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40 Knowledge Quest | Power to the Pupil: Student Agency in the School Library All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions.
Volume 45, No. 4 | March/April 2017 41 All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions.
ake one step forward, and then two moves Another important highlight is that like Candy Crush Saga to Frozen Tback. Our media center in a public not all tabletop games are created Freefall (see figure 1). Despite the library operates as a drop-in out-of- equal. Many traditional games, such thematic differences, are the games school learning environment, and as Monopoly, rely mostly on a luck truly different? we work closely with middle and high mechanism. Newer games, such as schools in the community that do Agricola and Dominion, rely more In contrast to players’ experiences not have school libraries, providing on player agency, have become during analog games, when engaged resources that they lack, ranging more prevalent, and are more in many video games, players appear from research materials to diverse representative of modern tabletop to be more focused on instant workshops that focus on student games. The type of games that gratification, foregoing even a brief agency. Even as we stand surrounded are introduced to students at the perusal of the game instructions. by advanced technology available library include the latter, described Trial and error with minimal to children and teens for their later in this article. Not only have opportunities for skill improvement innovative endeavors, young people modern tabletop games proven more have become the latest trends in engaging in analog experiences that engaging than many of the older the video-game industry, relying bolster agency remains important— games, but they also have proven to on players’ undivided absorption maybe more important than ever leave fewer feelings of resentment or with easy access to online games before as we foster a generation of discouragement if gaming outcomes on computers and mobile devices. students who must be lifelong learners are not favorable. In fact, students In fact, it is not uncommon to see as technology—and its impact on their leave the table strategizing better students who, instead of spending careers—rapidly evolves throughout outcomes and looking forward to quality time together, sit side by side their lives. Besides being a social the next challenge. When this level engrossed by online games; these experience, tabletop games can serve of self-driven interest is sparked, young people are physically present as intrinsic educational tools that tap one must rightfully ask: What are we but interpersonally disengaged. into students’ needs and interests, doing right? For example, students may be in inspiring them to find motivation the school library to work on a in applying new knowledge to their Too often I witness students conquer project as a team but half of them academic work. Why? Because, as with difficult video-game levels or are engrossed in online or digital school, every game has a very specific cooperative games with repetitive games, mentally checking into the set of rules by which participants must trial and error, rather than project only intermittently. abide. Experiences with analog games critically thinking in the situation To increase opportunities are reflective of players’ abilities, to complete the mission. Sometimes for interpersonal interaction, and how they apply their knowledge students consider analog learning collaboration, and quality time directly influences their chances of experiences to be relics of the past among peers, tabletop gaming was winning. because young people today are accustomed to simplified directives chosen in our library to motivate The goal is for students to adapt these that strip the scenario to the point students in a positive manner. learned skills and dispositions, and that designers could simply reskin a Through this approach, students then apply them to their education, game and the mechanics would not would be encouraged to be at full extracurricular programs, and social change. An excellent example of attention to maximize the game lives. this would be in comparing a game outcomes through their individual agencies.
42 Knowledge Quest | Power to the Pupil: Student Agency in the School Library All materials in this journal subject to copyright by the American Library Association may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of Rights and Permissions. DAILY GAME TYPES IN-APP LIMITED PLAY MATCH THREE SLOT BOOSTER SWIPE GAME REWARD VARIATION PURCHASES PER DAY MAPS PUZZLE GAMES POWER-UPS MACHINES WHEEL ACTION
CANDY CRUSH SAGA
FROZEN FREEFALL
Figure 1. Comparison of two popular video games that vary little in essentials.
For the purposes of this article, students’ outlook on school and and Harris 2010, 10). While some student agency is defined as the academic achievement. educators may be apprehensive about initiative and capacity for students embracing play as an instructional “to construct possibilities for Motivating Students to Get method, they do agree that problem- themselves,” drawing “projections Involved in Libraries solving skills are an essential asset. of who they are and believe they Take, for instance, students in will become” as they act in a desired Makerspaces have become their pursuit of an education in direction or toward a desired goal increasingly integrated by library homeland security who, despite (Toshalis and Nakkula 2012, 29). programs throughout the nation gaining skills based on theories Modern tabletop games typically to ensure all members of the and concepts, are also challenged require: student body have equal access to by the variety of issues and topics making in STEM-related fields. the field faces. Such varieties • two through six players These libraries welcome young demand adept creativity to draw on patrons to tinker with technologies knowledge that aims at assembling • no information hidden from any old and new. However, the new— different types of information and team member makerspaces—must supplement, not evaluating it, applying implications replace, older methods of delving • a semblance of story-building that impact the present and the into engaging learning experiences future, and making judgments • description cards enhanced by opportunities to share about what it all means (Wheaton and learn with others. Without 2011, 368). Teaching professionals • an average-to-minimal reliance sacrificing fun, students can in academia and the workforce have on a luck mechanism such as immerse themselves in challenging acknowledged student agency as rolling dice quests—including those within an important tool that should be games—that promote academic- fostered in curricula and training Tabletop games have a system readiness skills. Such skills are sessions. Students and prospective of rules that ensure that every found in the attributes of student employees with knowledge of their participant is on a level playing field, agency involving the ability to adapt own agency are inherently ahead of with none given a distinct advantage to changing circumstances and the learning curve, allowing them over another. Through tabletop the willingness to learn through to focus on advancing their skills as gaming, students learn that they can experience—attributes that are opposed to playing catch-up. test different strategies with little to applicable across multiple academic no fear of embarrassment if the first disciplines. Keith Cozine has discussed Tony attempt is not victorious. Tabletop Wagner’s (2012) seven skills gaming is valuable play and can The introduction of games as that students require as tools for teach students to find confidence in learning tools requires a high success: “critical thinking and their own unique strategic methods. burden of proof of value to problem-solving; collaboration They may not win the first or second overcome the misconception that across networks and leading by time, but they will learn how to playing and learning are separate influence; agility and adaptability; win and excel. If these learned and distinct states of being. Whether initiative and entrepreneurialism; experiences can somehow be pivoted the topic is intuitive instincts effective oral and written to academic achievement, then or military training simulations, communication; accessing and educators can potentially change many learning experiences are analyzing information; curiosity built around the idea of fun (Mayer and imagination” (Cozine 2015, 3).
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Each of these skills can be developed either—a circumstance that is not the rules together, with the option during the gaming experience. dissimilar to the school experience. to apply their own house rules as With each turn, each player places well as build upon a wide variety of For example, the game Agricola his or her workers on specific tasks skills. These include skills related is a modern tabletop game based to further develop the player’s to problem-solving, collaboration, on time management and priority farm. The number of workers, agility and adaptability, initiative, assessment in the development of a however, is limited unless a player communication, analysis, and farm to maximize points by the end uses a turn to gather the resources curiosity. Critical thinking and of a game that is limited to a brisk necessary to expand the family at imagination skills additionally fourteen-turn limit. At least five the cost of farm development. This follow as the game ends and final of the skills Wagner identified are requirement forces players to make scores are assessed, leading to practiced when playing the game. a critical assessment of priorities autonomous reassessment if the During the game players, though not to avoid penalties as Agricola uses strategy used was ineffective within completely antagonistic toward each this mechanism to force players the time constraints. other, are not playing cooperatively to act. Players must also interpret
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As in the game, students must plague of enemies by collaborating types of recommended games manage, assess, and reassess with peers and strategizing the involve an interesting and exciting their own academic challenges. safest exit. Such survival combat array of fun in modern tabletop Just as Agricola forces players to requires players to harness their games, especially those that have a consider the big picture of the goal imaginations and critical thinking, European origin as they often rely of maximizing points, in school as well as their motivation, without on players’ skills and have little or students must consider what actions feeling like a failure in the event no reliance on luck. The master must be taken to complete difficult of failure or fostering ill feelings game designers create games with academic work within a strict against peers. In fact, there is an their targeted audiences (e.g., school timeline. The ability for students intrinsic connection when, instead libraries) and the age groups served to build on Wagner’s seven skills for of dwelling on “beating” a peer, in mind. What is unique about these success is the link to exploring and students delve into their own games when compared to American extending their agency. strategies to improve their skills. In traditional board games is that other words, the students’ objective the European games often provide Advantages of Student Agency is improving themselves, a self- intellectual engagement in which determination that is enhanced decision-making opportunities are It is important for students to when students believe that they can not shaped purely by rolling dice. develop their agency as they prepare acquire new skills and improve on for college and as they graduate existing ones through focus and American Game Designers and enter the workforce. Bradford effort (Toshalis and Nakkula 2012, Get Onboard Holmes, a contributor to U.S. News 34). and World Report’s education coverage, For more than a decade, American used the term “soft skills” to refer Appropriate Games for game designers have also jumped on to elements of student agency as he Fostering Development of the modern game wagon by applying shared that college-bound students Agency more interactive complexities require soft skills to become beyond the luck of the dice. Unlike comfortable managing their time If this type of self-motivation is the American classics Monopoly or and working in groups to complete what educators are aiming for, Risk, greater focus has been placed projects. These top five skills are introducing the right tabletop on cooperative play, variation in collaboration, communication games is as key an ingredient as decision-making, multiplicity in and interpersonal skills, problem- lemons are to lemonade. What victory paths, and fewer periods solving, time management, and tabletop games can be considered of inactivity during which a player leadership (2014). educational for the purposes of waits for his or her turn (known as improvising analytical strategy? down time) (Levine 2008, 9). Connections between Games Several U.K. universities have and Developing Agency integrated the board game The tabletop games that have Quarto into their educational proven successful at my library Analog experiences offer students initiatives to build math skills and are Agricola; Descent: Journeys in opportunities to engage in active to support a social environment. the Dark; Dominion; Mansions of interactions that involve reading, Once students get involved in the Madness; Mysterium; Pandemic; decoding, analyzing, assessing, and game, the tendency is to gravitate Pathfinder; Splendor; Star Realms; taking action in situations that are toward game strategy involving the and Zombicide. Figure 2 compares not static, all while sitting next to advantages of a particular position the games’ reliance on skills, luck, or across from each other. Games and the benefits of being the and reading frequency, all assessed have the capacity to prepare students first player, as well as furthering on a scale from 0–10 based on for a wider world of information their own curiosities through observations at the library. The by providing a platform for extracurricular investigations in skills evaluation is based on strategy; engagement through inquiry, all game theory (Rowlett 2015). the luck measure is based on how in an environment that is rich with much success in the game relies content and fluid in nature (Mayer Brian Mayer and Christopher on chance; the reading frequency and Harris 2010, 25). Consider Harris’s 2010 book Libraries Got assessment is based on the required tabletop quests in Mansions of Game offers excellent tabletop game engagement with text to minimize Madness, Pathfinder, or Zombicide, options that can be integrated the aspect of luck as the game in which one player must obliterate a in education curricula. The unfolds.
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mination to comprehend rules on their own and to summon the leader within. SKILLS LUCK READING FREQUENCY Upon being asked to read the game handout or the rules printed in a short sentence on cards in students’ decks, many students’ responses are impressively identical and portray them as having almost no drive to learn the basic rules. Others read the short blurb willingly but experience difficulty in comprehension skills. When playing * Classic games that have a strong luck mechanism their favorite digital games, such as FIFA; Ratchet & Clank: All 4 One; Figure 2. Assessment of complexity for classic games and for more-modern ModNation Racers; and Dragon games popular at the author’s library. Ball Z, trial and error renders enough insight to experience the basics of the game. Engaging in Figure 3 shows the attributes of each each participant can eventually be digital challenges has in recent years game based on cooperation, card assigned as the moderator when become simplified, eliminating the draws, or tosses of dice. Identifying the game is played in the future. literacy requirement. cooperative games has been an Challenges for some players lie in important tool for helping build poor comprehension skills due to a Consequently, new self-defeating confidence among students who dearth of effort as the students have habits are being shaped by video prefer not to compete against each become accustomed to experiences games, habits that will follow young other. These games have also helped that provide instant gratifica- people in other areas of their build camaraderie, leadership, and tion. This expectation of instant learning experiences. storytelling ability. The games’ gratification may, at first, result character cards describe various in students’ professing a lack of In the spring of 2015 students attributes, a circumstance that interest in learning the nuances of at our school were introduced to helps players notice the important the game. However, these students Magic: The Gathering, a collectible benefits diverse strengths bring are, in fact, waiting to be drawn trading card game based on a to collaboration. Dice in these in by educators who “[help] them battle of powerful wizards intent types of games introduce a level of appreciate the range of possibili- on obliterating one another. The randomness and unpredictability. ties in front of them” (Toshalis and reading frequency was minimal Games that rely only on chance are Nakkula 2012, 35). yet constant, fully reliant on basic games that “have few rules and comprehension. Students found the a very small learning curve” (Crews Inspiring students to become game unfamiliar and complicated. 2011, 10). On the other hand, games moderators is directly dependent After meeting with staff and the that do not have a mark on any of on educators who are knowl- library’s teen advisory committee, it the categories in figure 3 are very edgeable about the games’ rules, was agreed to first introduce games creative in their approach as they breathe life into the game, and that required less reading, and to focus on individual strategy. open the arena to inclusion and challenge students by easing them equity, despite players’ diverse toward complex games. To teach the Initially, all these games require skillsets. If this drawing in is done basics of card games and strategy, a moderator who understands in a way that allows each student Splendor was introduced and the rules and is highly motivated to feel welcomed, motivation received with a great deal of success. to involve the other players. The and engagement are likely to rise Participation evolved into Dominion educator’s goal is to identify and (Toshalis and Nakkula 2012, 33), and Star Realms, with Dominion articulate leadership skills so that building on players’ self-deter- being more skill-based and Star
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20
8 10
17
CHARACTER GAME CO-OP CARDS* DICE
AGRICOLA DESCENT: JOURNEYS INTO DARK DOMINION MANSIONS OF MADNESS MONOPOLY* MYSTERIUM PANDEMIC PATHFINDER RISK* SPLENDOR STAR REALMS ZOMBICIDE
* Character cards have different attributes. Figure 3. Degree to which popular games rely on cooperation, luck of the draw of character cards, or roll of the dice.
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Realms introducing a strong element the challenge in modern tabletop of luck. Zombicide became the next games is in players’ recognizing their Works Cited: hit, giving students the opportunity own habits of mind and their skills. to play cooperatively with one another Honing their own skills is where the American Association of School while relying heavily on luck. ultimate reward resides. The goal Librarians. 2009. Standards for of educators encouraging students the 21st-Century Learner in Action. Chicago: ALA. Students then began to express to play these games is to plant a seed increased interest in other cooperative Cozine, Keith. 2015. “Thinking of stamina that is also applicable Interestingly: The Use of Game games, willingly engaging in games outside of the tabletop experience Play to Enhance Learning and once deemed too complicated. These and in students’ approaches to their Facilitate Critical Thinking games were adopted in the following within a Homeland Security academic work. The sooner concepts Curriculum.” British Journal of order: Descent: Journeys in the Dark; of agency are introduced, the sooner Educational Studies 63 (3): 367–85. Mysterium; Pandemic; Pathfinder; children will be able to identify Crews, Annalisa. 2011. “Getting Agricola; and Mansions of Madness. their habits (as habits are shaped Teachers on ‘Board’.” Knowledge In the latest game, students have by their individualities), define Quest 40 (1): 10–13. reached a balance between skills and their strengths, and reinvigorate Holmes, Bradford. 2014. “Hone reading frequency, while minimizing the Top 5 Soft Skills Every skills within their comfort zone to College Student Needs” U.S. the negative aspects of luck. In my achieve a victory. The purpose of News and World Report (May 12). experience, students’ preferences engaging students in analog learning
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