Information Literacy in Interest-Driven Learning Communities
Chapter One: The Affinity Space as an Information Source: The Constellation of Information
• CHAPTER ONE •
By training, I am a librarian and an educational researcher specializing in digital media. At heart, I am a gamer. For some this might seem an incongruous combination with the sometimes espoused and incorrect view that games are an intellectual wasteland and a waste of time; but I find the two identities have fit together and informed each other, as well as my research, quite well. This can be seen in the plethora of games and learning literature, which covers many aspects of learning and education research (Gee, 2004; Ito, et al., 2009; Ito, et al., 2013; Martin, 2012; Squire, 2011; Steinkuehler, 2011).
I did not become a gamer or even become interested in games until I was in college. Some of my first experiences with gaming came from living in a dorm at my undergraduate university in the form of communal play of games like Mario Kart, Dance Dance Revolution, Street Fighter, and Soul Caliber, played as social activities among fellow students. Many of my friends and dormmates played these multiplayer games and a variety of sports games, like Madden, as a way to hang out while sharing a joint activity. These groups were a mix of casual and competitive players, as well as mixed gender. These early experiences with games became an entry into a world that only a few years later would become a consuming passion both for pleasure and for research. ← 1 | 2 →
As I finished my undergraduate...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.