Video Gaming and Libraries

INTRODUCTION

Paradigms are shifting within the library profession. These shifts occur when there is monumental change within a profession or the world as a whole, moving from resource sharing on small scales to informational sharing on national and international levels. In terms of organizational theory, we no longer view libraries as paternalistic organizations (a modernist perspective) but from a symbolic-interpretive perspective. User-centered service is the focus of libraries. With this era of cooperation and open-mindedness, video gaming has become symbolic of these changes. More and more libraries are adopting the idea of circulating and lending video games.


THE VIDEO GAMING SUBCULTURE

Subculture is “a subset of an organization’s members that identify themselves as a distinct group within the organization and routinely take action on the basis of their unique collective understanding” (Hatch and Cunliffe 2006). Gaming is considered a subculture in that they “create meanings through their interpretations of utterances [jargon], stories, rituals, symbols, actions, [and] interactions” (Hatch and Cunliffe 2006). Gamers share a common interest in gaming and sharing their sensemaking with one another.

The popularity of gaming has made some games and consoles household names. The market offers hand-held consoles like PSP and Nintendo DS. The stand-alone consoles include Xbox 360 from Microsoft, Sony's Playstation3, and the Nintendo Wii. Phones and PDA's have games on them too.

In previous years, stereotypical “gamers” were male, antisocial, and removed from society and the “normal” interests of their peers. The common perception of video gaming secluded these men in a dark room in front of glowing screens for hours on end trying to beat the next level in their game(s).

However, there is Web 2.0 and Library 2.0 and, in a sense, there is also Gaming 2.0 which boasts better technology. With better technology come faster connection speeds and larger storage spaces on computers and console systems. Gaming has become “live.” This means gamers are no longer isolated in dark rooms by themselves and can connect online with other players and compete. They are socializing digitally by chatting “live,” forming networks, trading, sharing information, and engaging on a greater scale than ever before (Wisconsin Department of Public Instruction 2008). Today’s image of a video gamer is tech-savvy, mid-thirties, still mainly male (but increasingly female), and highly social.

A LOOK AT VIDEO GAMES


Traditionally, as well as recently, society has blamed its shortcomings on video games, especially those portraying violence. In the last decade studies about video games portray gaming as addictive, claiming that it promotes antisocial behaviors. Games may be seen a reflection of society—the good, the bad, and the ugly. Some games offer a chance to understand the rules and how to play a game (i.e. golf) better. Others provide opportunities to stimulate your brain with mental exercises, like Brain Age for the Nintendo DS. Escapism is a common argument for the antisocial behavior games illicit. There have been cases of individuals playing for hours on end and literally dying in front of their computer (BBC News 2005).

Yet, these same games offer gamers a chance to network and socialize with people from all over the world and develop understanding of one another’s culture. “There is significant evidence suggesting that enhanced problem-solving skills and knowledge have become unpredicted byproducts from well-developed stories in games (Branston 2006). Any game may be positive or negative depending on your perspective.


VIDEO GAMES IN LIBRARIES

Guilderland Public Library in New York is one example of a library already circulating video games. They mentioned that in the same year they launched this initiative, their book circulation increased by twenty percent compared to the four percent per year previously (Oakley 2008). Adding video games is no different from the addition of videos and popular music to library collections. The arguments for and against are the same. As further proof that libraries are changing with the times, the American Library Association has given video gaming social legitimacy by approving them as part of library collections (Pham 2008). Considering that libraries are more focused on being user-centered, why not add video games to circulate and for programming? It’s what the users are asking for.



FOR FURTHER READING

Nicholson, Scott. 2008. Reframing Gaming. American Libraries 39, no. 7: 50-51.

YALSA. 2008. Gaming. Tune In: Teen Tech Week 2008 @ Your Library. http://www.ala.org/ala/mgrps/divs/yalsa/teentechweek/ttw08/resourcesabcd/techguide_gaming.pdf (accessed November 7, 2008).

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Bibliography

BBC News. 2005. South Korean Dies After Games Session. http://news.bbc.co.uk/2/hi/technology/4137782.stm.

Branston, Christy. 2006. From Game Studies to Bibliographic Gaming: Libraries Tap into the Video Game Culture. ASIS&T Bulletin April/May. http://www.asis.org/Bulletin/Apr-06/branston.html (accessed November 7, 2008).

Hatch, Mary Jo and Cunliffe, Ann L. 2006. Organization theory: modern, symbolic, and postmodern perspectives. Oxford, NY: Oxford University Press.

Oakley, Trevor. 2008. Circulating Video Games. School Library Journal 54, no. 4: 30-33.

Pham, Alex. 2008. Libraries Score with Video Games. Los Angeles Times: B-1. http://articles.latimes.com/2008/apr/17/local/me-libraries17 (accessed November 7, 2008).

Wisconsin Department of Public Instruction. 2008. Social Value of Gaming. http://dpi.wi.gov/pld/pdf/gamingsocialvalue.pdf (accessed November 7, 2008).