Students’ behaviour playing an online information literacy game

This paper describes how college students played the web-based BiblioBouts Information Literacy (IL) game, which ushers players through the library research process while they complete a research-and-writing assignment. The game teaches students basic IL skills including creating citations, judging citation completeness, assessing author expertise, assessing source relevance and credibility, judging quality, and assessing accuracy. BiblioBouts’ collaborative and social mechanisms help students leverage their own research efforts in finding sources, evaluating their usefulness, and choosing the best sources, with their classmates’ efforts so that everyone benefits. Players benefit from  receiving hands-on practice and experience with the wide range of information literacy (IL) skills that confront them during the process from conducting library research to completing writing assignments. Both quantitative and qualitative game-play data were gathered from game-play logs, game diaries, focus group interviews with student game players, and personal interviews with instructors. These data were analyzed to determine typical game-play styles, how long students played the game, and the impact of scoring on the way the students played the game and engaged in IL activities. The results were used to improve game mechanics and player engagement. The R&D team’s experience building an online, interactive IL game demonstrates that game design must first focus on evaluations of player behavior followed by game-system improvements that are expected to affect the desired game-play behavior. The BiblioBouts game presents an innovative method for learning IL competencies and is unique in its social, collaborative, and interactive approach to educational gaming. It is hoped that this article will encourage IL librarians to explore games and other alternative forms of IL instruction

Through a game darkly: Student experiences with the technology of the library research process.

Purpose – The purpose of this paper is to examine the nature of students’ library-research difficulties, especially difficulties rooted in technology, to describe how the BiblioBouts information literacy game helps students overcome these difficulties, and to discuss how BiblioBouts has evolved in order to reduce students’ difficulties with the technology of the library-research process. Design/methodology/approach – Data collection was multi-modal involving quantitative instruments such as questionnaires and logs of students’ game-play activity and qualitative involving game diaries that students voluntarily completed after time they played the game, focus group interviews with students who played and did not play the game, and personal interviews with instructors before and after their students played the game. Findings – The technology underlying the library research process is difficult to use. BiblioBoutshelps students overcome their difficulties. BiblioBouts continues to evolve to enable students to reduce their difficulties with this technology. Research limitations/implications – Playing BiblioBouts gives students exposure to searching library databases but game play per se does not focus on searching. Practical implications – Students benefit from playing BiblioBouts. They gain first-hand experience and practice with library-research technologies such as the library portal for database selection, library databases for quality information, and Zotero for citation management. They are exposed to more sources than they would have found on their own and a logical, methodical process for evaluating the sources they find. Social implications – Online social gaming has been enlisted to transform library research from a solitary activity into a collaborative activity where students document their research activities and share in the research trail that individual game players leave behind. Originality/value – The research underlines gaming’s effectiveness for teaching incoming undergraduate students information literacy skills and concepts.Institute of Museum and Library Services (IMLS)Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/106413/1/Markey_Leeder_Rieh_LibraryHiTech2012.pd

Vitamin D related genes in lung development and asthma pathogenesis

Background: Poor maternal vitamin D intake is a risk factor for subsequent childhood asthma, suggesting that in utero changes related to vitamin D responsive genes might play a crucial role in later disease susceptibility. We hypothesized that vitamin D pathway genes are developmentally active in the fetal lung and that these developmental genes would be associated with asthma susceptibility and regulation in asthma. Methods: Vitamin D pathway genes were derived from PubMed and Gene Ontology surveys. Principal component analysis was used to identify characteristic lung development genes. Results: Vitamin D regulated genes were markedly over-represented in normal human (odds ratio OR 2.15, 95% confidence interval CI: 1.69-2.74) and mouse (OR 2.68, 95% CI: 2.12-3.39) developing lung transcriptomes. 38 vitamin D pathway genes were in both developing lung transcriptomes with >63% of genes more highly expressed in the later than earlier stages of development. In immortalized B-cells derived from 95 asthmatics and their unaffected siblings, 12 of the 38 (31.6%) vitamin D pathway lung development genes were significantly differentially expressed (OR 3.00, 95% CI: 1.43-6.21), whereas 11 (29%) genes were significantly differentially expressed in 43 control versus vitamin D treated immortalized B-cells from Childhood Asthma Management Program subjects (OR 2.62, 95% CI: 1.22-5.50). 4 genes, LAMP3, PIP5K1B, SCARB2 and TXNIP were identified in both groups; each displays significant biologic plausibility for a role in asthma. Conclusions: Our findings demonstrate a significant association between early lung development and asthma–related phenotypes for vitamin D pathway genes, supporting a genomic mechanistic basis for the epidemiologic observations relating maternal vitamin D intake and childhood asthma susceptibility

BiblioBouts: A Scalable Online Social Game for the Development of Academic Research Skills

Researchers at the School of Information of the University of Michigan are designing, developing, and evaluating BiblioBouts, an online game that helps students learn academic research skills. Players practice using online library research tools while they work on an in-class assignment and produce a high-quality bibliography, at the same time as they are competing against each other to win the game! While librarians are experts at helping students who want to learn about academic research, most students are reluctant participants because they want just-in-time personal assistance that is tailored to their unique information needs, and faculty are reluctant to cede class time. The BiblioBouts project enlists games to teach undergraduate students information literacy skills and concepts in the classroom. Social gaming reinforces principles of good learning, including getting results by trial and error, self-discovery, following hunches and reinforcement through repetition. BiblioBouts also incorporates collaborative problem solving and participation in a community of learning. The project aims to explore how games can be utilized to achieve information literacy goals and to yield open-source game software that libraries could use immediately to enhance their information literacy programs. The LOEX presentation will incorporate a live interactive demo of the game, as well as videos demonstrating gameplay. We will discuss challenges in situating the game into the classroom and integrating it into existing course syllabi. The presentation will describe how we have adapted the game in response to feedback from students and instructors during the pilot process

BiblioBouts Project Interim Report #5

The University of Michigan’s School of Information and its partner, the Center for History and New Media at George Mason University, have undertaken the 4-year BiblioBouts Project (October 1, 2008 to September 30, 2012) to support the design, development, testing, and evaluation of the web-based BiblioBouts game to teach incoming undergraduate students information literacy skills and concepts. This fifth interim report describes the BiblioBouts Project team’s 12-month progress achieving the project’s 4 objectives: designing, developing, deploying, and evaluating the BiblioBouts game and recommending best practices for future information literacy games. This latest 12-month period was marked by extensive progress in the analysis of evaluation data from the testing of the beta 1.0 version of BiblioBouts and putting to work what was learned from this analysis in the design and development of the beta 2.0 version of BiblioBouts. Major tasks that will occupy the team for the next 12 months are demonstrating BiblioBouts’ learning goals, recruiting more instructors to incorporate BiblioBouts in their classes, seeking additional funding, and finding a future home for BiblioBouts. For additional information about game design, pedagogical goals, scoring, game play, project participants, and playing BiblioBouts in your course, consult the BiblioBouts Project web site (http://bibliobouts.si.umich.edu).Institute of Museum and Library Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/87186/1/bbInterimReportToIMLS05.pd

Identifying the science and technology dimensions of emerging public policy issues through horizon scanning

Public policy requires public support, which in turn implies a need to enable the public not just to understand policy but also to be engaged in its development. Where complex science and technology issues are involved in policy making, this takes time, so it is important to identify emerging issues of this type and prepare engagement plans. In our horizon scanning exercise, we used a modified Delphi technique [1]. A wide group of people with interests in the science and policy interface (drawn from policy makers, policy adviser, practitioners, the private sector and academics) elicited a long list of emergent policy issues in which science and technology would feature strongly and which would also necessitate public engagement as policies are developed. This was then refined to a short list of top priorities for policy makers. Thirty issues were identified within broad areas of business and technology; energy and environment; government, politics and education; health, healthcare, population and aging; information, communication, infrastructure and transport; and public safety and national security.Public policy requires public support, which in turn implies a need to enable the public not just to understand policy but also to be engaged in its development. Where complex science and technology issues are involved in policy making, this takes time, so it is important to identify emerging issues of this type and prepare engagement plans. In our horizon scanning exercise, we used a modified Delphi technique [1]. A wide group of people with interests in the science and policy interface (drawn from policy makers, policy adviser, practitioners, the private sector and academics) elicited a long list of emergent policy issues in which science and technology would feature strongly and which would also necessitate public engagement as policies are developed. This was then refined to a short list of top priorities for policy makers. Thirty issues were identified within broad areas of business and technology; energy and environment; government, politics and education; health, healthcare, population and aging; information, communication, infrastructure and transport; and public safety and national security

BiblioBouts final performance review

A University of Michigan (U-M) research team designed, developed, deployed, and evaluated the BiblioBouts information literacy game. BiblioBouts gave students repeated opportunities to develop and practice information literacy skills while they completed a research-and-writing assignment. The evaluation enlisted a multi-methodological approach to data collection. BiblioBouts players were exposed to more online sources than non-players. Players cited more sources in their final-paper bibliographies than non-players. Players felt that they would be better at and more confident about performing various research tasks than they felt before playing the game. They rated their motivation and perseverance at playing the game at high and very high levels. They cited many game-play benefits such as getting a head start on their research, finding relevant sources from classmates’ submissions, becoming a more confident researcher, and being better prepared to write their papers as a result of using the Zotero citation management system.Institute of Museum and Library Serviceshttp://deepblue.lib.umich.edu/bitstream/2027.42/97036/1/bbFinalPerfReviewToIMLS.pd

The interactions of age, genetics, and disease severity on tacrolimus dosing requirements after pediatric kidney and liver transplantation

Purpose: In children, data on the combined impact of age, genotype, and disease severity on tacrolimus (TAC) disposition are scarce. The aim of this study was to evaluate the effect of these covariates on tacrolimus dose requirements in the immediate post-transplant period in pediatric kidney and liver recipients. Methods: Data were retrospectively collected describing tacrolimus disposition, age, CYP3A5 and ABCB1 genotype, and pediatric risk of mortality (PRISM) scores for up to 14 days post-transplant in children receiving liver and renal transplants. Initial TAC dosing was equal in all patients and adjusted using therapeutic drug monitoring. We determined the relationship between covariates and tacrolimus disposition. Results: Forty-eight kidney and 42 liver transplant recipients (median ages 11.5 and 1.5 years, ranges 1.5-17.7 and 0.05-14.8 years, respectively) received TAC post-transplant. In both transplant groups, younger children (<5 years) needed higher TAC doses than older children [kidney: 0.15 (0.07-0.35) vs. 0.09 (0.02-0.20) mg/kg/12h, p = 0.046, liver: 0.12 (0.04-0.32) vs. 0.09 (0.01-0.18) mg/kg/12h, p

Building the Games Students Want to Play: BiblioBouts Project Interim Report #3

The University of Michigan's School of Information and its partner, the Center for History and New Media at George Mason University, are undertaking the 3-year BiblioBouts Project (October 1, 2008 to September 30, 2011) to support the design, development, testing, and evaluation of the web-based BiblioBouts game to teach incoming undergraduate students information literacy skills and concepts. This third interim report describes the BiblioBouts Project team’s 6-month progress achieving the project's 4 objectives: designing, developing, deploying, and evaluating the BiblioBouts game and recommending best practices for future information literacy games. This latest 6-month period was marked by extensive progress in the deployment and evaluation of the alpha version of BiblioBouts. Major tasks that will occupy the team for the next 6 months are applying evaluation findings to game redesign and enhancement. For general information about game design, pedagogical goals, scoring, game play, project participants, and playing BiblioBouts in your course, consult the BiblioBouts Project web site.Institute of Museum and Library Serviceshttp://deepblue.lib.umich.edu/bitstream/2027.42/69157/1/bbInterimReportToIMLS03.pd

The development and validation of a scoring tool to predict the operative duration of elective laparoscopic cholecystectomy

Background: The ability to accurately predict operative duration has the potential to optimise theatre efficiency and utilisation, thus reducing costs and increasing staff and patient satisfaction. With laparoscopic cholecystectomy being one of the most commonly performed procedures worldwide, a tool to predict operative duration could be extremely beneficial to healthcare organisations. Methods: Data collected from the CholeS study on patients undergoing cholecystectomy in UK and Irish hospitals between 04/2014 and 05/2014 were used to study operative duration. A multivariable binary logistic regression model was produced in order to identify significant independent predictors of long (> 90 min) operations. The resulting model was converted to a risk score, which was subsequently validated on second cohort of patients using ROC curves. Results: After exclusions, data were available for 7227 patients in the derivation (CholeS) cohort. The median operative duration was 60 min (interquartile range 45–85), with 17.7% of operations lasting longer than 90 min. Ten factors were found to be significant independent predictors of operative durations > 90 min, including ASA, age, previous surgical admissions, BMI, gallbladder wall thickness and CBD diameter. A risk score was then produced from these factors, and applied to a cohort of 2405 patients from a tertiary centre for external validation. This returned an area under the ROC curve of 0.708 (SE = 0.013, p  90 min increasing more than eightfold from 5.1 to 41.8% in the extremes of the score. Conclusion: The scoring tool produced in this study was found to be significantly predictive of long operative durations on validation in an external cohort. As such, the tool may have the potential to enable organisations to better organise theatre lists and deliver greater efficiencies in care