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Pedagogical Evolution in the Teaching of Reference Services Enabled by the Use of 3D Immersive Virtual World Technology

Pedagogical Evolution in the Teaching of Reference Services Enabled by the Use of 3D Immersive Virtual World Technology

Nita J. Matzen, Kim Becnel, Geraldine Purpur
ISBN13: 9781466636880|ISBN10: 1466636882|EISBN13: 9781466636897
DOI: 10.4018/978-1-4666-3688-0.ch012
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MLA

Matzen, Nita J., et al. "Pedagogical Evolution in the Teaching of Reference Services Enabled by the Use of 3D Immersive Virtual World Technology." Advancing Library Education: Technological Innovation and Instructional Design, edited by Ari Sigal, IGI Global, 2013, pp. 183-196. https://doi.org/10.4018/978-1-4666-3688-0.ch012

APA

Matzen, N. J., Becnel, K., & Purpur, G. (2013). Pedagogical Evolution in the Teaching of Reference Services Enabled by the Use of 3D Immersive Virtual World Technology. In A. Sigal (Ed.), Advancing Library Education: Technological Innovation and Instructional Design (pp. 183-196). IGI Global. https://doi.org/10.4018/978-1-4666-3688-0.ch012

Chicago

Matzen, Nita J., Kim Becnel, and Geraldine Purpur. "Pedagogical Evolution in the Teaching of Reference Services Enabled by the Use of 3D Immersive Virtual World Technology." In Advancing Library Education: Technological Innovation and Instructional Design, edited by Ari Sigal, 183-196. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-3688-0.ch012

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Abstract

This chapter shares the development and implementation of a redesigned Information Sources and Services course and presents a case study that examines the impact of that course on student learning. The revised course applies Presence Pedagogy incorporating epistemic framing through extended role-play and the use of experienced mentors in a three-dimensional immersive virtual environment. Also examined are: changes in students’ comfort level while playing the role of reference librarian, their technology skills and confidence, similarities and dissimilarities between the game role and an imagined real-life role, students’ comfort level with the presence of a mentor, and their incorporating mentor suggestions.

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