Crystle is a Postdoctoral Researcher for the Digital Media and Learning Research Hub’s Connected Learning Research Network at the University of California’s Humanities Research Institute. She recently completed her PhD in the Digital Media program in Curriculum & Instruction at University of Wisconsin–Madison, studying with Professor Constance Steinkuehler. She is a member of the Games+Learning+Society (GLS) and past Co-Chair of the GLS Conference. Her research interests include: interest-driven and informal learning, literacy, collective intelligence, and online affinity spaces. Her dissertation, entitled “Information Literacy in Interest-Driven Learning Communities: Navigating the Sea of Information for an Online Affinity Space,” focuses on the information literacy practices in the online affinity space of the massively multiplayer online game World of Warcraft, which includes in-game and out-of-game information resources, or the game’s constellation of information. Her dissertation will be published in Peter Lang’s book series “New Literacies and Digital Epistemologies.” Along with her dissertation research, she is currently exploring the use of literacy and information literacy practices in the constellation of information for single player games.
Thursday, December 22, 2016
A recent study from Stanford University cited that 82 percent of middle schoolers can’t distinguish between an ad labeled “sponsored news” and a real news story. The authors of the study cited that students need to be better trained in information literacy and use better information seeking strategies to solve this problem. This is a reasonable strategy but runs into issues with implementation. Teaching information literacy, the process of determining the quality and source of information, has been an emphasis of the American Association of School Librarians for decades. However, teaching of information literacy in school has declined as
Thursday, June 02, 2016
It seems today that STEM (science, technology, engineering and math) and coding are constantly in the news, especially in relation to youth and learning. But, despite near incessant news coverage, there is a continuing uneven access for youth to STEM and coding classes in school, as well as after school. Gaining prominent attention at the national level is President Obama’s recently released Computer Science for All initiative, focusing on offering more computer science classes. But, it does not emphasize the opportunities for interest-driven learning outside of the school structure. One group — libraries — working
Thursday, July 31, 2014
As libraries across the country reimagine themselves, patrons, particularly young ones, are finding them more relevant in today’s technological age. Examples of innovative projects, tapping into the power of the Internet, include the Chicago Public Library, which offers a free Maker Lab, with access to 3-D printers and milling machines; and two branches of the Los Angeles Public Library (LAPL), where underserved kids are learning to code and tell stories through photography this summer. Many other libraries and librarians across the country are embodying the principles of connected learning as they evolve in this digital age.