Information Literacy Conceio Costa 1 , Kathleen Tyner 2 , Sara - - PowerPoint PPT Presentation

▶

Sep 20, 2022 315 likes •518 views

Student Game Creation for Media and Information Literacy Conceio Costa 1 , Kathleen Tyner 2 , Sara Henriques 1 , Carla Sousa 1 1 Universidade Lusfona de Humanidades e Tecnologias, Lisbon, Portugal 2 University of Texas-Austin, Austin, USA

SLIDE 1

Student Game Creation for Media and Information Literacy

Conceição Costa1, Kathleen Tyner2, Sara Henriques1, Carla Sousa1

1Universidade Lusófona de Humanidades e Tecnologias, Lisbon, Portugal 2University of Texas-Austin, Austin, USA

SLIDE 2

“Promoting MIL for child and adult population is of growing importance in a context of digital media convergence and highly complex media and information ecology”

(Livingstone, Bulger, Zaborowski, 2013)

SLIDE 3

Videogame creation as…

Reflexive tool to promote Media and Information Literacy

Digital Security Digital Identity

Form of Expression

Empowerment

Gamilearning Project

(UTAP-ICDT/IVC-ESCT/0020/2014)

SLIDE 4

Project

Aims to develop critical and participative dimensions of media and information literacy

(MIL) for tweens via the creation and development of games in formal educational contexts;

Process of game creation as a reflexive process that promote the acquisition of media and

information literay (MIL);

Addresses multiple literacies - media and information literacy, information literacy, visual

literacy, multimodal literacy, and computer literacy/ICT literacy.

Main goal:

Explores the potential of of game creation activities for children in grades 5 to 7 to foster

MIL skills and knowledge.

Study Goal: To explore the effectiveness of a digital game creation project-based approach for the development of MIL skills, in a formal schooling context

SLIDE 5

Research Design

Four schools: ages 9-14, grades 5-7

School 1 (CV) Lisbon: Innovation, arts education, emphasis on sports activities and digital literacies;
School 2 (RC) Lisbon: Promotion of excellence, humanized pedagogy, aware and concerned citizens
School 3 (PN) Lisbon: public school, educational territory of priority, area in need of urgent, cultural diversity.
School 4 (COV) Austin: public middle school, cultural diversity, high number of hispanic and white students, 65% of students are

considered ‘economically disadvantaged’.

22 sessions/ 33h 26 sessions/ 20h 29 sessions/ 22 h 12 sessions/ 21h

SLIDE 6

Sample Characterization

Age Gender Male Female Total Sample (N = 58) M = 10,68 SD = 1,384 41 19 School 1 (N = 20) M = 9,70 SD = 0,470 10 10 School 2 (N = 6) M = 10,00 SD = 0,000 6 School 3 (N = 19) M = 10,26 SD = 0,653 12 7 School 4 (N = 15) M = 12,80 SD = 0,775 13 2

SLIDE 7

MIL Conceptual Model

Core MIL Skills

–Operational skills (including coding and computing) – Editorial skills (including multimedia writing-reading-producing and mixing) – Organisational skills (including navigating, sorting, filtering, evaluating) (Frau-Meigs, 2014)

Sociocultural componente of MIL skills

(Livingstone et al., 2013)

Digital identity management components (Costa,

Sousa, Rogado & Henriques, 2017)

SLIDE 8

MIL Measurement

Questionnaire Skills Operational Skills Organizational Skills Editorial Skills Digital Identity Management Knowledge Critical Media Literacy Learning Social Interaction

SLIDE 9

Begining Online security, Privacy, Internet, data protection, Hackers/Crackers, Cyberbullying, Digital identities Digital footprint Avatars Online presence Coding, programming, Encryption, ceaser cypher, games Scratch - Animation and games coding Sapo Campus - Online Social Network Games remix Final game creation

Pedagogical approach and curricula

Curriculum Content Duration in Portuguese Schools Duration in School 4 Managing Online Identities (e-presence) 4h30m 5h00m Online Security 3h00m 6h00m Internet 4h30m 0h00m Online Collaborative Platforms (SAPO Campus or Google First) 4h30m 1h00m Scratch 7h00m 4h00m Game Design and Mechanics Review and Critique 3h30m 2h00m

SLIDE 10

Algorithmic thinking – Robot programming

SLIDE 11

SLIDE 12

Online identity - avatars

SLIDE 13

Hackers/ Crackers

SLIDE 14

Animation – create a story and animate it From paper to digital

SLIDE 15

SLIDE 16

Games remix

SLIDE 17

Results

Pre M Pre SD Post M Post SD p Part I MIL Total (all items considered) 3,08 0,789 3,38 0,739 .004 Operational Skills 2,38 0,831 2,76 0,854 .017 Organizational Skills 3,29 0,942 3,52 0,861 .157 Editorial Skills 2,94 0,857 3,19 0,984 .052 Digital Identity Management Skills 3,36 1,036 3,70 0,873 .007 Part II Critical Media Literacy 3,51 1,067 3,79 0,87 .049 Learning 3,00 1,051 3,35 0,917 .012 Social Interaction 3,26 1,066 3,58 0,969 .015

SLIDE 18

Conclusion & Future Work

Results indicate promising links between digital game creation and MIL development.

Future work

Preliminary results from MIL questionnaire need to be integrated with

the analysis of the qualitative data gathered from classes’ observation and content analysis of the final products created by children. Join us in Lisbon in 19 of April 2018 for

Play2Learn Conference:

http://play2learn.ulusofona.pt/

SLIDE 19