Teacher Librarian: The Journal for School Library Professionals
Video games as tools for learning in K-12 have been a topic of intense discussion over the past fifteen years. One area of focus has been on the integration of commercial off-the-shelf games in lesson plans. A predictive factor for the adoption and diffusion of this innovation is the attitudes or readiness of teachers. Yet while many studies have examined this with teachers themselves, teacher librarians (TLs) have largely been ignored, despite their key role in education and technology adoption in schools. This study examines the beliefs and practices of TLs concerning digital games as learning tools to determine if and how they differ from teachers with regard to games and learning. The Teachers' Attitudes toward Games (TATG) survey measured TLs' perceptions of barriers to using digital games. Findings suggest that TLs tend to use digital games to address discrete library skills, although there is evidence that some use games to integrate twenty-first-century skills into classroom lessons. Similar to findings on classroom teachers, TLs perceived lack of time, lack of infrastructure, and lack of support as barriers to using digital games.
Hovious, Amanda S. and Van Eck, Richard, "Digital games for 21st–century learning: Teacher librarians' beliefs and practices" (2015). Teaching, Leadership & Professional Practice Faculty Publications. 10.