The document describes a library trivia game designed to teach English 101 students research skills for their synthesis essay assignment. The game has two parts: in Part 1, student teams rotate through five stations using different library resources to find background information; in Part 2, the teams compete in a trivia game answering questions about what they learned. The librarian found that most students grasped basic skills like using encyclopedias and the catalog, but some with low confidence struggled. For next time, introducing skills through video before class and adding game elements could improve student engagement and learning.

1. Library Trivia Game
English 101
Lauren Wallis
Reference & Instruction Librarian

2. Class: English 101
Assignment: Synthesis Essay about
Heart of Darkness and Apocalypse Now
Library Instruction: The professor asked that
we cover how to find contextual
information about historical events,
author/film director, and the texts
themselves (assignment did not require
research).

3. Library Trivia Game
Part 1: Five teams rotate through five game
stations, where giant board game pieces
walk them through using different
print/online library resources to find
background info.
Part 2: Teams compete in trivia game,
answering questions about facts they found
in the sources and the research methods
they used.

4. Student Learning Outcomes:
-Recall how to access Credo
Reference in order to locate
encyclopedia entries on any
topic
-Recognize how entries from
print encyclopedias, the
library catalog, and Wikipedia
can lead them to additional
resources for research

5. Preparation:
-Select resources for five stations
-Write series of game pieces to guide
students through each station
-Write trivia questions
-Design trivia game on Prezi
-Set up stations with board games,
books, and Chromebooks
-Set up scoreboard
-Practice game show hostess persona 

6. Station 1: Print and Digital Encyclopedias about the Vietnam War
Station 2: Print and Digital Encyclopedias about the Belgian Congo
Station 3: Library Catalog search for books about Vietnam War and Belgian Congo
Station 4: Encyclopedia and Wikipedia search for Joseph Conrad and Francis Ford Coppola
Station 5: Library Database search for articles about the two texts

7. Good Things:
-Students got hands-on experience with
a wide variety of library resources.
-Most students had a grasp on looking
up encyclopedia entries, using
Wikipedia, and performing a basic
catalog search. The game encouraged
them to use these skills and build on
them.
-Students shared their research
strategies with group members (during
Part 1) and with the class as a whole
(during Part 2).
-Students were especially engaged and
competitive during the trivia game
(Part 2).
-During the trivia game I was able to
affirm their research strategies and add
new tips.

8. Difficulties:
-Students with low confidence in
their existing research skills were
frustrated by the game.
-A handful of students in each
class resisted and complained
about the game.
-During the part where groups
rotated through stations I didn’t
have much to do (maybe this is
ok?).
-I didn’t produce any official
assessment data (although the
group note sheets and the trivia
game could be used as forms of
assessment).

10. Improvements for Next Time:
-This session would work well
with the “Flipped Classroom”
model. Students could watch
videos on some of the more
advanced research strategies
before coming to class. I think
this would help students feel
more confident moving through
the game.
-Add a new “lifeline” rule—
groups can ask one question of
me and one question of their
professor during Part 1.
-Get a little more swag for the
game boards—game pieces for
Part 1, buzzers for Part 2.
-Get instructor to give extra
credit to winning team.