Week 10 - Reflect: Gamification within Libraries

This week we were asked to explore the role of gaming within libraries or information organisations and whether there was a place for it. Obviously there already is, as Katya Henry (2012) points out various libraries using gamification in her YouTube presentation including State Library of Queensland, British Library, Ann Arbor District Library and New York Public Library. When I watcher YouTube presentation, what she described as gamification made me think immediately of the reading programs that libraries do over the summer/Christmas break. I wasn’t too sure whether it counted as gamification, but Harris in his article points out that ‘libraries have already been using gamification in their summer reading programs’ (2012, p.9).

In a practical side of gamification, Bohyun Kim (2012) suggests five thoughts on how libraries could use gamification to their advantage:

1. Provide level-up experience for library users
2. Award some status and powers associated with library use that can be admired
3. Show the progress bar in library catalogue
4. Colour-code the status of check out items
5. Library currency to accumulate and spend

Also, Kim advises libraries thinking of implementing gamification to avoid these three pitfalls: poor design, over-gamify and a game that is organisation centred rather than user centred. Likewise, both Harris & Kirk believe that the ‘real value of games are the episodes of authentic play that unite groups and build communities’ as opposed to the actual game (2012, p.9).

So I gather from those sentiments that libraries have to make gamification less about the library and more about the user and community. In Henry’s presentation, the majority of the libraries presented gamification as a way to encourage children or teens to take advantage of their time within the organisation (although the British Library’s option of being a historical character sounds pretty cool, especially if you could dress up).

By making the time spent within libraries more enjoyable for children, there’s an option for a new wave of people who as they grow up remember the fond times spent in their local library, and will most likely be active supporters of the libraries and encourage their children to go. I guess it’s our duty as librarians or information professionals to continue to create these enjoyable experiences and if gamification is used wisely, there’s no reason why it can’t help us do so.

Reference List

Harris, C. & Kirk, T. (2011). It’s all fun and games in the library. Knowledge Quest. 40 (1). Pp.8-9. Retrieved from http://aasl.metapress.com/content/k146r1351475723m/

Henry, K. (2012, September 26). INN333 Gamification [video file]. Retrieved from http://www.youtube.com/watch?v=3A8RU_IWsxI

Kim, B. (2012). Harnessing the power of game dynamics 1: why, how to, and how not to gamify the library experience. College & Research Libraries News. 73 (8). Pp. 465-469. Retrieved from http://crlnews.highwire.org/content/73/8/465.full

Week 8 - Reflect: Audio, Video and Presentation Tools

This week I will be reflecting on the role of podcasting, online video, screencasting or slidecasting in libraries or information organisations.

I think the role of these tools will be very beneficial in libraries and information organisations for many reasons both internally and externally. I’m sure there is a range of possibilities for libraries to create and enhance their services and reach a wider range of people through using audio visual tools.

Using audio-visual tools like podcasting, online video, screencasting or slidecasting within a library or information organisation can help with employees training and professional development. By creating interesting and visual displays on how to use a new service or product, staff can develop their own training to meet their specific needs as well as extending their professional development.

Using these tools can also be of great benefit when providing services to their clients. Creating videos demonstrating how to use their services (the library catalogue, ebook downloads) would help make their services more accessible. This would also be attractive to the YouTube generation, who would probably prefer to watch a video than call and ask.

I obviously see the possibility of audio-visual tools as a way to enhance the existing services of the library. As to creating services in their own right there is potential. Libraries could select employees to make their own video reviews of books or music. It could very well be another way to reach their customers.

I did a mini video using Screen-O-Matic on how to download an ebook from Bolinda Digital offered through Brisbane City Council Libraries for my week 8 play activity. While at first I was rather pissed off at the effort it would take as I feel incredibly behind this week, it did prove to be a fun experience. Definitely something I would recommend or encourage people using. It might even be a way to help my mum learn things instead of sitting on the phone getting cranky – I’ll just record a video and send it to her *problem solved*

Week 5 - Reflect: IM (Instant Messaging) and VoIP (Voice over Internet Protocol)

This week I will be reflecting on how libraries provide instant messaging and VoIP reference services. These days it is quite common to see services like ‘Ask a Librarian’ or similarly named services offered by public and academic libraries. I find the IM service to be useful through QUT and since a friend of mine recently gained employment as a Virtual Reference Librarian there, I find I use it more.

In relation to public libraries, I don’t think it worked out the way they planned. I do recall that a guest lecturer from last semester said for public libraries the IM service turned out to be a failure. She said the majority of queries were asking after opening hours or how to renew items, all which could be done through the web service provided by the library. From the sounds of it, originally they had hoped that it would attract more reference enquiries: eg school kids, assignment or research help etc.

I guess when comparing the two contexts: public vs. academic, academic would most likely get more enquiries relating to assignment help as the majority of their clients would be students. University students seem to me personally, as more willing to get as much help from any avenue, compared to school students who are quite happy to use Wikipedia and wing it. I think the success of these IM services would also depend on the library and how much staff or resources they are willing to provide to allow the service to be a really useful addition.

In relation to using VoIP (Voice over Internet Protocol), I think it would also depend on the particular library as to whether it would be a success. Personally, I wouldn’t use it and I don’t think a lot of people would be interested in skyping with their librarian. If they can’t access the library physically, the IM service would theoretically cover it. I think there would be different level of expectations when using the different tools but I still think that they would be addressing the same enquiries and having both services would be unnecessary.