eGaming and Girls: Optimizing Use in School Libraries

eGaming and Girls: Optimizing Use in School Libraries

Lesley S. J. Farmer (California State University Long Beach, USA) and Nora G. Murphy (Los Angeles Academy Middle School, USA)
DOI: 10.4018/978-1-61520-719-0.ch013
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Abstract

Schools and libraries are considering the incorporation of egaming because of its attraction to youth and its potential benefit for instruction, developing information literacy skills and facilitating academic success. Although egames are played by most youth, egaming has gender-linked properties: extent of play, choice of games, social interaction in gaming (such as role-playing games), and novice gaming practice. School libraries are uniquely positioned to provide resources and services to insure gender-equitable gaming experiences: gaming periodicals, opportunities to select and review games, collaboration with classroom teachers, and single-sex activities. The emerging trends of casual gaming, mobile egaming, and gaming design offer opportunities that can attract girls, which teacher librarians can leverage in their services. Their efforts can also contribute to the larger arena of serious games.
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Background

As noted above, egaming includes a variety of digital formats: video, console, portable game devices, cell phone, and computer-based. Additionally, several genres of games exist. In its study of teen gaming, Pew Internet & American Life Project (2008) classified fourteen genres that teens play in order of preference: racing, puzzle, sports, action, adventure, rhythm, strategy, simulation, fighting, first-person shooting, role-playing, survival horror, MMOG (massively multiplayer online game), and virtual worlds.

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