Offering a fresh understanding of the learning potential of youth videogaming in public libraries, and delving into research-based accounts which showcase feedback mechanisms that nurture meaningful learning, Abrams and Gerber equip readers to re-envision library programming that specifically features youth videogame play.

The ninth edition of this popular overview of the various programs and services offered by libraries offers best practice and useful tips for implementing them effectively. Building on the strong foundation of the previous editions, award-winning author G. Edward Evans returns with a new co-author, Stacey Greenwell, for this update that combines their signature style of textbook readability, informality, and sometimes humor, as well as their knack for balancing foundational topics and new trends. A new feature in this edition is the incorporation of the concept of "library social work" through "Social Work Connections" sidebars in each chapter. Anecdotes throughout the text and "Career Connections" sidebars offer practical advice and specific current examples. Greenwell and Evans have combined several chapters from the previous edition and expanded discussions of new trends while retaining and updating the fundamentals. The ninth edition is a welcome update for library and information science courses and a valuable handbook for public services librarians.

Teaching in the Game-Based Classroom is a hands-on guide to leveraging students’ embrace of video games toward successful school performance. Evidence tells us that game-based learning can help teachers design classes, develop transformative learning tools, and assess progress on multiple levels not dependent on one-size-fits-all bubble sheets. Authored by game-savvy teachers in partnership with classroom-experienced academics, the highly varied chapters of this book are concise yet filled with sound pedagogical approaches. Middle and high school educators will find engaging new ways of inspiring students’ intrinsic motivation, skill refinement, positive culture-building, autonomy as learners, and more.

Esports is a global phenomenon that has attracted the attention of multiple interested parties—from investors to K-12 schools and universities. This text chronicles the multitude of ways that people are making meaning within and around the esports ecosystem. Literacies that occur in the esports ecosystem are the result of a collision of diverse experiences, actions, peoples, games, software, hardware, and roles. These literacies are multifaceted, multilayered, and multifarious. By acknowledging the call that these literacies hold, stakeholders can argue for their appreciation at all levels of the ecosystem. Literacies of the Esports Ecosystem answers this call. Contributors are: Anthony Betrus, Andrew Cochran, Luis E. Pérez Cortés, Jason Engerman, Thorkild Hanghøj, Ryan Rish and Kevin Sweeney.

All games are potentially transformative experiences because they engage the player in dynamic action. When repurposed in an educational context, even highly popular casual games played online to pass the time can engage players in a way that deepens learning. Games as Transformative Experiences for Critical Thinking, Cultural Awareness, and Deep Learning: Strategies & Resources examines the learning value of a wide variety of games across multiple disciplines. Organized just like a well-made game, the book is divided into four parts highlighting classroom experiences, community and culture, virtual learning, and interdisciplinary instruction. The author crosses between the high school and college classroom and addresses a range of disciplines, both online and classroom practice, the design of curriculum, and the transformation of assessment practices. In addition to a wealth of practical exercises, resources, and lesson ideas, the book explains how to use a wide and diverse range of games from casual to massively multiplayer online games for self-improvement as well as classroom situations.

This book merges recent trends in game studies and multimodal studies to explore the relationship between the interaction between videogames’ different modes and the ways in which they inform meaning for both players and designers. The volume begins by laying the foundation for integrating the two disciplines, drawing upon social semiotic and discourse analytic traditions to examine their relationship with meaning in videogames. The book uses a wide range of games as examples to demonstrate the medium’s various forms of expression at work, including audio, visual, textual, haptic, and procedural modes, with a particular focus on the procedural form, which emphasizes processes and causal relationships, to better showcase its link with meaning-making. The second half of the book engages in a discussion of different multimodal configurations and user generated content to show how they contribute to the negotiation of meaning in the player experience, including their role in constructing and perpetuating persuasive messages and in driving interesting and unique player decisions in gameplay. Making the case for the benefits of multimodal approaches to game studies, this volume is key reading for students and researchers in multimodal studies, game studies, rhetoric, semiotics, and discourse analysis.

This book explores adolescents' (10-18 years) experiences of silence, solitude, loneliness within the school setting. Although many studies explore social withdrawal and loneliness in adolescence, little is known about young people's experiences of solitude as a state of being alone. This book ties together cutting-edge research from developmental psychology and education on solitude in adolescence, and opens the way to a pedagogy of solitude and well-being. Sandra Leanne Bosacki explores concerns about how adolescents learn social and solitude skills and the extent to which such skills are harmful or helpful, including self-control and regulation, and self-compassion. The book further explores implications of solitude studies for practice and provides recommendations for future research and education. Holistic models of education are encouraged to promote a balance of social and solitude skills that combines social management with self-regulation and self-compassion.

Video game spaces have vastly expanded the built environment, offering new worlds to explore and inhabit. Like buildings, cities, and gardens before them, these virtual environments express meaning and communicate ideas and affects through the spatial experiences they afford. Drawing on the emerging field of embodied cognition, this book explores the dynamic interplay between mind, body, and environment that sits at the heart of spatial communication. To capture the wide diversity of forms that spatial expression can take, the book builds a comparative analysis of twelve video games across four types of space, spanning ones designed for exploration and inhabitation, kinetic enjoyment, enacting a situated role, and enhancing perception. Together, these diverse virtual environments suggest the many ways that video games enhance and extend our embodied lives.

What happened when Sesame Street and Big Brother were adapted for African audiences? Or when video games Final Fantasy and Assassins’ Creed were localized for the Spanish market? Or when Sherlock Holmes was transformed into a talking dog for the Japanese animation Sherlock Hound? Bringing together leading international scholars working on localization in television, film and video games, Media Across Borders is a pioneering study of the myriad ways in which media content is adapted for different markets and across cultural borders. Contributors examine significant localization trends and practices such as: audiovisual translation and transcreation, dubbing and subtitling, international franchising, film remakes, TV format adaptation and video game localization. Drawing together insights from across the audiovisual sector, this volume provides a number of innovative models for interrogating the international flow of media. By paying specific attention to the diverse ways in which cultural products are adapted across markets, this collection offers important new perspectives and theoretical frameworks for studying localization processes in the audiovisual sector. For further resources, please see the Media Across Borders group website (www.mediaacrossborders.com), which hosts a ‘localization’ bibliography; links to relevant companies, institutions and publications, as well as conference papers and workshop summaries.

This new edition of [the book] brings you a completely revised textbook.... The result is an innovative instructional system designed to help you teach and to help your students learn about computer technology.... Since our primary goal is to present students with technology that they are likely to encounter at school and on the job, personal computers (PCs) are used in examples throughout. Other platforms (e.g., Mac, OS/2) and sizes of computers (e.g. mainframes) are discussed in the context of how they are used today.... Every computer concept is presented with guidelines on how to use the technology to be more productive at school, at work, and at home. -Pref.