Monday 19 January 2015

MineCraft


Released in 2009, Minecraft, now has 30 million users and is particularly popular with children and teenagers (Ward, 2013). This video game can be played on PC/Mac, games consoles, tablets and smart phones. Licenses range for 4.95GBP -17.95 GBP depending on the device used. The game involves building your own digital world by adding and destroying 3D blocks. It can be as simple or sophisticated as you wish which means it appeals to varying ages and abilities. Users can build in “creative” mode with limitless resources or in “survival” mode where resources are scarce and they face dangerous obstacles. These modes appeal to different personality types which perhaps contributes towards the game’s broad appeal. In both worlds users experience day and night along with seasonal changes creating a realistic virtual reality.

From playing the game, one can see how it develops skills in planning, resource allocation, visual memory and critical evaluation (Spatariu, Peach, & Bell, 2012, p. 33). I was surprised how adept my seven year old was at showing me features such as adding soft furnishings to her house. Some librarians may be nervous about introducing a game many young patrons will be more expert at than staff members. However, Bettendorf Public library in Iowa found that teens helped staff implement Minecraft events and as a result teens became more invested in the library (Hunter, May 7, 2014).

If public libraries want to successfully provide a “third space” for youths away from school and home they must familiarise themselves with online phenomenon like Minecraft (Bourke, 2010, p. 102). Teenagers are now so focused on digital activities that if libraries do not adapt they will lose these patrons (Nicholson, 2013, p. 352). Gaming also entices teens to enter the library, giving them the opportunity to see all the other resources available (Nicholson, 2013, p. 345). Minecraft is an excellent gaming selection for public libraries as it is without gender or ethnic bias and so fulfils diversity objectives (Spatariu et al., p. 40).

Libraries in the UK have been slow to invest in Minecraft mainly due to budget constraints and licensing issues. Walton Library in Surrey held a trial event in 2014 but had to ask people to donate Minecraft licenses and bring their own device where possible (Public Libraries News, 2014).

Reading of these budget constraints highlighted to me the importance of thorough research before implementing new technology in libraries. Silver Lake public library in Kansas has shared useful insights on their Minecraft activities. These include MinecraftEdu being unpopular with teens who prefer the commercial version and recommending libraries initially purchase a few servers to gauge how popular the game is before heavily investing in the program (Hough, 2013). These are issues I would not have considered before consulting their blog and so illustrate the importance of knowledge sharing. Last month’s Independent Library Report for England recommended establishing a digital network to facilitate sharing best practice stating :
"A library’s great strength – its localism – must not be allowed to become its weakness" (Sieghart, 2014, p. 6).


References
Bourke, C. (2010). Library youth spaces vs youth friendly libraries: How to make the most of what you have. Australasian Public Libraries and Information Services, 23(3), 98-102. 
Hough, B. (2013, May 21). Minecraft at the library. Techsoup For Libraries. Retrieved January 17, 2015, from
https://techsoupforlibraries.org/blog/minecraft-at-the-library
Hunter, C. (2014, May 7). The Minecraft craze at the public library. Public Libraries Online. Retrieved January 16, 2015, from http://publiclibrariesonline.org/2014/05/the-minecraft-craze-at-the-public-library/ 
Nicholson, S. (2013). Playing the past: A history of games, toys, and puzzles in North American libraries.  The Library Quarterly 83(4), 341-361 
Public Libraries News. (2014, July 25). Minecraft in public libraries. Retrieved January 17, 2015, from http://www.publiclibrariesnews.com/practitioners/promotional-techniques-and-marketing/minecraft-in-public-libraries 
Sieghart, W. (2014). Department for culture media & sport: Independent library report for England. Retrieved from UK government website: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/388989/Independent_Library_Report-_18_December.pdf
Spatariu, A., Peach, A., & Bell, S. (2012). Enculturation of young children and technology. In S. Blake, D.L. Winsor, & L. Allen (Eds.), Technology and Young Children: Bridging the Communication-Generation Gap, (pp. 24-48). doi:10.4018/978-1-61350-059-0.ch002. 
TeamMojang. (2011, December 6). Official Minecraft trailer.[Video file]. Retrieved from https://www.youtube.com/watch?v=MmB9b5njVbA

Ward, M. (2013, September 7). Why Minecraft is more than just another video game. BBC News. Retrieved http://www.bbc.co.uk/news/magazine-23572742

Wednesday 14 January 2015

CBeebies Website - For Pre-Schoolers



CBeebies is part of the British Broadcasting Corporation website. From a UK IP address it is free to access and contains no advertisements. The content has been developed from the CBeebies television channel and is aimed primarily at pre-school children. The website design reflects this. Navigation is simple and uncluttered. There are lots of colourful pictures while written text is minimal and in large childish font. A voice reader has been incorporated into the site so it is accessible to non-readers and those with visual impairments. Within the site children can design their own picture, read or be read an interactive story, play games involving matching patterns, as well as sing-a-long to their favourite songs. There is also a "Grown-ups" section explaining the educational goals behind the activities. 

CBeebies is an excellent illustration of how technology can be utilised to promote the development of young children. Graphics, audio and video technology have been used to promote social growth and cooperation (Brown, Winsor & Blake, 2012, p. 124). For example, The Veggietones song promotes healthy eating while the Coats of Leaves story encourages children to appreciate their natural environment.

The wide variety of activities in different media formats is also helpful for children who struggle with traditional teaching methods (Brown et al., 2012, p. 112). Constructionist educational theories argue all children learn best when they are “in charge” of their own learning (Spatariu, Peach, & Bell, 2012, p. 36). Technology used on the CBeebies site such as designing your own book allows the child to express their individual creativity. 

Early fears that the use of technology by young children would lead to their isolation and lack of cooperation have largely been disproved (Brown et al., 2012, p. 122). The “grown up” section of this site provides advice on how to use the resources with children. This will encourage social interaction between carer and child.

It is important for librarians to consult external websites such CBeebies to keep up to date on how technology is being used in early years education. This is helpful for getting design ideas for library resources and it gave me an appreciation of the considerable competition libraries face in the digital world.  This research can be extended by attending conferences and looking at the Association of Advancement of Computing in Education website (Spatariu et al., 2012, p. 39).

Public libraries could also look to incorporate some of the CBeebies resources in their own programming such as using the interactive songs in toddler sessions. Many of these sessions still use traditional content (McKenzie & Stooke, 2012, p. 48) which may soon become outdated for the youngest digital native patrons.

However, at least 20% of the UK  population do not have digital technology at home so will not be able to use websites such as CBeebies (Sieghart, 2014, p. 6). These children are at a considerable educational and social disadvantage (Eynon, & Malmberg, 2011, p. 592). Public libraries can have a pivotal role redressing this digital divide by providing access to resources such as CBeebies (Spatariu et al., p. 30).


References

Brown, J., Winsor, D. L., & Blake, S. (2012). Technology and social-emotional development in the early childhood environments. In (Ed.), Child Development and the Use of Technology: Perspectives, Applications and Experiences, 112-128.  doi:10.4018/978-1-61350-317-1.ch006.
CBeebies. (2014, February 25). CBeebies: Something special friends song. [Video file]. Retrieved from https://www.youtube.com/watch?v=Jysq3gdODJY
Eynon, R., & Malmberg, L. (2011). A typology of young people’s internet use: Implications for education. Computers & Education, 56(3), 585–595. doi:10.1016/j.compedu.2010.09.020
McKenzie, P.J., & Stooke, R.K. (2012). Making a difference: The important of purpose in early learning programs. Children & Libraries: The Journal Of The Association For Library Service To Children10(2), 47-52.
Sieghart, W. (2014). Department for culture media & sport: Independent library report for England. Retrieved from UK government website: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/388989/Independent_Library_Report-_18_December.pdf
Spatariu, A., Peach, A., & Bell, S. (2012). Enculturation of young children and technology. In S. Blake, D.L. Winsor, & L. Allen (Eds.), Technology and Young Children: Bridging the Communication-Generation Gap, (pp. 24-48). doi:10.4018/978-1-61350-059-0.ch002.

Monday 12 January 2015

Children’s Christmas Craft Session Oakwood Library

Image Source: favecrafts.com


On Wednesday 8th December 2014, Oakwood public library held a Christmas craft session 4-5pm.  This one-off event was promoted via leaflets and posters within the library. There was no age restriction, which enabled families with children of varying ages to attend. Participants ranged from 1-8 years old. The structure was informal with large tables arranged with various craft materials – pre-cut Christmas shapes, glitter, glue and pens. Children were invited to take whatever interested them. They sat around the tables with siblings and carers. The informal structure was essential as participants had such varying levels of abilities.

This activity raised my awareness of the role library services play in children’s overall development and in the community. These events help foster a child’s well-being and social development. They help develop healthy relationships with carers while also giving carers a social outlet and a chance to meet people their own age (McKenzie & Stooke, 2012, p. 48). This contributes to long-term educational attainment and so should not be under-estimated. A 2005 teacher survey for the National Institute for Early Education Research concluded that social and emotional skills are more important for a successful school career than holding a pencil and reading (Brown, Winsor, & Blake, 2012, p. 115). The International Federation of Library Associations points out that making visits to the library fun for young children will encourage them to return (IFLA, 2003, p. 4).

One of this library’s strategic goals is: “Providing high quality library spaces where people from diverse backgrounds can come together” (Enfield Council, 2012, p. 12). The event was designed to be accessible to a diverse audience. There was no religious element to the Christmas craft, which may otherwise have alienated non-Christians. Perhaps changing the title to “festive” or “holiday” crafts would be more appropriate in this multi-cultural community.

Activities did not involve any reading or English language skills so were accessible to any families where English is a second language. McKenzie & Stooke’s work highlighted how important it is for early years programs in public libraries to consider language barriers (2012, p. 51).

Participants at the craft session were ethnically diverse but from my observations the children came from middle class, English speaking homes. Researchers have found that most attendees of early years public library activities are “female, heterosexual, partnered, able-bodied, English-speaking, middle class” (McKenzie & Stooke, 2012, p. 51). These families can and do pay for a variety of extra-curricula activities and libraries are perhaps viewed as an added extra.

Attending this event made me appreciate that to achieve diversity objectives children’s library programs must not only be designed to be accessible to all, they must strive to reach all. Children from less affluent backgrounds would greatly benefit from Oakwood’s craft session. Librarians face the challenge of attracting non-users to their events. Promoting activities outside of the library and in a variety of formats would help reach a wider audience. The library could also build relationships with community groups to target those most in need (Spielberger, Horton, & Michels, 2005, p. 12).

References
Brown, J., Winsor, D. L., & Blake, S. (2012). Technology and social-emotional development in the early childhood environments. In (Ed.), Child Development and the Use of Technology: Perspectives, Applications and Experiences, 112-128.  doi:10.4018/978-1-61350-317-1.ch006.
Enfield Council. (2012). Library Strategy 2012-2015. Retrieved January 11, 2015 from http://www.enfield.gov.uk/site/scripts/google_results.php?q=download+downloads+...+library_strategy_2012-2015...&btnG=Search
The International Federation of Library Association. (2003). Guidelines for childrens’ libraries services. Retrieved December 28, 2014 from http://www.ifla.org/files/assets/libraries-for-children-and-ya/publications/guidelines-for-childrens-libraries-services-en.pdf 
McKenzie, P.J., & Stooke, R.K. (2012). Making a difference: The important of purpose in early learning programs. Children & Libraries: The Journal Of The Association For Library Service To Children10(2), 47-52. 
Spielberger, J., Horton, C. & Michels, L. (2005). New on the shelf: Teens in the library. Findings from the evaluation of public libraries as partners in youth development.  Chicago: University of Chicago.