Slides:

Handouts:

Understanding the Brain

Behavior Tip Sheet

40 Developmental Assets

Links:

http://www.delicious.com/informationgoddess29/brain

Things we love about teens

• sense of humor
• different personalities
• crack me up
• (2) keep on toes
• know what they want (or don’t want)
• outcomes
• reading their books, suggesting books, bookmarks
• interesting group dynamics (fascinating)
• generosity (reading buddies)
• tech saavy
• 2 different perspectives
• change the world
• sense of adventure
• willing to help if you appear to need it
• pull into programs
• enthusiasm
• never cease to surprise
• like them in general
• common interests
• volunteers turn into staff!
• break through to find rapport
• idealism
• energy
• surprised by insight & maturity
  come to me
• info lit light bulb goes off! do things the right way
• eager to share
• listening to their conversations (funny when trying to be serious)
• passion for pop culture
• finally getting the nod of head or smile or hello (acknowledgement)
• creativity
• seek me out to recommend books to me!
• passionate
• perceptive

My WoW character, Rannganathan, in the IF library, with Franticread

I talked about gaming in libraries in WoW with librarians in the Ironforge Library on the Oceanic server Saurfang for the State Library of New South Wales; thanks to Ellen Forsyth for the invitation! transcript and links follow.

The talk covered downloadable games to use in libraries, game design with Scratch, and Outcome Based Evaluations (OBEs).

Transcript:

http://gamesandlibraries.wetpaint.com/page/Beth+Gallaway+transcript

Links:

http://delicious.com/informationgoddess29/wowtalk

Scratch pre/post surveys:

Week 1

Weeek 2

Week 3

Scratch Report with OBE

WEEK 1 OUTCOME BASED EVALUATION
Week 1: Skill at Scratch
33% of participants reported NO increase in skill at Scratch
11% of participants reported a 20% increase in skill at Scratch
33% of participants reported a 40% increase in skill at Scratch
22% of participants reported a 20% increase in skill at Scratch

Knowledge of Game Design
12.5% of participants reported a 20% increase in knowledge of game design elements
50% of participants reported a 40% increase in knowledge of game design elements
37.5% of participants reported a 60% increase in knowledge of game design elements

Knowledge of how to make Sprite move to the right
22% of participants reported a 20% increase in skill at making the Sprite move to the right
55% of participants reported a 40% increase in skill at making the Sprite move to the right
22% of participants reported a 60% increase in skill at making the Sprite move to the right

Knowledge of how to make Sprite move to the left
11% of participants reported a 20% increase in skill at making the Sprite move to the left
33% of participants reported a 40% increase in skill at making the Sprite move to the left
44% of participants reported a 60% increase in skill at making the Sprite move to the left
11% of participants reported an 80% increase in skill at making the Sprite move to the left

Knowledge of how to make the Sprite “dance”
22% of participants reported NO increase in skill at making the Sprite dance
22% of participants reported a 20% increase in skill at making the Sprite dance
33% of participants reported a 40% increase in skill at making the Sprite dance
22% of participants reported a 60% increase in skill at making the Sprite dance

Knowledge of how to change the Sprite’s color
12.75% of participants reported NO increase in skill at changing the Sprite’s color
25% of participants reported a 20% increase in skill at changing the Sprite’s color
25% of participants reported a 40% increase in skill at changing the Sprite’s color
37.5% of participants reported a 60% increase in skill at changing the Sprite’s color

Knowledge of how to change the Sprite’s effect
11% of participants reported NO increase in skill at changing the Sprite’s effect
11% of participants reported a 20% increase in skill at changing the Sprite’s effect
33% of participants reported a 40% increase in skill at changing the Sprite’s effect
22% of participants reported a 60% increase in skill at changing the Sprite’s effect

Knowledge of how to change the Sprite’s costume
11% of participants reported NO increase in skill at changing the Sprite’s costume
11% of participants reported a 20% increase in skill at changing the Sprite’s costume
44% of participants reported a 40% increase in skill at changing the Sprite’s costume
33% of participants reported a 60% increase in skill at changing the Sprite’s costume

Knowledge of how to draw your own Sprite
25% of participants reported NO increase in skill at drawing a Sprite
37.5% of participants reported a 20% increase in skill at drawing a Sprite
37.5% of participants reported a 60% increase in skill at drawing a Sprite

WEEK 1 PROGRAM EVALUATION
Library Visits
55% visit the public library once a week
18% visit the public library once a month
27.20% visit the public library a few times a year

Library Cards
82% have a library card
9% don’t have a card
9% don’t know if they have a library card

Program Marketing
70% heard about the program through word of mouth
10% heard about the program through a poster or flyer
20% heard about the program through the newspaper

FAVORITE Part
63% of participants reported “Making my own Sprite” was their favorite part of the program
9% of participants reported learning “Whirl” was their favorite part of the program
9% of participants reported learning “Gliding” was their favorite part of the program
9% of participants reported “Making games” was their favorite part of the program

LEAST Favorite Part
45.50% of participants reported no LEAST favorite part of the program
18% of participants reported “Understanding how to do it” was their LEAST favorite part of the program
9% of participants reported “My buddy hogging the computer” was their LEAST favorite part of the program
9% of participants reported “How long it was” was their LEAST favorite part of the program
9% of participants reported “Changing the costume” was their LEAST favorite part of the program

EASIEST Part
54.50% of participants reported “Moving my Sprite” was the EASIEST part of the program
36% of participants reported “Making a Sprite” was the EASIEST part of the program
9% of participants reported learning “Whirl” was the EASIEST part of the program
9% of participants did not report an EASIEST part of the program
HARDEST Part
27% of participants reported “Drawing the Sprite” was the HARDEST part
of the program
9% of participants reported “Making it glide”  was the HARDEST part of
the program
9% of participants reported “Change costume”  was the HARDEST part of
the program
9% of participants reported “Changing colors”  was the HARDEST part of
the program
9% of participants reported “Understanding how to do it”  was the
HARDEST part of the program
9% of participants reported “Gliding”  was the HARDEST part of the program

Week 1 comments:
“It was fun”
“This is awesom  :)”
“The program is awesome and fun!
Looking forward to next week! “
“I do not have any. Sorry “

WEEK 2 OUTCOME BASED EVALUATION
Week 2 Skill at Scratch:
50% of the participants reported no change in their knowledge of Scratch
50% of the participants reported a 20% increase in their knowledge of Scratch

Knowledge of If/Then Statements
37.5% of participants report NO change in knowledge of if/then statements
12.5% of participants report a 20% increase in knowledge of if/then statements
12.5% of participants report a 40% increase in knowledge of if/then statements
25% of participants report a 60% increase in knowledge of if/then statements
12.5% of participants report an 80% increase in knowledge of if/then statements

Knowledge of how to make a Sprite Glide
62.5% of participants reported NO change in knowledge of how to make  Sprite glide
12.5% of participants reported a 20% increase in knowledge of how to make a Sprite glide
25% of participants reported a 40% increase in knowledge of how to make a Sprite glide

Knowledge of how to make a Sprite hide
25% of participants report NO change in knowledge of how to make a Sprite hide
25% of participants report a 20% increase in knowledge of how to make a Sprite hide
12.5% of participants report a 40% increase in knowledge of how to make a Sprite hide
25% of participants report a 60% increase in knowledge of how to make a Sprite hide
12.5 of participants report an 80% increase in knowledge of how to make a Sprite hide

Knowledge of how to make a Sprite say something
37.5% of participants report a NO change in knowledge of how to make a Sprite say something
25% of participants report a 20% increase in knowledge of how to make a Sprite say something
37.5% of participants report a 40% increase in knowledge of how to make a Sprite say something

Knowledge of how to make a Sprite broadcast
66% of participants report NO change in knowledge of how to make a Sprite broadcast
16.6% of participants report a 20% increase in knowledge of how to make a Sprite broadcast
16.6% of participants report a 40% increase in knowledge of how to make a Sprite broadcast

Knowledge of how to cause a reaction when colors touch
37.5% of participants report NO change in knowledge of how to cause a reaction when colors touch
37.5% of participants report a 20%  increase in knowledge of how to cause a reaction when colors touch
12.5% of participants report a 40% increase in knowledge of how to cause a reaction when colors touch
12.5% of participants report a 60% increase in knowledge of how to cause a reaction when colors touch

Knowledge of how to add a timer
87.5% of participants report NO change in knowledge of how to add a timer
12.5% of participants report a 60% increase in knowledge of how to add a timer

Knowledge of how to add a score keeper
37.5% of participants report NO change in knowledge of how to add a score keeper
12.5% of participants report a 20% increase in knowledge of how to add a score keeper
12.5% of participants report a 40% increase in knowledge of how to add a score keeper
12.5% of participants report a 60% increase in knowledge of how to add a score keeper
25% of participants report an 80% increase in knowledge of how to add a score keeper

Knowledge of how to change the Stage’s costume
62.5% of participants report no change in knowledge of how to change the Stage’s costume
12.5% of participants report a 20% increase in knowledge of how to change the Stage’s costume
12.5% of participants report a 40% increase in knowledge of how to change the Stage’s costume
12.5% of participants report a 60% increase in knowledge of how to change the Stage’s costume

Knowledge of how to draw your own Stage
25% of participants report no change in knowledge of how to draw a Stage
12.5% of participants report a 20% increase in knowledge of how to draw a Stage
25% of participants report a 40% increase in knowledge of how to draw a Stage
25% of participants report a 60% increase in knowledge of how to draw a Stage
12.5% of participants report an 80% increase in knowledge of how to draw a Stage

WEEK 2 PROGRAM EVALUATION
Scratch use between sessions
75% of participants reported using Scratch between sessions 1 & 2; 25% did not. One participant commented, “I sadly could not”

FAVORITE part
25% reported “learning how to keep score” was their favorite part of the Game Design Workshop
12.5% of participants reported “playing games on the Scratch website” was their favorite part of the Game Design Workshop
12.5% of participants reported “making sprites disappear” was their favorite part of the Game Design Workshop
12.5% of participants reported “making the games work” was their favorite part of the Game Design Workshop
12.5% of participants reported “All” was their favorite part of the Game Design Workshop
12.5% of participants reported  ”I don’t know”
12.5% of participants reported  ”nothing” or left the space blank

LEAST favorite part
12.5% of participants reported “making the Sprite glide” was their LEAST favorite part of the Game Design Workshop
12.5% of participants reported “switching turns” was their LEAST favorite part of the Game Design Workshop
50% of participants reported “nothing” or left the space blank
25% of participants reported  ”I don’t know”

EASIEST part
25% of participants reported “designing backgrounds” as the EASIEST part of the Game Design Workshop
25% of participants reported “making the Sprite speak” as the EASIEST part of the Game Design Workshop
37.5% of participants reported  ”I don’t know”
12.5% of participants reported  ”nothing” or left the space blank

HARDEST part of the Game Design Workshop?
25% of participants reported “making the Sprite hide” was the HARDEST part of the Game Design Workshop
12.5% of participants reported trying to make the characters move normally” was the HARDEST part of the Game Design Workshop
12.5% of participants reported “programming the game to keep score” was the HARDEST part of the Game Design Workshop
25% of participants reported  ”I don’t know”
25% of participants reported  ”nothing” or left the space blank

Comments
“today’s lesson was awesom!”     (sic)
“I would like to know how to make the characters jump”

WEEK 3 OUTCOME BASED EVALUATION
Week 3 Skill at Scratch:
71.4% of participants reported no change in skill at Scratch
14.3% of participants reported a 20% increase in skill at Scratch
14.3% of participants reported a 60% increase in skill at Scratch

Knowledge of gravity in Scratch
28.6% of participants reported NO change in knowledge of gravity in Scratch
14.3% of participants reported a 20% increase in knowledge of gravity in Scratch
42.9% of participants reported a 60% increase in knowledge of gravity in Scratch
14.3% of participants reported a 60% increase in knowledge of gravity in Scratch

Knowledge of how to change acceleration
28.6% of participants reported NO change in knowledge of how to change
acceleration
28.6%of participants reported a 20% increase in knowledge of how to change acceleration
42.9% of participants reported a 60% increase in knowledge of how to change acceleration

Knowledge of how to change velocity
14.3% of participants reported NO change in knowledge of how to change velocity
42.9% of participants reported a 20% increase in knowledge of how to change velocity
28.6% of participants reported a 60% increase in knowledge of how to change velocity
14.3% of participants reported an 80% increase in knowledge of how to change velocity

Knowledge of how to make a Sprite jump
14.3% of participants reported NO change in knowledge of how to make a Sprite jump
14.3% of participants reported a 20% increase in knowledge of how to make a Sprite jump
28.6% of participants reported a 40% increase in knowledge of how to make a Sprite jump
42.9% of participants reported a 60% increase in knowledge of how to make a Sprite jump

Knowledge of how to change a Stage’s costume
57% of participants reported NO change in knowledge of how to change a Stage’s costume
14.3% of participants reported a 20% increase in knowledge of how to change a Stage’s costume
14.3% of participants reported a 40% increase in knowledge of how to change a Stage’s costume
14.3% of participants reported an 80% increase in knowledge of how to change a Stage’s costume

Knowledge of how to broadcast a message
71.4% of participants reported NO change in knowledge of how to broadcast a message
14.3% of participants reported a 20% increase in knowledge of how to broadcast a message
14.3% of participants reported an 80% increase in knowledge of how to broadcast a message

Knowledge of how to keep score
42.9% of participants reported NO change in knowledge of how to keep score
28.6% of participants reported a 20% increase in knowledge of how to keep score
14.3% of participants reported a 40% increase in knowledge of how to keep score
14.3% of participants reported a 60% increase in knowledge of how to keep score

Knowledge of how to keep time
42.9% of participants reported NO change in knowledge of how to keep time
28.6% of participants reported a 40% increase in knowledge of how to keep time
28.6% of participants reported a 60% increase in knowledge of how to keep time

WEEK 3 PROGRAM EVALUATION
Scratch use between sessions
75% of participants reported using Scratch between sessions 2 & 3; 25% did not.

FAVORITE Part
62.5% of participants reported “Making games” was their favorite part of the Game Design Workshop
12.5% of participants reported “everything ” was their favorite part of the Game Design Workshop
12.5% of participants reported “looking at games other people made” was their favorite part of the Game Design Workshop
12.5% of participants reported “I don’t know” was their favorite part of the Game Design Workshop

LEAST FAVORITE Part
12.5% of participants reported “designing all the different scripts that controls the same” was their LEAST favorite part of the Game Design Workshop
12.5% of participants reported “finding other people’s games” was their LEAST favorite part of the Game Design workshop
12.5% of participants reported “gravity” was their LEAST favorite part of the Game Design workshop
12.5% of participants reported “I liked it all”
25% of participants reported “I don’t know
25% of participants reported ” nothing” or left it blank

EASIEST Part
25% of participants reported “changing the Sprite’s costumes & backgrounds” was the EASIEST part of the Game Design workshop
12.5% of participants reported “making Sprites” was the EASIEST part of the Game Design workshop
12.5% of participants reported “making games” was the EASIEST part of the Game Design workshop
12.5% of participants reported “making him move”  was the EASIEST part of the Game Design workshop
12.5% of participants reported “talking”  was the EASIEST part of the Game Design workshop
12.5% of participants reported “Evaluations”
12.5% of participants reported “I don’t know”

HARDEST Part
25% of participants reported “Making Sprites jump” was the HARDEST
part of the Game Design workshop
12.5% of participants reported “Making Sprites move in a pre-determined course” was the HARDEST part of the Game Design workshop
12.5% of participants reported “Making it go to a new stage” was the HARDEST part of the Game Design workshop
12.5% of participants reported “Making the Sprite glide” was the HARDEST part of the Game Design workshop
25% of participants reported “I don’t know”
12.5% of participants reported “nothing” or left it blank

If you were going to describe this workshop to someone else, what would you say?
“I would say that if you listen and ask questions, using Scratch is easy”
“It’s fun” (2 participants)
“It’s great” (2 participants)
“I would say it’s fun. A little confusing by fun.”
“that I learned a lot from it and it’s really helpful & fun! I had a great time”
100% of participants would take another game design workshop at the library.

What other programs should the library offer?

• I think the library should offer more graphic design type programs
• How to use Adobe Flash
• movie making

Comments
“We should have snack time ” (participant drew picture of a taco)

Gaming and Literacy

Slides:

Handout: Gaming and Literacy Fact Sheet

Game Design Model

Slides:

Handout:

• Gaming Bibliography

Board Gaming

Slides:

Handouts:

• Board Games for Libraries
• Board Gaming and the AASL Standards for 12st Century Learners

Model Programs

Slides:

Handout:

• Model Programs
• 40 Developmental Assets for Adolescents

Collection Development

Slides:

Handout:

• Core Collections

ESRB

Slides:

Handout:

• OK to Play? Helpful Tips for Parents

Reader’s Advisory
Slides:

Handout:

• Reader’s Advisory

Slides:

Handouts:

Understanding the Brain

Behavior Tip Sheet

40 Developmental Assets

Links:

http://www.delicious.com/informationgoddess29/brain

Things we love about teens

• 1 Thing You LOVE! (or find rewarding)
• about working with teens
• sense of humor
• different personalities
• crack me up
• (2) keep on toes
• know what they want (or don’t want)
• outcomes
• reading their books, suggesting books, bookmarks
• interesting group dynamics (fascinating)
• generosity (reading buddies)
• tech saavy
• 2 different perspectives
• change the world
• sense of adventure
• willing to help if you appear to need it
• pull into programs
• enthusiasm
• never cease to surprise
• like them in general
• common interests
• volunteers turn into staff!
• break through to find rapport
• idealism
• energy
• surprised by insight & maturity
  come to me
• info lit light bulb goes off! do things the right way
• eager to share
• listening to their conversations (funny when trying to be serious)
• passion for pop culture
• finally getting the nod of head or smile or hello (acknowledgement)
• creativity
• seek me out to recommend books to me!
• passionate
• perceptive

Slides:

Links:

http://www.delicious.com/informationgoddess29/colldev

Slides:

Links:
http://www.delicious.com/informationgoddess29/yacolldev

Slides:

Links:

http://www.delicious.com/informationgoddess29/brain

Handouts:

• Brain Tip Sheet
• Understanding the Brain

Optional Exercise:

• Moment of Truth

Slides and handouts for each session follow. Photos from the movie night are online at http://www.flickr.com/photos/informationgoddess29/sets/72157625314826193/with/5195731125/

If you were an attendee, please feel free to continue to contribute your ideas for integrating technology into programs with youth on this wiki: http://confabulous10.wikispaces.com/

This is a public wiki, so you should be able to click edit and make changes. Email me if you have a question!

Monday: Web 2.whoa! Wordle, Face Your Manga, Meebo

Slides:

Tue: Web 2.whoa: Facebook, Podcasting, Scratch

Slides:

Links:

All links are bundled under http://www.delicious.com/informationgoddess29/bundle:confab10

Handouts:

• Confab  Web 2.Wh0a! Agenda
• Face Your Manga
• Facebook
• Twitter
• Meebo
• Podcasting
• Skype
• Wordle
• Dewey Decimal Programming Ideas
• Carousel Brainstorming Sheet
• Program Planning Worksheet

Slides:

Links:

http://www.delicious.com/informationgoddess29/brain

Handouts:

• Brain Tip Sheet
• Understanding the Brain

Optional Exercise:

• Moment of Truth

Links:

• http://www.delicious.com/informationgoddess29/facebook
• http://www.delicious.com/informationgoddess29/socialsoftware

Handouts

• Facebook
• Avatar creation