how games can enhance teaching 21st Century Literacies.|games and literacy]]\n\n[[That all sounds great, but what are the downsides?]]

Role-playing games (RPGs) allow the player to assume a new identity in a variety of virtual worlds. Typically, players explore their world as they seek to complete different types of quests. In some games, how the player chooses to complete the quests (and which quests to complete) affects their interactions with other characters in a game, and makes the player an actor in a moral universe; players can choose to side with one faction or another, to help those in need, or steal their way to success. Games from the Elder Scrolls, Fable, and Final Fantasy series, and Guild Wars are excellent examples of this genre.\n\n<html><object width="480" height="385"><param name="movie" value="http://www.youtube.com/v/_N4G854ANo0?fs=1&hl=en_GB&rel=0"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/_N4G854ANo0?fs=1&hl=en_GB&rel=0" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="480" height="385"></embed></object></html>\n\nGo back\n[[Take me back to the games!|games]]\n\n[[I’d like to learn more about 21st Century Literacies.]]\n\n[[I’d like to learn more about how games can enhance teaching 21st Century Literacies.|games and literacy]]\n\n[[That all sounds great, but what are the downsides?]]

<html><a href="http://aaronjelkins.wordpress.com">Aaron J. Elkins</a></html>\n<html><a href="http://jonathanmhollister.com">Jonathan M. Hollister</a></html>\n\n<html><a href="http://slis.fsu.edu/">School of Library & Information Studies</a></html>\nFlorida's <html>iSchool</html>\nCollege of Communication & Information\nFlorida State University\n

21st Century Literacies\n\n[[Life & Career Skills]]\n\n[[Learning & Innovation Skills]] \n\n[[Information, Media, Technology Skills]]\n\n<html><a href="http://www.p21.org/about-us/p21-framework">Partnership for 21st Century Skills</a></html>\n\nGo back\n[[Take me to the games!|games]]\n\n[[I’d like to learn more about how games can enhance teaching 21st Century Literacies.|games and literacy]]\n\n[[That all sounds great, but what are the downsides?]]

Gee (2009) argues that play in good games can help develop “embodied empathy for complex systems, ‘grit’ (passion + persistence); playfulness that leads to innovation; design thinking; collaborations in which groups are smarter than the smartest person in the group; and real understanding that leads to problem solving and not just test passing” (p. 4).\n\nSpina (2013) argues that used properly, gamification can increase motivation and engagement, while noting concerns that a focus on extrinsic rewards can decrease motivation. \n\nGee (2008) argues that simulations allow learners to prepare for experiences in ways that facilitate achieving their goals; the price of failure in games is very low, and this encourages exploration and allows learners to gain experience by taking risks. Games also encourage learners to become active agents rather than passive recipients: players interact with the game environment, which responds to their actions, spurring further action on the part of the player.\n\nGo back\n[[Take me to the games!|games]]\n\n[[I'd like to learn more about games and libraries|gamesandlibraries]]\n\n[[I’d like to learn more about 21st Century Literacies.]]\n\n[[I’d like to learn about other ways games can enhance teaching 21st Century Literacies.|games and literacy]]\n\n[[That all sounds great, but what are the downsides?]]

The Bridge (The Quantum Astrophysicists Guild for Windows, 2013)\n\nThe Bridge is almost like a playable Escher print: players must learn not only how to navigate the unlikely topologies, but also to use gravity and inertia to achieve their aims and avoid the obstacles and hazards presented by the game. Players will use their critical thinking, problem solving, and spatial reasoning skills.\n\n<html><object width="480" height="385"><param name="movie" value="http://www.youtube.com/v/QzBBmeceawg?fs=1&hl=en_GB&rel=0"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/QzBBmeceawg?fs=1&hl=en_GB&rel=0" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="480" height="385"></embed></object></html>\n\nGo back\n[[Take me back to the games!|games]]\n\n[[I’d like to learn more about 21st Century Literacies.]]\n\n[[I’d like to learn more about how games can enhance teaching 21st Century Literacies.|games and literacy]]\n\n[[That all sounds great, but what are the downsides?]]

Information, media, technology skills are the ability to effectively and ethically use information, media, and technology to research, organize, evaluate, create, manage, and communicate information.\nThe digital world of the 21st Century has engulfed us all with copious information, new media, and rapidly-evolving technologies. In order for studies to stay on top of their lives and work, they need to effectively, efficiently, and ethically seek, manage, and communicate information using appropriate media and technologies. Tools such as RPG Maker and Twine allow users to learn how to design games, simple or complex, by mastering a variety of technologies, creating media, coding, organizing and displaying information, and sharing their stories and information (like this presentation). Digital games are immersive multimedia technologies that require users to process and use information from a variety of sources simultaneous; digital games are exercises in information, media, and technology literacy skills.\n\n\nGo back\n[[Take me to the games!|games]]\n\n[[I’d like to learn about other 21st Century Literacies.|I’d like to learn more about 21st Century Literacies.]]\n\n[[I’d like to learn about how games can enhance teaching 21st Century Literacies.|games and literacy]]\n\n[[That all sounds great, but what are the downsides?]]

Cogs (Lazy 8 Studios, 2009)\n\nAt first glance, Cogs is a simple sliding-tile game where players must connect gears or tubes. However, the difficulty quickly escalates as the playing field goes from 2 dimensions to 3; players must manipulate objects on all surfaces of a cube to achieve the goal, or the board has two sides and a solution for one side may not work on the other. Additionally, puzzles can be timed or players can try to solve the puzzle using as few moves as possible. Players will use their critical thinking, problem solving, and spatial reasoning skills.\n\n<html><object width="480" height="385"><param name="movie" value="http://www.youtube.com/v/lZzWVkJ5fZk?fs=1&hl=en_GB&rel=0"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/lZzWVkJ5fZk?fs=1&hl=en_GB&rel=0" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="480" height="385"></embed></object></html>\n\nGo back\n[[Take me back to the games!|games]]\n\n[[I’d like to learn more about 21st Century Literacies.]]\n\n[[I’d like to learn more about how games can enhance teaching 21st Century Literacies.|games and literacy]]\n\n[[That all sounds great, but what are the downsides?]]

Neuman (2011) says games are among the world’s oldest “instructional media”, and describes how libraries are increasingly incorporating games into their collections to teach students about inquiry, use of information sources, participation in knowledge-based collaboration, and other critical thinking skills. \n\nNicholson (2008) notes that libraries have long supported games and gaming, and this has continued to grow with digital recreational games.\n\nMashriqi (2011) says that school librarians should incorporate gaming and technology in their programs, because they are great vehicles to promote a life-long love of learning and reading.\n\nGee (2012) says that children who are socioeconomically disadvantaged are falling behind in 21st Century digital media skills because they do not have the access that more advantaged children have. He goes on to state that just as school libraries provide books, they should also provide not only access to these digital media, but the mentoring necessary to fully engage with it.\n\nNicholson (2008) argues that more documentation about how gaming is implemented in library programs is necessary to facilitate the inclusion of gaming in other library programs by giving librarians evidence to justify their choices to administrators.\n\n\nGo back\n[[Take me to the games!|games]]\n\n[[I’d like to learn more about 21st Century Literacies.]]\n\n[[I’d like to learn about other ways games can enhance teaching 21st Century Literacies.|games and literacy]]\n\n[[That all sounds great, but what are the downsides?]]

Success in good digital games depends, in part, on engaging critical thinking, problem-solving, creativity, communication, and collaboration skills.\nThe skills required for success in these activities parallel many of the competencies associated with the Framework for 21st Century Learning developed by the Partnership for 21st Century Skills (2011).\n\n\nGo back\n[[Take me to the games!|games]]\n\n[[I'd like to learn more about games and libraries|gamesandlibraries]]\n\n[[I’d like to learn more about 21st Century Literacies.]]\n\n[[I’d like to learn about other ways games can enhance teaching 21st Century Literacies.|games and literacy]]\n\n[[That all sounds great, but what are the downsides?]]

Brown, R. T., & Kasper, T. (2013). The Fusion of Literacy and Games: A Case Study in Assessing the Goals of a Library Video Game Program. Library Trends, 61(4), 755-778.\n\nDucheneaut, N. M., Robert. J. (2005). More than just 'XP': learning social skills in massively multiplayer online games. [Technical paper]. Interactive Technology and Smart Education, 2(2), 11. doi: 10.1108/17415650580000035\n\nFarmer, L. S. J. (2011). Are girls game? How school libraries can provide gender equity in e-gaming. Knowledge Quest, 40(1), 14-17.\n\nGalarneau, L. & Zibit, M. (2011). Online games for 21st Century skills. In Information Resources Management Association, Gaming and Simulations: Concepts, Methodologies, Tools and Applications (pp. 1874-1900). Hershey, PA: Information Science Reference. doi: 10.4018/978-1-60960-195-9.ch712\n\nGee, J. (2003). What video games have to teach us about learning and literacy. New York, NY: Palgrave.\n\nGee, J. P. (2004). Learning by design: Games as learning machines. Interactive Educational Multimedia, (8), 15-23.\n\nGee, J. P. (2008). Learning theory, video games, and popular culture. In K. Drotner & S. Livingstone (Eds.), The international handbook of children, media, and culture (pp. 196–211). Los Angeles, CA: Sage Publications.\n\nGee, J. P. (2009). Games, learning, and 21st century survival skills. Journal of Virtual Worlds Research, 2(1), 3-9. Retrieved from http://jvwresearch.org/\n\nGee, J. P. (2012). Digital games and libraries. Knowledge Quest, 41(1), 60-64.\n\nGee, J. P. & Hayes, E. (2010). Women and gaming: The Sims and 21st century learning. Women and gaming: The Sims and 21st century learning.\n\nGumulak, S. & Webber, S. (2011). Playing video games: learning and information literacy. Aslib Proceedings, 63(2), 241-255. doi: 10.1108/00012531111135682\n\nHobbs, R., & Rowe, J. (2011). Creative remixing and digital learning: Developing an online media literacy learning tool for girls. In Gaming and simulations: Concepts, methodologies, tools, and applications (pp. 971–978). Hershey, PA: Information Science Reference. doi:10.4018/978-1-60960-195-9.ch405\n\nKellinger, J. J. (2012). The flipside: Concerns about the “new literacies” paths educators might take. The Educational Forum, 76(4), 524–536. doi:10.1080/00131725.2012.708102\n\nLudwig, S. (2013). Block party: Looking for some action? Launch a Minecraft club. School Library Journal, 59(3), 34.\n\nMacKenty, B. (2006). All Play and No Work: Computer Games Are Invading the Classroom--And Not a Moment Too Soon. School Library Journal, 52(9), 46.\n\nMartin, C., & Steinkuehler, C. (2010). Collective information literacy in massively multiplayer online games. E-Learning and Digital Media, 7(4), 355-365. Retrieved from http://dx.doi.org/10.2304/elea.2010.7.4.355\n\nMashriqi, K. (2011). Implementing technology and gaming lessons in a school library. Knowledge Quest, 40(1), 24-28.\n\nMoline, T. (2010). Video games as digital learning resources: Implications for teacher-librarians and for researchers. School Libraries Worldwide, 16(2), 1–15.\n\nNeuman, D. (2011). Learning in information rich environments: I-LEARN and the construction of knowledge in the 21st century. New York, NY: Springer.\n\nNicholson, S. (2008). Finish your games so you can start your schoolwork: A look at gaming in school libraries. Library Media Connection, 26(5), 52-55.\n\nNicholson, S. (2010). Everyone plays at the library: Creating great gaming experiences for all ages. Medford, N.J: Information Today.\n\nPartnership for 21st Century Skills. (2011). Framework for 21st Century Learning. Retrieved from http://www.p21.org/overview/skills-framework\n\nSpina, C. (2013). Gamification: Is it right for your library? The rewards, risks, and implications. AALL Spectrum, 17(6), 7-9.\n\nSteinkuehler, C. (2004). Learning in massively multiplayer online games. In Y.B. Kafai (Ed.), ICLS 2004: Embracing diversity in the learning sciences: proceedings: June 22-26, 2004, University of California Los Angeles, Santa Monica, CA (pp. 521-528). Mahwah, NJ: Lawrence Erlbaum.\n\nSteinkuehler, C. A. (2005). Cognition and learning in massively multiplayer online games: A critical approach. The University of Wisconsin - Madison Ph.D., The University of Wisconsin - Madison, United States -- Wisconsin. Retrieved from http://search.proquest.com/docview/305378553?accountid=4840 ProQuest Dissertations & Theses (PQDT) database.\n\nSteinkuehler, C. A. (2006). Massively multiplayer online video gaming as participation in a discourse. Mind, Culture, and Activity, 13(1), 38-52. doi: 10.1207/s15327884mca1301_4\n\nSteinkuehler, C. (2007). Massively multiplayer online gaming as a constellation of literacy practices. ELearning, 4(3), 297-318. Retrieved from http://www.wwwords.co.uk/ELEA/\n\nSteinkuehler, C. & King, E. (2009). Digital literacies for the disengaged: creating after school contexts to support boys' game-based literacy skills. On the Horizon, 17(1), 47 – 59.\n\nWasko, J. (2008). The commodification of youth culture. In K. Drotner & S. Livingstone (Eds.), The international handbook of children, media, and culture (pp. 460–474). Los Angeles, CA: Sage Publications.\n\n\n[[Take me to the games!|games]]\n\n[[I'd like to learn more about games and libraries|gamesandlibraries]]\n\n[[I’d like to learn more about 21st Century Literacies.]]\n\n[[I’d like to learn more about how games can enhance teaching 21st Century Literacies.|games and literacy]]\n\n[[That all sounds great, but what are the downsides?]]\n\n[[Some other thoughts about gaming in general]]\n

21st Century Literacies at Play: Recreational Digital Games for 21st Century Learners\n

How games enhance 21st Century Literacies\n\n[[Games and "grit"|grit]]\n\n[[Game environments]]\n\n[[Games and 21st Century Literacies|Games21st]]\n\n[[21st Century Literacy skills in action]]\n\n\nGo back\n[[Take me to the games!|games]]\n\n[[I’d like to learn more about 21st Century Literacies.]]\n\n[[That all sounds great, but what are the downsides?]]

Minecraft (Mojang, 2009-2013)\n\nIn this sandbox of cube blocks, players can create practically any structure they can imagine, such as cities, computer circuits, cavernous mines, farms, and even 3D cube printers. However, the motivation behind building such structures is simple: survival. You character needs a steady food supply and a well-lit, fortified dwelling to keep out all of the things that go bump or fzzzzzzzzzzBOOM in the night. Players engage in critical thinking, problem solving, time management, planning, creativity, collaboration, communication, leadership, design thinking, technology literacy skills as they mold this world. See <html><a href="http://minecraftedu.com">MinecraftEdu</a></html> and <html> <a href="http://minecraftinschool.pbworks.com">mincraftinschool</a></html> for information on getting Minecraft into the classroom.\n\n\n<html><object width="480" height="385"><param name="movie" value="http://www.youtube.com/v/MmB9b5njVbA?fs=1&hl=en_GB&rel=0"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/MmB9b5njVbA?fs=1&hl=en_GB&rel=0" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="480" height="385"></embed></object></html>\n\n\nGo back\n[[Take me back to the games!|games]]\n\n[[I’d like to learn more about 21st Century Literacies.]]\n\n[[I’d like to learn more about how games can enhance teaching 21st Century Literacies.|games and literacy]]\n\n[[That all sounds great, but what are the downsides?]]

If this happens, some players might turn to the internet to find an answer to their problem. Although some might view this as cheating, the player is actually using problem solving and information literacy skills to resolve their issue. Additionally, some players actually create detailed guides or “walkthroughs” of some games; these walkthroughs require communication skills (to share the content in a usable format); planning, design thinking, and information literacy skills (to assemble the content and organize the information); and technology literacy skills (to create the document and publish it on the web). Some games even have wikis dedicated to them, where players collaborate as part of a community to share their knowledge about and passion for the games.\n\nGo back\n[[Take me to the games!|games]]\n\n[[I’d like to learn more about 21st Century Literacies.]]\n\n[[I’d like to learn more about how games can enhance teaching 21st Century Literacies.|games and literacy]]\n\n[[And the other downsides?|That all sounds great, but what are the downsides?]]

The Cave (Double Fine Productions, 2013)\n\nThis game allows the player to control 3 (out of 7 possible choices) different characters at a time. Each character has a different set of skills and abilities, and the characters chosen affect how the player solves the puzzles and completes the quests they will face as the explore The Cave. Players will use their critical thinking and problem solving skills.\n\n<html><object width="480" height="385"><param name="movie" value="http://www.youtube.com/v/p5br6aYHmqU?fs=1&hl=en_GB&rel=0"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/p5br6aYHmqU?fs=1&hl=en_GB&rel=0" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="480" height="385"></embed></object></html>\n\nGo back\n[[Take me back to the games!|games]]\n\n[[I’d like to learn more about 21st Century Literacies.]]\n\n[[I’d like to learn more about how games can enhance teaching 21st Century Literacies.|games and literacy]]\n\n[[That all sounds great, but what are the downsides?]]

This is an interactive version of our poster about how various recreational digital games can augment 21st Century Literacies.\n\n[[Take me to the games!|games]]\n\n[[I'd like to learn more about games and libraries|gamesandlibraries]]\n\n[[I’d like to learn more about 21st Century Literacies.]]\n\n[[I’d like to learn more about how games can enhance teaching 21st Century Literacies.|games and literacy]]\n\n[[That all sounds great, but what are the downsides?]]\n\n[[Some other thoughts about gaming in general]]\n\n[[References]]

Contrary to what some pundits espouse, there have not been any conclusive studies to demonstrate that playing video games makes players more violent; some studies have found that video games actually decrease a player’s impulse for violence, serving as a sort of cathartic release.\n\nGo back\n[[Take me to the games!|games]]\n\n[[I’d like to learn more about 21st Century Literacies.]]\n\n[[I’d like to learn more about how games can enhance teaching 21st Century Literacies.|games and literacy]]\n\n[[And the other downsides?|That all sounds great, but what are the downsides?]]

\n<html><a href="http://kotaku.com/manifesto-the-21st-century-will-be-defined-by-games-1275355204">Manifesto: The 21st Century Will Be Defined By Games</a></html>\n\n\n\nTED Talk\nJane McGonigal: The game that can give you 10 extra years of life\n\n<html><object width="480" height="385"><param name="movie" value="http://www.youtube.com/v/lfBpsV1Hwqs?fs=1&hl=en_GB&rel=0"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/lfBpsV1Hwqs?fs=1&hl=en_GB&rel=0" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="480" height="385"></embed></object></html>\n\n\n\nTED Talk\nDaphne Bavelier: Your brain on video games\n\n<html><object width="480" height="385"><param name="movie" value="http://www.youtube.com/v/FktsFcooIG8?fs=1&hl=en_GB&rel=0"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/FktsFcooIG8?fs=1&hl=en_GB&rel=0" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="480" height="385"></embed></object></html>\n\n\n[[Take me to the games!|games]]\n\n[[I’d like to learn more about 21st Century Literacies.]]\n\n[[I’d like to learn more about how games can enhance teaching 21st Century Literacies.|games and literacy]]\n\n[[That all sounds great, but what are the downsides?]]\n

Games that incorporate 21st Century Literacies\n\n[img[http://aaronelkins.files.wordpress.com/2013/09/braidss.jpg][Braid]]\n[[Click here to find out about Braid|Braid]]\n<html> </html>\n[img[http://aaronelkins.files.wordpress.com/2013/09/bridgess.jpg][The Bridge]]\n[[Click here to find out about The Bridge|The Bridge]]\n<html> </html>\n[img[http://aaronelkins.files.wordpress.com/2013/09/cave.jpg][The Cave]]\n[[Click here to find out about The Cave|The Cave]]\n<html> </html>\n[img[http://aaronelkins.files.wordpress.com/2013/09/cogsss.jpg][Cogs]] \n[[Click here to find out about Cogs|Cogs]]\n<html> </html>\n[img[http://aaronelkins.files.wordpress.com/2013/09/minecraftss.png][Minecraft]]\n[[Click here to find out about Minecraft|Minecraft]]\n<html> </html>\n[img[http://aaronelkins.files.wordpress.com/2013/09/mmoonss.png][MirrorMoon]]\n[[Click here to find out about MirrorMoon|MirrorMoon]]\n<html> </html>\n[img[http://aaronelkins.files.wordpress.com/2013/09/portalss.jpg][Portal]]\n[[Click here to find out about Portal|Portal]]\n<html> </html>\n[img[http://aaronelkins.files.wordpress.com/2013/09/rpgs.jpg][Role-playing games]]\n[[Click here to find out about Role-playing games|Role-playing games]]\n<html> </html>\n[img[http://aaronelkins.files.wordpress.com/2013/09/rpgmaker.gif][RPGMaker]]\n[[Click here to find out about RPG Maker|RPGMaker]]\n<html> </html>\n[img[http://aaronelkins.files.wordpress.com/2013/09/twinemap.png][Twine]]\n[[Click here to find out about Twine (what we used to create this presentation)|Twine]]\n<html> </html>\n[img[http://aaronelkins.files.wordpress.com/2013/09/universesandboxss.jpg][Universe Sandbox]]\n[[Click here to find out about Universe Sandbox|Universe Sandbox]]\n\n\n\nGo back\n[[I’d like to learn more about 21st Century Literacies.]]\n\n[[I’d like to learn more about how games can enhance teaching 21st Century Literacies.|games and literacy]]\n\n[[That all sounds great, but what are the downsides?]]\n\n\n

RPG Maker (Enterbrain, 2012)\n\nRPG Maker is not a game per se, so much as it is an engine through which games can be made. Game creation involves design thinking, creativity, technology literacy, and may involve collaboration. These games can have intricate plots that require problem solving and critical thinking skills.\n\n<html><object width="480" height="385"><param name="movie" value="http://www.youtube.com/v/pdKHAe6StuE?fs=1&hl=en_GB&rel=0"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/pdKHAe6StuE?fs=1&hl=en_GB&rel=0" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="480" height="385"></embed></object></html>\n\nGo back\n[[Take me back to the games!|games]]\n\n[[I’d like to learn more about 21st Century Literacies.]]\n\n[[I’d like to learn more about how games can enhance teaching 21st Century Literacies.|games and literacy]]\n\n[[That all sounds great, but what are the downsides?]]

While there are a few good educational games, many still rely on rote learning, or are just dressed-up, electronic versions of worksheets. Students who have experienced active learning are less eager to embrace rote learning; as Kellinger (2012) said: “If your spaceship requires you to answer a math problem before you can use your blasters, chances are you’ll hate the game and the math; the challenge is to find the game in the content, not divorce the learning from the game itself”.\n\nGo back\n[[Take me to the games!|games]]\n\n[[I’d like to learn more about 21st Century Literacies.]]\n\n[[I’d like to learn more about how games can enhance teaching 21st Century Literacies.|games and literacy]]\n\n[[And the other downsides?|That all sounds great, but what are the downsides?]]

Braid (Number None, Inc., 2008)\n\nBraid looks like a deceptively simple side-scrolling game (like the original Super Mario Bros.). However, as the player progresses through the story (told in chapters and hinted at in the artworks players must assemble from puzzle pieces) they must learn to control not only their character, but the flow of time in the game: certain goals can only be achieved by reversing the flow of time, and what happens in one level affects resources available in another. This game is an excellent example of storytelling, that finishes with an unexpected twist on the classic “rescue the princess” trope. Players will use their critical thinking and problem solving skills.\n\n<html><object width="480" height="385"><param name="movie" value="http://www.youtube.com/v/Yvw5YOA6Xhw?fs=1&hl=en_GB&rel=0"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/Yvw5YOA6Xhw?fs=1&hl=en_GB&rel=0" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="480" height="385"></embed></object></html>\n\nGo back\n[[Take me back to the games!|games]]\n\n[[I’d like to learn more about 21st Century Literacies.]]\n\n[[I’d like to learn more about how games can enhance teaching 21st Century Literacies.|games and literacy]]\n\n[[That all sounds great, but what are the downsides?]]