Presented at AABIG, June 10, 2016. Handout available here: https://docs.google.com/document/d/1PFh1_uuO31yiENGNoDXVm1WDVQ6jpNGxvQ1I-8EgTvw/edit?usp=sharing
As instruction librarians, we sometimes find ourselves getting tired of doing the standard database demonstration, and struggling to find ways to teach databases in an interesting way. I developed an interactive game that exposes freshmen students to many of the useful and unique features of academic databases while keeping them actively engaged in a competition. During this session, you are invited to experience the game for yourself, as if you were a student in my class. We will also discuss how this activity can be adapted to different classes and levels of knowledge, as well as techniques to make sure the students are actually learning something through the process.
2. Background
Developed as an alternative to database
demonstrations for a first-semester freshman course
Competitive game similar to a scavenger hunt, but
incorporating some aspects of bingo
Main difference: all playing on the same bingo board
When using in a class, I start with teaching concepts
and skills like keyword development and source types
Game design promotes quantity over quality
3. Research Bingo Activity
Work in Discovery on the topic “stem cell research”
Only one computer per team
After completing each task, send the “runner” up to place a
sticky note on the appropriate square(s)
Green tasks are double points and BINGOs are +5 points!
There is no additional bonus for getting BINGO using green tasks
Goal is to be the team with the most tasks completed at the
end of the time limit
Grand prize for the winning team!
If the class completes all 24 tasks, everyone gets a prize!
4. RESEARCH BINGO: Search Discovery
LIMIT THE SUBJECT
TO "ETHICS" OR
"BIOETHICS"
USING DISCOVERY,
FORMAT AN MLA
STYLE CITATION FOR
AN ARTICLE
FIND A "RESEARCH
STARTER"
FIND A DVD
LIMIT YOUR SEARCH
BY LANGUAGE
(ENGLISH ONLY
PLEASE!)
FIGURE OUT HOW TO
REQUEST A BOOK
FROM THE SWILLEY
(ATLANTA) LIBRARY
FIND A BOOK REVIEW
FIND A BOOK IN THE
MERCER UNIVERSITY
LIBRARIES
LIMIT YOUR SEARCH
TO THE LIBRARY
CATALOG
GET LESS THAN 1
THOUSAND SEARCH
RESULTS
FIND AN EBOOK
FIND A PDF FOR A
SCHOLARLY ARTICLE
FREE SPACE
FIND RESOURCES
ABOUT A FOREIGN
COUNTRY
FIND AN IMAGE OR
PIECE OF ARTWORK
FIND A CURRENT
NEWS ARTICLE
GET MORE THAN 2
MILLION SEARCH
RESULTS
FIND A MAGAZINE
ARTICLE
FIND SOMETHING
PUBLISHED IN 2017
EMAIL AN ARTICLE
WITH AN MLA
CITATION
CHECK YOUR SEARCH
HISTORY
LIMIT YOUR SEARCH
TO FULL TEXT ONLY
FIND AN ARTICLE
USING THE ORANGE
"FIND FULL TEXT"
BUTTON
LIMIT THE
PUBLICATION DATE
TO THE LAST 5 YEARS
FIND AN ARTICLE
WITH HTML FULL-
TEXT
5. After the Activity
Review tasks as needed:
Uncompleted
Particularly tricky
I often include a very
brief demonstration in
another database
interface to show how
similar tools are often
available
“I thought this was a very
successful instruction
session - the bingo activity
helped some of my more
reticent students engage”
- Faculty member feedback
6. Possible Adaptations
Always adjust topic and tasks for assignment/session goals
Upper-level or subject-specific class
Create a smaller grid if not enough discreet tasks to complete
Can be used with any virtual interface
Library website? LibGuide? Purdue OWL?
Skew towards a scavenger hunt and incorporate physical
resources
Would likely need a longer time limit
Create a virtual board and ask students to compete
individually, rather than in groups
With a longer time limit (and fewer tasks?), could be
adapted to better incorporate higher quality research
7. Are They Learning?
The high level of engagement strongly suggests
students were mentally engaged
Spending a few minutes discussing the tricky tasks
(and demonstrating if necessary) really helps
Honestly, any method you’ve used in the past should
work here, as well!
What ideas do you have?
8. Image made available under a creative commons attribution 2.0 license. Credit:
Bryson, R. (2011, December 16). Question box. Retrieved from https://flic.kr/p/fGyo6Q
Notas del editor
Introduction
Tie to previous session?
Interactive session, activity takes only 10 minutes
Today:
Background
Play the game
Review, adaptations, are they learning?
Please come to the front of the room!
Developed for an instruction session with first-semester freshmen
Wanted a new way to teach the database
Competitive game – cross between scavenger hunt and bingo (only one board)
In class, start with background skills and concepts – keywords, source types. No demo ahead of time!
Quantity over quality – fast paced, good for basic intro
I’m going to put you into groups of about 4 people (Colleagues – please observe!) – you’ll need just one computer per group
Researcher - operates the computer
Runner - places sticky notes on the presentation board
Coordinator - keeps track of progress using the worksheet
Spotters - help the researcher complete the different tasks
Topic – “stem cell research”
Should be logged into our servers and on the Discovery Advanced Search screen
Green tasks and BINGOs
Goal – team with most tasks completed – Grand Prize
Don’t stop after getting Bingo once – the goal is blackout!
Hand out grand prizes – other prizes should be picked up as they leave
Congrats to the winning team! Other prizes may be picked up as you leave
Review tasks as needed – uncompleted and difficult
Brief demo of other interface – similar tools available
Quote from professor last fall
Tweak topic to suit assignment/class
Upper level - Colleague used with a different database interface, smaller board
Website, libguide, Purdue Owl…?
Skew to scavenger hunt - give teams the same boards as handouts and a time-limit.
Longer time, difficult to minimize cheating if issue
Virtual board and have students compete individually (suggestions on tech?)
Advantage every student hands-on with database
Disadvantage – may decrease engagement - Cooperative keeps all students engaged, even if no chance to win
Higher Quality research – need longer time, fewer tasks
Learning?
Highly physically engaged, probably highly mentally engaged (not asleep!)
Discussion/mini-demo after help a lot
Possible methods:
Research time – observe
Post-test
Bibliographic analysis
Other ideas?
