tag:blogger.com,1999:blog-2140420675833486972024-03-19T10:57:10.924+00:00Making games for LibrariesStuff from the making games for libraries events, other play and games type events I run, or have attended, plus a few other games / play related things... mainly related to libraries.Andy Walshhttp://www.blogger.com/profile/06672754063506249382noreply@blogger.comBlogger175125tag:blogger.com,1999:blog-214042067583348697.post-6608776462470227082023-07-08T17:06:00.005+01:002023-07-08T17:06:51.130+01:00Fairytale creatures at Playful Learning 2023<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwtwj4iYOnKqDNhJBhZhCknL3Q1lfSO1YsiouOnl4oZfZGsJXYDohnyWBz9_ngaZ332A4ApuYxhsczgX_NVrRlmBHAC_9wL60Iv8MA8tIcVEMgGTnHhRBz3Ysb-8rnjCJdDumlv5aOxD786DBpf9WaqFEWdTiQ5qH_tDnSfd-nhwk8ObEN8Pb7yCqAFJAG/s483/jing.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="An object made of paper, card, pipecleaners and more. Looks like an upside down cup with wiring hair and fierce eyebrows" border="0" data-original-height="378" data-original-width="483" height="250" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwtwj4iYOnKqDNhJBhZhCknL3Q1lfSO1YsiouOnl4oZfZGsJXYDohnyWBz9_ngaZ332A4ApuYxhsczgX_NVrRlmBHAC_9wL60Iv8MA8tIcVEMgGTnHhRBz3Ysb-8rnjCJdDumlv5aOxD786DBpf9WaqFEWdTiQ5qH_tDnSfd-nhwk8ObEN8Pb7yCqAFJAG/w320-h250/jing.PNG" title="Jing, a creature from the workshop. Photo by Alex Moseley." width="320" /></a></div><br /><p></p><p>I ran a workshop at the Playful Learning Conference in Leicester last week where we made new (or forgotten) fairy tale creatures representing aspects of play or playfulness. Participants wrote short bios and what they'd need to thrive and multiply into the world. The same things required to make these creatures thrive could equally be seen as ways to enable play / playfulness to thrive too! When I have time / energy I'll list some of the creatures (the photo above is <a href="https://twitter.com/AlexM11/status/1676877246244454401" rel="nofollow" target="_blank">Jing, from Alex's twitter</a> - didn't want to embed just in case Twitter completely explodes shortly).</p><p>The ways participants thought they could allow their creatures to thrive are (in brief):</p><p></p><ul style="text-align: left;"><li>Collaboration</li><li>Appreciation of fun</li><li>Getting into nature more</li><li>Accepting creatures (people) as they are</li><li>Making room for play</li><li>Undermining barriers to play</li><li>Bringing together creative people</li><li>Looking towards allies for support</li><li>"Yes and..." to extend play not shut it down</li><li>Purpose</li><li>Permission to pause for a while</li><li>Sufficient mental and physical space</li><li>To be able to move freely mentally and physically</li><li>Support for faciliators</li><li>A sense of belonging</li><li>Acknowleding emotions</li><li>Enabling autonomy</li><li>An active community</li><li>A willingness to question and to adapt</li><li>Acceptance that we need people (the invented creature!) who encourage play and that a visit from them is a gift</li><li>Universities should build people who encourage play into their wellbeing plans</li><li>Curious people / natures</li><li>Embracing fun (laughter, giggles, chuckles and guffaws!)</li><li>Time - to prioritise creative, playful thinking. But also to recharge.</li></ul><p></p><p>... do these sound familiar? I think they sound like valid ways to help us all play more, not just the fairy tale creatures they created :)</p><p><br /></p>Andy Walshhttp://www.blogger.com/profile/06672754063506249382noreply@blogger.com0tag:blogger.com,1999:blog-214042067583348697.post-17746611038221067792023-05-03T13:42:00.000+01:002023-05-03T13:42:58.316+01:00Pedagogy postcards exercise at LILAC23<p> I did a playful postcard exercise at LILAC this year, asking people to write their top tips for teaching (or enabling) information literacy development in others on a postcard and posting it in a little red postbox! Those who left an address on a sticky label had a randomly selected postcard sent out to them. This is what they said, plus some comments and explanation from me :) </p><p><br /></p><p></p><p class="MsoNormal" style="margin-top: 12.0pt;"><b>Pedagogy Postcards for
Practitioners, Andrew Walsh, LILAC 23.<o:p></o:p></b></p>
<p class="MsoNormal" style="margin-top: 12.0pt;">Thank you everyone who submitted a
tip! This PDF will list the tips (in italics), add a little commentary about
the tips, plus give a very brief outline about the approach taken with this
postcard exercise. Those of you receiving this PDF after submitting their email
addresses via the QR code, I’ll delete them within the next few weeks. <o:p></o:p></p>
<p class="MsoNormal" style="margin-top: 12.0pt;"><b>The tips / commentary<o:p></o:p></b></p>
<p class="MsoNormal" style="margin-top: 12.0pt;">The first few focus on something
that librarians often struggle with. We might only see students once, probably
for a relatively short amount of time, so there is a temptation to try and tell
them “all the things”! I worry that this also tends to combine with an element
of vocational awe where we see ourselves as the only people who can save
students from poor information literacy and overinflate our importance (see
Fobazi Ettarh’s work, e.g. <a href="https://www.inthelibrarywiththeleadpipe.org/2018/vocational-awe/">VOCATIONAL
AWE AND LIBRARIANSHIP: THE LIES WE TELL OURSELVES</a>). Bombarding students
with content isn’t good pedagogical practice though, as these tips suggest!<o:p></o:p></p>
<p class="MsoNormal" style="margin-top: 12.0pt;"><i>Bite sized resources available
at the point of need. I record short-ish videos on different subjects and make
them available to students (who study 100% online).<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-top: 12.0pt;"><i>Don’t sacrifice understanding
and deep learning in order to cover content – learning one thing well is better
than learning lots superficially. (P.S. Read bell hooks!)<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-top: 12.0pt;"><i>Less is more </i><i><span style="font-family: "Segoe UI Emoji",sans-serif; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-char-type: symbol-ext; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-symbol-font-family: "Segoe UI Emoji";">😊</span>
We don’t need to tell everything we know about IL in each lesson, people will
be overwhelmed. Pick your highlights (learning outcomes) and stick to them.
(Hugs from Bettina, Norway.)<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-top: 12.0pt;">I love the pedagogy hinted at behind
these next few, but again many librarians struggle with this! It’s often
tempting to think that the way we think an information literacy related task
should be approached (e.g. searching for information for an assignment) is the
best way of doing it. We’re the experts, so everyone should copy our examples.
In practice, students are concerned with different things, have varying demands
on their time and attention, and need to build strategies that work for them.
They may care about different learning outcomes to those that we had in mind at
the start, and these may even emerge, or change, during a session. These tips
all try to shift the power dynamic towards the student, helping to give them
ownership and an element of control, so we meet the students’ needs, not our
own pre-determined outcomes. (This is part of the reason I personally take a
playful learning approach!)<o:p></o:p></p>
<p class="MsoNormal" style="margin-top: 12.0pt;"><i>Give students ownership of
their own learning – how can you involve them in co-creating material or
learning activities?<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-top: 12.0pt;"><i>Engage your students as
collaborators / give them the power to steer their own learning directions
& needs by checking their aims before you start teaching (LC Chung)<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-top: 12.0pt;"><i>Tell students at the beginning
of sessions that the goal is for <u>them</u> to <u>learn</u> rather than <u>you</u>
to <u>teach</u>, so they should be encouraged to ask questions and lead /
direct the conversation as they wish </i><i><span style="font-family: "Segoe UI Emoji",sans-serif; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-char-type: symbol-ext; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-symbol-font-family: "Segoe UI Emoji";">😊</span><o:p></o:p></i></p>
<p class="MsoNormal" style="margin-top: 12.0pt;"><i>Ask student how they manage and
organise information. What is their research information process. (Paul
Newnham)<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-top: 12.0pt;">These next few are a mixture of
slightly different things, but are all about contextualising the content. Information
literacy varies by context and is often difficult for people to transfer from
one setting to another – this contextualisation helps embed learning more
effectively. It’s not a “library” session, it’s one relevant to their study,
work, life, whatever… but a note of caution, be careful using pop-culture
references unless you are genuinely up to date. Please don’t think you’re cool
dropping references to TV shows that aired before your students were born (or from
shows that didn’t air in countries that your students are from). :D </p><p class="MsoNormal" style="margin-top: 12.0pt;"><o:p></o:p></p>
<p class="MsoNormal" style="margin-top: 12.0pt;"><i>Start with where your students
are at… if they use Google Scholar – show them Google Scholar! If they use
TikTok, demo the issues with that (Relete)<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-top: 12.0pt;"><i>Use concrete, pop-culture
examples and references = (1) Instant likeability factor (2) more engaging
& though provoking (Anne-Lise Harding, House of Commons Library)<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-top: 12.0pt;"><i>Making teaching relatable to
your audience. They’ll be able to understand a real life example if its
something they do / see every day.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-top: 12.0pt;"><i>Take the student’s discipline
into account. Tie IL skills to a current assignment / theses / pm the students
are working on to make it more relevant to them.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-top: 12.0pt;"><i>I like to use analogies and
metaphors to explain things during IL sessions. Examples that relate to
everyday activities / experiences.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-top: 12.0pt;"><i>Connect to what the student is
working on and what problems they encounter. <o:p></o:p></i></p>
<p class="MsoNormal" style="margin-top: 12.0pt;">Interactive suggestions cropped up
several times in the tips below, but also in many of the other tips. I’ve
written and spoken widely on Active Learning and playful learning that match
these ideas, but lots of other teaching approaches also match it! These
approaches can make it easier to build on the previous knowledge of students
and avoid the hideous “banking model” of education (see Paulo Freire,
particularly “Pedagogy of the Oppressed”). As a bonus, it can make it much more
fun for you and your learners… and if you’re having fun you’re likely to do a
much better job! <span style="mso-spacerun: yes;"> </span><o:p></o:p></p>
<p class="MsoNormal" style="margin-top: 12.0pt;"><i>Make your IL sessions
interactive. Games, both online and physical make the sessions fun for you and
the students and enhance engagement and motivation.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-top: 12.0pt;"><i>Ask learners to search for info
online. E.g. “find an industry report on a particular company”. Next use this
to springboard discussion on issues of searching for info online. I then follow
this up with previous learners comments on this to encourage peer learning and
engage the current group.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-top: 12.0pt;"><i>Connect your teaching to your
audience’s needs and their context. Have fun, make it interactive and remember:
often, less is more. Quality over quantity </i><span style="font-family: "Segoe UI Emoji",sans-serif; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-char-type: symbol-ext; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-symbol-font-family: "Segoe UI Emoji";">😊</span><o:p></o:p></p>
<p class="MsoNormal" style="margin-top: 12.0pt;">Matching language to meet your
audience, which is where I try to avoid getting into arguments over what
information literacy should be called! But that said, information literacy is a
great term (IMHO) for us to use when talking about these things with other
librarians. That doesn’t mean it’s the best term to use with your learners (or
in Higher Education, your lecturers, higher management, etc.) – you can fit the
concepts within whatever language makes sense to them. Use library jargon (like
information literacy) with other librarians as it helps us be clear what we
mean, but use the language of your audience to explain stuff to them.<o:p></o:p></p>
<p class="MsoNormal" style="margin-top: 12.0pt;"><i>Don’t call it information
literacy or if you do, explain what that is in terms your audience will
understand. i.e. what it means in their terms / vocabulary. “Info lit” is too
librarian focussed.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-top: 12.0pt;"><i>Check your use of language and
jargon - don’t assume that others will understand the terms and acronyms that
you use every day.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-top: 12.0pt;"><i>Think about language and
terminology! Sometimes, academics and students are a bit bewildered by what is
meant by “information literacy” but if we try to speak their language (talking
about research, articles, searching and so on it becomes easier to communicate)
(Hope)<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-top: 12.0pt;">I love how these next two mention
preparation from different angles! It’s also something that lots of librarians
struggle with – teaching preparation for many people focusses on creating
“perfect searches” that as Maria says, are fake… and to be honest, then get
confusing to learners when they try to replicate them. Preparation should be
around the elements of teaching you intend to use, the activities, the
structures, etc that you can then confidently apply. Not the nitty gritty of
those pre-prepared examples!<o:p></o:p></p>
<p class="MsoNormal" style="margin-top: 12.0pt;"><i>Perfectly practiced demos from
a librarian are kinda fake. Make it messy! Hand the reins over to a student or
use one of their questions o they know it isn’t prepped. (Maria O’Hara,
@Meaohara, Kings College London)<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-top: 12.0pt;"><i>Prepare-prepare-prepare!<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-top: 12.0pt;">These next few are slightly
different, but grouped because they are about a mixture of confidence and
self-development. Despite many of us having imposter syndrome sitting on our
shoulders, telling us we don’t know what we are doing – you do. “<i>You are
enough.”</i> There are things we can do to build that confidence, to develop
ourselves (like observing others, taking risks, etc) and we should always be
learning and developing. That doesn’t mean you are doing badly now! Embrace the
fear and do it anyway <span style="font-family: "Segoe UI Emoji",sans-serif; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-char-type: symbol-ext; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-symbol-font-family: "Segoe UI Emoji";">😉</span><o:p></o:p></p>
<p class="MsoNormal" style="margin-top: 12.0pt;"><i>Take at least <u>one</u> risk
in every session. (Without taking risks your teaching won’t move forward! Don’t
be scared) (Nigel Morgan)<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-top: 12.0pt;"><i>Remember… You are an expert.
You are enough. Mistakes make you relatable </i><i><span style="font-family: "Segoe UI Emoji",sans-serif; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-char-type: symbol-ext; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-symbol-font-family: "Segoe UI Emoji";">😊</span><o:p></o:p></i></p>
<p class="MsoNormal" style="margin-top: 12.0pt;"><i>Talk less and don’t fear the silence!<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-top: 12.0pt;"><i>Have confidence in yourself!
Librarians, often introverts, can be a bit daunted by being in front of people,
but its important for us to believe in our own expertise. We have a voice and
its worth listening to! Good luck, you’re doing great.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-top: 12.0pt;"><i>Ask more experienced colleagues
if you can observe their teaching, even if they are not in the same discipline.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-top: 12.0pt;">Critical thinking can often be
absent in library sessions, but it shouldn’t be! We don’t have absolute
answers, but we can help our learners think critically about things and come to
their own conclusions. For example, there are lots of frameworks to help people
evaluate information sources – if they are used as checklists, they are all
bad, if they are used as examples of the type of questions we should be
answering and reflecting upon, they can be good. Resist the checklist and
embrace the critical questioning!</p><p class="MsoNormal" style="margin-top: 12.0pt;"><o:p></o:p></p>
<p class="MsoNormal" style="margin-top: 12.0pt;"><i>Instruction should be presented
in a value neutral way. There are no “good” and “bad” research tactics. Only
more effective and less effective. This can help prevent / reduce embarrassment
and open up a genuine dialogue. (Anna Nunn, University of Suffolk)<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-top: 12.0pt;"><i>I always tell students (and
others) to check the source. Who is the creator? What is their perspective?
What is the purpose of the content the are delivering? (Susan Adkins)<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-top: 12.0pt;"><i>Explore with students the why
of things, not just the how.<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-top: 12.0pt;">This one is partly about an
approach to teaching, but also about visual literacies. You can tap into
different ways of viewing the world and understanding or representing
information by using visual approaches – comics / cartoons are one, but there
are plenty of others (collage anyone?) out there. Don’t feel hidebound by only
using text!<o:p></o:p></p>
<p class="MsoNormal" style="margin-top: 12.0pt;"><i>Why not use comics and cartoons
for information literacy – works for me!<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-top: 12.0pt;">Bonus tip, but an important one…
we don’t teach in a vacuum! This could equally be “feed the IT person biscuits”,
especially if you teach in building where you might need support! Anyone that
does (or might) support you will appreciate your support in return!<o:p></o:p></p>
<p class="MsoNormal" style="margin-top: 12.0pt;"><i>Get to know your admin team and
take them cake </i><i><span style="font-family: "Segoe UI Emoji",sans-serif; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-char-type: symbol-ext; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-symbol-font-family: "Segoe UI Emoji";">😊</span> (Eva Garcia Grau)<o:p></o:p></i></p>
<p class="MsoNormal" style="margin-top: 12.0pt;"><o:p> </o:p></p>
<p class="MsoNormal"><b>A quick overview for this postcard approach!<o:p></o:p></b></p>
<p class="MsoNormal">I couldn’t be sure if this would work for the delegates in
advance, but I got slightly more cards filled in than I was expecting and there
are some lovely tips, so I think it did! For an all conference activity like
this, 10% of attendees engaging is a good target to aim for and we managed more
than that <span style="font-family: "Segoe UI Emoji",sans-serif; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-char-type: symbol-ext; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin; mso-symbol-font-family: "Segoe UI Emoji";">😊</span> Using these approaches in a teaching session
gets much better engagement, normally everyone would participate.<o:p></o:p></p>
<p class="MsoNormal">The postcard activity aimed to draw from the delegates
skills and knowledge of teaching information skills, pull them together, group
and comment on them (if appropriate), then share them back to the community
that contributed.<o:p></o:p></p>
<p class="MsoNormal">It draws from a few ideas that I use in my own teaching:<o:p></o:p></p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Making items <b>tactile</b> so they are
attractive to engage with. There is something about print items, especially
handmade (I sometimes use items I Letterpress print myself), that naturally invite
people to interact with them. A physical postcard tends to be more engaging
than asking an equivalent question by circulating a short Google form around
everyone (Alke’s work on Tactile Academia is great - <a href="https://tactileacademia.com/">https://tactileacademia.com/</a>) <o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span>Related to tactility is <b>physical
representations</b> that give cues towards what we expect – the postcards and
the red phone box are directly familiar to UK based people of a certain age,
but may also have familiar echoes with younger attendees that might not have
directly experienced writing or receiving print postcards. Many people see a
postcard and postbox and know what expectations exist around them, the objects
themselves guide participants naturally towards doing the activity.<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b>Restrictions / constraints</b> can help
enable creativity (and engagement with a task like this). The constraint of a
small area on the postcard can help people complete the task in a way that a
completely open invitation (submit an email or Word document?) does not. An
open task can often be harder (and more intimidating) to complete than a
constrained or restricted one. (Though I do offer alternatives that are more
open, in this case an online form for people that might want to write longer
form content, or who might struggle with handwriting a card.)<o:p></o:p></p>
<p class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><b>Gifting</b> can invite people to take part in
activities – this activity tries to take advantage of that both by the prospect
of a small future gift for participants (a postcard delivered to them) AND
their own tip turning into a gift for someone else.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p>See <a href="https://gamesforlibraries.blogspot.com/">https://gamesforlibraries.blogspot.com/</a>
for occasional posts from me about library teaching, play, playfulness,
workshops and other random bits and pieces. I’m bookable for workshops (online
or in person) and sometimes run open workshops too (I’ve just run a few introductory
Lego ones).</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal">Andrew Walsh (<a href="mailto:a.p.walsh@hud.ac.uk">a.p.walsh@hud.ac.uk</a>
/ <a href="https://twitter.com/playbrarian">@PlayBrarian</a>)<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal" style="margin-top: 12.0pt;"><o:p> </o:p></p><br /><p></p>Andy Walshhttp://www.blogger.com/profile/06672754063506249382noreply@blogger.com0tag:blogger.com,1999:blog-214042067583348697.post-3446085891933204922023-02-16T09:19:00.003+00:002023-02-16T09:29:31.796+00:00Repairing Play: A Black Phenomenology and some reflections<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSkrTLabj07uy2ukRdby6JM0M3Uo0PR0xeU0zgj37c1JlLVmR1AV4B0v_86WalVXIBLT-ueAnSn5db15dHiM2Q2odR266COkFy8ccOp3aurxLPMA573VL84MzlqJe4YVIJp2HmKo0RJgWHGy_dysUX1bgoLq1osVAPw6l1Bayqwg8HMRSVmcPFiwDm7Q/s4080/PXL_20230215_090153818.jpg" style="margin-left: 1em; margin-right: 1em;"><img alt="Front cover of the book entitled Repairing Play" border="0" data-original-height="4080" data-original-width="3072" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSkrTLabj07uy2ukRdby6JM0M3Uo0PR0xeU0zgj37c1JlLVmR1AV4B0v_86WalVXIBLT-ueAnSn5db15dHiM2Q2odR266COkFy8ccOp3aurxLPMA573VL84MzlqJe4YVIJp2HmKo0RJgWHGy_dysUX1bgoLq1osVAPw6l1Bayqwg8HMRSVmcPFiwDm7Q/w241-h320/PXL_20230215_090153818.jpg" width="241" /></a></div>Just finished reading "Repairing Play" by Aaron Trammell and I have thoughts! I agree with much that Aaron writes, but disagree with a bit too, which is fair enough... really enjoyed reading it!<p></p><p>More importantly to me, I wonder if the stuff I disagree with comes down to our definitions of play, partly because of my different experiences of play as an autistic person, which is different again to some "mainstream" play theorists?</p><p>I have to note as well that the author takes a <b>very</b> US centric approach to this book, which I've tried to forgive, but is undoubtedly niggling me anyway (though he does briefly acknowledge this, so bonus points for this).</p><p>So... onto my proper thoughts...</p><p>A core part of the book argues that play can be non-consensual, a conflict with traditional play theorists, who say it is <b>always</b> consensual / voluntary. So he says that bullying, torture, police brutality should all count as play... whereas most play theorists would say that they are not. He argues that play is overwhelmingly seen as positive, but it should equally be seen as potentially negative. </p><p>I wonder is this is where I bring my own experiences in a way that is different again? Maybe this is an autistic thing and neurotypical people have a 3rd way that Aaron sees as the norm in play theory?</p><p>He counts play as an act that is possible to <b>do</b> to someone else, so the tortured and torturer are playing, the bullied and the bully. I think that he's saying that normally we wouldn't class things like torture as play, but that we should do. I've always seen it slightly differently - the torturer, the bully, the toxic manager, the brutal police officer, can absolutely be playing. Playing as an individual, or as part of a group (that deliberately excludes others), but the person involuntarily suffering as part of it is definitely not playing - to be playing they'd have to be voluntarily taking part, so for example, BDSM would count, but not being involuntarily tortured!</p><p>Is this because I'm comfortable that in any activity I recognise that some people may well be playing, some just going through the motions? That the mental state is as important as what is happening at face value? (Or perhaps it's because Aaron comes from game studies, so the game, the structure is the key thing, so can be done to others? I don't know...)</p><p>Equally I might be playing in my own head, approaching an activity in a way that makes it play, with others being completely unaware of others - play is much more likely to be an individual activity for me, though the idea that play is inherently social pops up all the time in the play literature.</p><p>So this different way of thinking about play is where I think we differ - I wonder if just as his way of thinking about play is heavily influenced by a mixture of game studies and US Black history (and current experiences), so is mine influenced by Autistic play, even though I haven't really thought about it in this way before!</p><p>I know this doesn't get onto his idea of repairing play and is probably a bit of a side issue, but it made me wonder about something quite different to the ideas he covers in the book - whether the autistic experience of play is something else again, which I found quite interesting personally! So where I've read between the lines of traditional play theories and assumed one thing (based on my own experiences of play), other people are taking quite a different set of assumptions from it - which Aaron has flagged up by taking a third :)</p><p>I really need to find time to dig into neurodivergent ideas of play in adults at some point! Rather than people writing about children's play, which always feels to me like "how do we use play to fix these children" :-S</p>Andy Walshhttp://www.blogger.com/profile/06672754063506249382noreply@blogger.com0tag:blogger.com,1999:blog-214042067583348697.post-75741497494959566452023-01-27T14:19:00.003+00:002023-01-27T14:23:06.181+00:00Online Lego Workshop<p>Before Christmas I was talking to someone at a Playful Learning event and they were saying how it'd be lovely to have something available to just get a flavour of Lego Serious Play (LSP), some practical examples, a chance to have a go, pointers as to where you might get the Lego from, etc - rather than a full blown LSP course. </p><p>So I've finally got around to setting up a little half day online workshop - maximum 10 people, I'll send a pack of Lego out to people in advance, and we'll run through all those sort of things...</p><p>So if you're Lego curious and want to start experimenting with using plastic blocks (but are worried about doing it for the first time). You want to learn the basics in a supportive setting? Sign up to this intro course! We'll post your Lego out in discreet packaging :)
</p><p>Either follow the <a href="https://www.eventbrite.co.uk/e/basic-introduction-to-using-lego-in-adult-teaching-support-tickets-523489931477">link</a>, or (fingers crossed), the form should appear below:</p><div id="eventbrite-widget-container-523489931477"></div>
<script src="https://www.eventbrite.co.uk/static/widgets/eb_widgets.js"></script>
<script type="text/javascript">
var exampleCallback = function() {
console.log('Order complete!');
};
window.EBWidgets.createWidget({
// Required
widgetType: 'checkout',
eventId: '523489931477',
iframeContainerId: 'eventbrite-widget-container-523489931477',
// Optional
iframeContainerHeight: 425, // Widget height in pixels. Defaults to a minimum of 425px if not provided
onOrderComplete: exampleCallback // Method called when an order has successfully completed
});
</script><p></p>Andy Walshhttp://www.blogger.com/profile/06672754063506249382noreply@blogger.com0tag:blogger.com,1999:blog-214042067583348697.post-58969416456741782602022-11-21T10:25:00.005+00:002022-11-21T10:26:40.136+00:00Playful Leadership is... at the PLA meeting November 2022<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgl142Eqdd1TedzZ5EaG1v7W8IWdIsSRobbye2N2rSEQlBHW9P3wNgUvej4IP4RopVJtqIU6obJw2xOOW229ZP2YRuDms3KhOCHteU5DtzlKlpe8ZInKexuzpqD4IJZMNt73z_K-cimZADGSrUsqIwitW0Rtgp6hr0SlExFHWlILH0ohesdmwyLohCGcg/s4080/PXL_20221121_093013395.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Playful Leadership is the witches brew in the cauldron of knowledge" border="0" data-original-height="3072" data-original-width="4080" height="301" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgl142Eqdd1TedzZ5EaG1v7W8IWdIsSRobbye2N2rSEQlBHW9P3wNgUvej4IP4RopVJtqIU6obJw2xOOW229ZP2YRuDms3KhOCHteU5DtzlKlpe8ZInKexuzpqD4IJZMNt73z_K-cimZADGSrUsqIwitW0Rtgp6hr0SlExFHWlILH0ohesdmwyLohCGcg/w400-h301/PXL_20221121_093013395.jpg" title="Sample card from the activity" width="400" /></a></div><br /><p><br /></p><p>We had one of our biannual Playful Learning Association meetings last week in Huddersfield and I did a "Playful Leadership is..." exercise, so sharing the results here for convenience!</p><p>One group stamped a "headline" thing about Playful Leadership on one side of the card, then a separate group used that as a prompt for more detail on the other side. (Limited time, space, materials for the "headline" phrase or word, more time and space to write on the back!)</p><p>All the cards can be seen in a <a href="https://photos.app.goo.gl/GrYA3RbjHjdNLWVT6 ">Google Photos album</a>, but I've also tried to transcribe the text below</p><table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-yfti-tbllook: 1184;">
<tbody><tr>
<td style="border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Playful Leadership
is:<o:p></o:p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><o:p> </o:p></p>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Explanation:<o:p></o:p></p>
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<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Subversive<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">It may
subvert roles<o:p></o:p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">And structures<o:p></o:p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">And expectations<o:p></o:p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">And processes<o:p></o:p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">And boundaries<o:p></o:p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">And relations<o:p></o:p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">And pedagogy<o:p></o:p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">And play<o:p></o:p></p>
</td>
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<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Dangerous<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">So run, hide,
tell<o:p></o:p></p>
</td>
</tr>
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<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Projecting
play into work<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Focusses on the
playful aspect of work<o:p></o:p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Has a strong
intent<o:p></o:p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Projecting =
role modelling<o:p></o:p></p>
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</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Egalitarian<o:p></o:p></p>
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<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Power
balances, mutual respect between leader and team – creates space for
creativity.<o:p></o:p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Everyone takes
ownership for the direction.<o:p></o:p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Choose your
own adventure (but how does this work to … illegible)<o:p></o:p></p>
</td>
</tr>
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<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">A state of
mind<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">A Playful
Attitude. <o:p></o:p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Agency – you <u>choose</u>
to. You have to <u>want</u> to be <u>playful</u>.<o:p></o:p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Persuasion –
changing the state of mind of others.<o:p></o:p></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Messyness<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Messy talk
creates opportunity for emerging ideas. (<a href="https://www.academia.edu/download/30747780/Dossick_Anderson_Iorio_Neff_Taylor.pdf">Article
was referenced</a> in explanation for messy talk)<o:p></o:p></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Creating
space<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">A chance to
breathe, pause, & reflect. Mindfully, socially, and bodily. <o:p></o:p></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Set of
symbols – multiple ?, !, &, #<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Questioning,
inclusive, and staying sharp.<o:p></o:p></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">The witches
brew in the cauldron of knowledge<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">“Add some
spice” to existing practice.<o:p></o:p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Stirring up
habits and stagnant practice.<o:p></o:p></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">The unexpected<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Who is it
unexpected for? Facilitator needs to be comfortable. Breaks auto pilot of bad
teaching.<o:p></o:p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Unexpected
changes in boundaries / changes who is “in charge”?<o:p></o:p></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Striking a
pose.<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Being
unashamed of your authentic self<o:p></o:p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">(ridicule is
nothing to be scared of)<o:p></o:p></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Boring (also included
stamps of ice creams and flying hearts)<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">About making
the boring not boring.<o:p></o:p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Because ice
cream makes everything not boring.<o:p></o:p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">The BORING
button.<o:p></o:p></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Inclusion<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Everyone is
invited and involved in the play.<o:p></o:p></p>
</td>
</tr>
</tbody></table><p>The last round I added an extra limiter for, which they struggled with more, limiting the cards to a particular aspect of playful leadership, either Staff Development, Recruitment, or Performance Management:</p><table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-yfti-tbllook: 1184;">
<tbody><tr>
<td style="border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Playful
Leadership (in recruitment) is.. NEW<o:p></o:p></p>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Eyes<o:p></o:p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Perspectives<o:p></o:p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Backgrounds<o:p></o:p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Creative
approaches<o:p></o:p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Challenges<o:p></o:p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Possibilities<o:p></o:p></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Playful
Leadership (in recruitment) is.. RO(U)LE BREAKING<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">The power of
playfulness is to disrupt, transform, add ambiguity to rules/roles – thus breaking
standards.<o:p></o:p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Emphasising
the boundary breaking in recruitment processes exploring rules/roles as
dynamic / flexible.<o:p></o:p></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Playful
Leadership (in recruitment) is.. CREATIVE ASSESSMENT<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Introducing
exciting / fun / collaborative / interactive tasks to assess key competencies
for role.<o:p></o:p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Setting
expectations that unexpected / imaginative / unique responses are valued.<o:p></o:p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Encouraging
different behaviours to be demonstrated.<o:p></o:p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">[Is it exclusionary
to those less playful?]<o:p></o:p></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Playful
Leadership (in Performance Management) is.. CORE CONDITIONS (making sense of
things, Rogers)<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Go back in
time and fix the things you didn’t get right the first time. (Note – this was
verbally explained that they were playing with the idea of Steve Rogers in
the Avengers films.)<o:p></o:p></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Playful
Leadership (in Performance Management) is.. STORY<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Their career
path is their own story.<o:p></o:p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Every story has
a beginning and an end.<o:p></o:p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Where the person
is now, where they want to be / should be.<o:p></o:p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Performance
management is how to get there – see other card! (Note – this refers to “collective
imagination card)<o:p></o:p></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Playful
Leadership (in Performance Management) is.. COLLECTIVE IMAGINATION<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Joint
negotiating on the persons destination and steps to get there – see also:
STORY<o:p></o:p></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Playful
Leadership (in Staff Development) is… Symbols only for this one, mustache, kitten/dog
faces, ice cream<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Shrug Stamp.<o:p></o:p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><o:p> </o:p></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Playful
Leadership (in Staff Development) is… Symbols only for this one, 2 mustaches
with a question mark in the middle.<o:p></o:p></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Interactively
differently. Even during Movember.<o:p></o:p></p>
</td>
</tr>
</tbody></table><p><br /></p><p><br /></p>Andy Walshhttp://www.blogger.com/profile/06672754063506249382noreply@blogger.com0tag:blogger.com,1999:blog-214042067583348697.post-91945250443132164592022-10-12T08:37:00.003+01:002022-10-12T08:39:25.076+01:00Playful Leadership Manifesto / Pamphlet<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLcCMwbd0zCI6VAYas5lxG495KbyADyUgIZf6ND5tiseuFtUVVCL9AFzEKoTEb-DH6Lm4K2oJxGvE5I4T5bRb2xAM8Et4NJyidQJJNr_o8jI7rAIOXw3zilAVb3nrCwZGVoa69nE2KYws2G6ODdRwgLjcszr8RKMu0IsvjP8zQX1I0Me1F1YVmTtbUxA/s4080/PXL_20220910_121344146.jpg" style="margin-left: 1em; margin-right: 1em;"><img alt="Three playful leadership pamphlets, illustrative of letterpress printed covers" border="0" data-original-height="3072" data-original-width="4080" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLcCMwbd0zCI6VAYas5lxG495KbyADyUgIZf6ND5tiseuFtUVVCL9AFzEKoTEb-DH6Lm4K2oJxGvE5I4T5bRb2xAM8Et4NJyidQJJNr_o8jI7rAIOXw3zilAVb3nrCwZGVoa69nE2KYws2G6ODdRwgLjcszr8RKMu0IsvjP8zQX1I0Me1F1YVmTtbUxA/w320-h241/PXL_20220910_121344146.jpg" width="320" /></a></div>I ran a <a href="https://www.kickstarter.com/projects/lancsfairytales/playful-leadership-a-manifesto-pamphlet/">little Kickstarter </a>recently to sum up my thoughts on Playful Leadership in a way that was playful for me to create - so partly inspired by (17th Century?) manifestos that were short and easy to print on Letterpress printers and distribute.<p></p><p>So the printed version has a letterpress printed cover (inside is from a modern printer though), plus a few A5 prints of play quotes on the letterpress too as a little extra playing about from me.</p><p>If anyone is interested in reading the content though, it's <a href="https://www.dropbox.com/s/a47qkzfu7yph3ox/Playful%20Leadership%20manifesto.pdf?dl=0">available as a PDF</a> now for anyone from my Dropbox. Take a look, see what you think, let me know if you find it a useful way of framing Playful Leadership :)</p>Andy Walshhttp://www.blogger.com/profile/06672754063506249382noreply@blogger.com0tag:blogger.com,1999:blog-214042067583348697.post-64485969716990282142022-07-30T15:26:00.003+01:002022-07-30T15:27:24.180+01:00What play at work looks like?<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://upload.wikimedia.org/wikipedia/commons/6/67/Teesside_University_Library_-_geograph.org.uk_-_3196878.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="A Generic university building on the University of Teesside campus" border="0" data-original-height="535" data-original-width="800" height="268" src="https://upload.wikimedia.org/wikipedia/commons/6/67/Teesside_University_Library_-_geograph.org.uk_-_3196878.jpg" width="400" /></a></div><i style="background-color: #f9f9f9; color: #202122; font-family: sans-serif; font-size: 16.8px; font-weight: 700; text-align: center;">(Teesside University Library</i><span style="background-color: #f9f9f9; color: #202122; font-family: sans-serif; font-size: 16.8px; font-weight: 700; text-align: center;"> by Stephen McKay) </span><p></p><p style="text-align: left;">I was invited to Teesside Uni the other day to run a workshop on various aspects to do with play, to a mix of librarians and a few other people from other student support services.</p><p style="text-align: left;">The brief was a tad longer than I like, they wanted me to cover lots of slightly different things related to play at work / in teaching / etc., so slightly less focussed and playful than I'd like to run a workshop, but there was an important point raised by someone there which might have still come up in a more focussed workshop, I'm not sure...</p><p style="text-align: left;">The boss of their service wants more play in everyone's work and explicitly says so, throughout the workshop I tried to push the idea of play and playfulness (rather than games) so it can run through lots of things we do, but still I got the pushback from someone that "of course we wouldn't be able to play at work except in this sort of workshop". </p><p style="text-align: left;">Because of the quantities of things I was trying to cover, I probably didn't give as many practical examples as I normally do, but even so, I suspect the issue would have come up anyway? I suspect I'm guilty that I know what a playful workplace / teaching session / whatever looks like when I see it, but bad at explaining that to other people - I will tend to assume too much that when I explain what play <i>is</i>, then other people can see it.</p><p style="text-align: left;">The person saying they wouldn't be able to play was thinking of play in terms of a little exercise they did where they played with a balloon elsewhere on campus. Not in terms of approaching work with a playful mindset, so it can (at times) become play. I hadn't clearly enough explained that idea (even though I'd tried!). Someone else in the room (really helpfully!) had described how they sometimes have meetings they play about flicking elastic bands at each other during the meeting - I'm not recommending others do this, but it's a way they found of bringing play into an otherwise un-playful meeting which works for them. </p><p style="text-align: left;">So flicking elastic bands around for the sake of it = no, of course that isn't work.</p><p style="text-align: left;">Flicking elastic bands around because it improves a meeting = yes, as long as it suits everyone there, it's work.</p><p style="text-align: left;">I think in future I need more of this in any workshop, explaining concepts is fine, giving examples is fine, but I <i>think</i> I probably also need that sort of comparison too. Trying to explain that when I talk about playful work environments there is an extra layer of the employer also being a stakeholder in the game - as long as they are getting something out of it as well as the direct players, then it's probably fine, but that line of "usefulness" is probably constantly moving, much as the potential players capacity and ability to play is constantly changing too. So back to playing around with a balloon - most of the time I wouldn't expect that to be part of work, but it might sometimes be? If everyone is frazzled and needs 5 minutes moving around before coming back more refreshed and productive, it's probably a good playful work thing. (I might take one into my office next week actually, to see if knocking it around every time the motion sensitive lights switch off!) But going out as a group for an hour each day to pass a balloon around, that probably isn't a good use of work time. I need to spend some more time in any workshop trying to get people to think about that moveable boundary of ok / not ok work play, as well as some of the subtleties of what play at work actually looks like.</p>Andy Walshhttp://www.blogger.com/profile/06672754063506249382noreply@blogger.com0tag:blogger.com,1999:blog-214042067583348697.post-87805389165921292412022-05-25T17:04:00.000+01:002022-05-25T17:04:20.001+01:00The core of Playful Leadership?<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwVyMv7fbGAbP7RlBt8Ww8I-l7nZ065nicolPgCUClPdrBQVejfQqANVl6yneAPNQVNmaHUJjSPg69RKFu_CouEXVbwen0Sno3BJhQvBzvNaSZk-yAUWrHFQmJkfBU7eWKZvW4dYfe6ydL6WDdBI5MvnwZDP98AKRZADHKzFgGcrXEF3HVwtdSmEvlmA/s800/50382214591_b82bfb8a7a_c.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img alt="The word leadership with tiny construction workers in from of it." border="0" data-original-height="522" data-original-width="800" height="261" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwVyMv7fbGAbP7RlBt8Ww8I-l7nZ065nicolPgCUClPdrBQVejfQqANVl6yneAPNQVNmaHUJjSPg69RKFu_CouEXVbwen0Sno3BJhQvBzvNaSZk-yAUWrHFQmJkfBU7eWKZvW4dYfe6ydL6WDdBI5MvnwZDP98AKRZADHKzFgGcrXEF3HVwtdSmEvlmA/w400-h261/50382214591_b82bfb8a7a_c.jpg" width="400" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Photo from <a href="https://foto.wuestenigel.com/the-word-leadership-with-construction-workers-on-white-background/">https://foto.wuestenigel.com/the-word-leadership-with-construction-workers-on-white-background/</a> under a <a href="https://creativecommons.org/licenses/by/2.0/" target="_blank">CC-BY licence </a></td></tr></tbody></table><br /><p class="MsoNormal">I think I’m finally starting to get my head around what I
mean when I think of “Playful Leadership”*.<o:p></o:p></p>
<p class="MsoNormal">First of all, it’s not about playing ourselves as “leaders”,
it’s not about making others play either, but more about setting environments,
structures, enablers, that mean that other people are free to feel more
playful, so that play may emerge naturally in them, when it makes sense to do
so. A working definition for me (which will change over time, I’m sure!) might
be:<o:p></o:p></p>
<p class="MsoNormal" style="text-align: center;"><b>Playful Leadership is not primarily <i>playing </i>ourselves, but growing
playfulness in others.</b><o:p></o:p></p>
<p class="MsoNormal">We can play of course, but I'd say it doesn't have to be the centre of what we do - the important bit is enabling play to emerge in others, the focus is on them, not ourselves. Not everything we do needs to include aspects of play, but I
think it’s important that what we do doesn’t <i>kill</i> play. We don’t need to
create games or play activities that our teams, or followers, or employees are
encouraged to do, we need to enable play to emerge and encourage it to
flourish. So it’s definitely not about what a friend (Hi Mathias!) called “<a href="http://www.counterplay.org/playwashing/" target="_blank">Playwashing</a>”,
which at it’s worst might drag employees to social events, or promote companies
as playful because they have a table tennis table in reception, while expecting
them to work ridiculously long hours, try to meet unrealistic targets, and be
vulnerable to being fired if they disagree with the boss. It’s more about
creating places of psychological safety, teams where you can trust your
colleagues and boss, where you can experiment and fail safely, be creative, play
to your strengths, be silly at times, have fun, feel like you (as part of a
team) have strong elements of control over your work, and generally be in a
place where play will naturally tend to emerge (and be valued).<o:p></o:p></p>
<p class="MsoNormal">There are probably 3 areas to think about around Playful
Leadership. <o:p></o:p></p>
<p class="MsoNormal">The first area covers types of playful behaviours that emerge
in a team that bring the sort of benefits that we’d expect (increased
creativity, better productivity, better mental health, etc., etc.) that lots of
people have written about. If we expect them to happen, we’ll probably
recognise things as play in here, friendly challenges, humour, people going off
to a yoga class together, whatever play the team feels happy with emerging that
we can recognise, support, help to grow… but probably not initiate too many of
them.<o:p></o:p></p>
<p class="MsoNormal">The second area are things we can do that help that
playfulness to emerge in teams – which might not look like play in themselves.
Things like helping make shared team values explicit (and acted on), setting
clear boundaries (this is what the organisation expects, so use those as “constraints”
to work within), making physical and virtual workspaces conducive to great
teambuilding / working. Sometimes these things will look like the opposite of
play (e.g. dealing with “underperformance”), but as long as they are done in a
positive, enabling way, they aren’t – e.g. NOT having frank, serious
discussions with a member of staff who is letting the team down in some way
would damage playfulness.<o:p></o:p></p>
<p class="MsoNormal">The third area are things that are explicitly anti-play –
disablers, rather than enablers. We should avoid doing them, but probably also
need to watch out for them and to try and protect our teams from them as much
as we can. Bullying, controlling behaviour, unnecessary secrecy, favouritism
(the list could go on…) would tend to kill the environment needed for a team to
feel playful, and for us all to feel the benefits that happen when play emerges
from that. As a playful leader, as well as avoiding these behaviours ourselves,
to some extent we often have to act as a shield from others “anti-play”
behaviours, which can make us feel anything but playful ourselves.<o:p></o:p></p>
<p class="MsoNormal">I’ll hopefully develop this more in the near future, digging
deeper into the 3 areas above, perhaps with examples of what playful leader
type behaviour might look like in different situations? I’ll also link it to some
more leadership models that are out there already that have aspects of
psychological safety, perhaps some elements of playfulness about them too, but
which don’t really focus on play or playfulness at their core.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><o:p> </o:p>*<i>It could, I suppose, also be playful management, but “management”
tends to have strong implicit aspects of control, of direct line management
against targets, etc. I believe there should be a strong leadership aspect to
management, but “management” isn’t necessarily leadership. So I’m using “leadership”
here, which can include (to me) positive, people-centred management, but isn’t
exclusively that.</i></p><p class="MsoNormal"><o:p></o:p></p>Andy Walshhttp://www.blogger.com/profile/06672754063506249382noreply@blogger.com0tag:blogger.com,1999:blog-214042067583348697.post-63572717465858852622022-05-20T08:51:00.004+01:002022-05-21T15:39:28.523+01:00Playful leadership and performance issues<p> Just a quick, half formed idea…</p><p>How do we deal with performance issues with staff if we’re trying to be a playful leader or manager? Can we be playful?</p><p>This could be seen as boundary setting, defining the edges of the magic circle, the constraints, the rules that everyone agrees to, that then allows play to happen elsewhere.</p><p>It doesn’t have to be unplayful to tell people they aren’t performing how we’d like, it can be this that ALLOWS play to continue rather than being stopped by the person who doesn’t do what the team wants or expects? As long as they operate within a playful environment to ‘improve’, then it fits the overal playful approach perhaps?</p><p>It might even be that pointing out the rules, the expectations of other players, help people to realise that they’d be better off playing elsewhere, and that should be seen as fine too? We shouldn’t have to desire playing with the same group of people all the time, and as long as people are supported, it’s fine for some to want to go and work elsewhere with a new bunch of players, as long as it’s a positive choice, not a negative one?</p><p>EDITED from here on...</p><p>I'm aware this is very vague, so I've added a quick video below that might confuse things even more, but probably suggests where I'm going with any playful leadership model. </p><p>1) An environment / community / workplace where we're doing very obviously playful things and you can see play happening.</p><p>2) A set of behaviours that we should be avoiding as they are antithetical to play</p><p>3) <i>What I was trying to say above</i>, which is a set of behaviours and tools that don't look like play, but are required in our toolkit <i>to support the play in happening.</i></p><p>Which I (probably quite confusingly) show in the video below using paper, a sharpies, some playpeople, all together showing the boat of play (1) being hammered by bad weather (2) and supported by a body of water / behaviours (3).</p><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/JeSzERRdh5k" width="320" youtube-src-id="JeSzERRdh5k"></iframe></div><br /><p><br /></p><p><br /></p>Andy Walshhttp://www.blogger.com/profile/06672754063506249382noreply@blogger.com0tag:blogger.com,1999:blog-214042067583348697.post-52917337731533220822022-04-27T14:38:00.004+01:002022-05-05T09:57:02.418+01:00Changing Signature Pedagogies for IL, LILAC Talk Summary<p> So... lots of waffle in the last few posts about the talk I gave at LILAC recently! I'll try and pull it all together here.</p><p>I talked about Signature Pedagogies (a quick summary of what they are) and how I <i>think</i> we had quite a poor one in IL instruction - I saw the same things cropping up in lots of different places, which didn't really match what I felt about information literacy, or about why / how we should teach. But a lot of consistency in what I did see, so we probably had a vague signature pedagogy for people who taught information skills in libraries. More recently I <i>think </i> that's been changing, but very slowly and patchily - as newer definitions of IL have been accepted, as ideas like critical librarianship have become more mainstream, I think a newer signature pedagogy is probably developing, but I'm not really sure. I don't think it helps that when we go to conferences, webinars, etc., there is a lot of surface level things going on - people show how they teach, tools they might use, a particular approach that worked for them, and people copy that. Occasionally people talk about values, beliefs about teaching and learning, etc., but less so than the "surface level" stuff. Rarely do the two explicitly mix, where we say "I teach like this, because I believe in that". So we get a bit of the deeper level stuff spreading through librarianship, but much more of the "oh, a shiny thing to try" that doesn't get past the surface level - so you get a disconnect between how people teach and what they are really trying to achieve, which is why I suspect it's taking a while to shift to that "newer" signature pedagogy I'm seeing bits of these days.</p><p>[This sentence edited to link to slides on LILAC archive page] <a href="https://www.slideshare.net/infolit_group/changing-signature-pedagogies-for-information-literacy-andrew-walsh" target="_blank">My slides</a> are now on the LILAC archive pages, along with <a href="https://www.lilacconference.com/lilac-archive/lilac-2022-1" target="_blank">all the other presentations</a>, etc., from the conference.</p><p>It was only a 20 minute talk, but I asked a few questions during my talk. I found it interesting that the things people say were important in <a href="https://gamesforlibraries.blogspot.com/2022/04/changing-signature-pedagogies-for-il.html">what they were trying to achieve in their teaching</a> was a mix of very practical, skills based stuff, as well as what I think we're probably moving towards, of things like "critical thinking". So maybe we are part-way between two ideas of what we're there for at the moment? Are we there to impart a few basic skills (how to find stuff?) that are "absolute" in some way, or is what we are doing more uncertain, more contextual to the learner, about helping them to be the best they can through questioning, through critical thinking, etc? </p><p>It was interesting that people struggled to link what they were trying to achieve to their <a href="https://gamesforlibraries.blogspot.com/2022/04/changing-signature-pedagogies-for-il_27.html">acts of teaching</a>, which reinforces my suspicion that one of the brakes on a new signature pedagogy emerging is that people just don't have the time, space, or support to reflect upon their values and how they come out in their teaching. </p><p>Finally, when I asked people to think about what we could do as a profession to address these things, we got <a href="https://gamesforlibraries.blogspot.com/2022/04/changing-signature-pedagogies-for-il_67.html">a set of suggestions </a>that seem to support each other - suggesting that perhaps some sort of national peer support / community of practice could help one to emerge. That might be through a course / reflection, or a reflective portfolio, or something else, but somewhere where we could have non-judgemental, supportive discussions, especially around the "difficult" questions that we've not addressed properly as a profession previously.</p><p>I have pondered running courses in teaching for librarians previously (I've done 1 day things, especially on particular approaches to teaching, but nothing more broad brush), but perhaps now is the time to think about something bigger? Maybe linked to an ongoing community of practice and peer support for a reflective portfolio? Preferably through ILG, but it doesn't need to be I suppose.</p>Andy Walshhttp://www.blogger.com/profile/06672754063506249382noreply@blogger.com0tag:blogger.com,1999:blog-214042067583348697.post-30000382635458040582022-04-27T14:10:00.002+01:002022-04-27T14:10:25.859+01:00Changing Signature Pedagogies for IL, LILAC Talk part 3<p> The final exercise I gave people was in the final minute or two of the session, plus it was a hard question, so only got a few answers back. I essentially asked, "so what do we do next?" How do we have broader conversations to help shift to a newer signature pedagogy (I think we're part-way between an old and new way), how do we bring people to more consistent understandings, to reflect upon these things, etc?</p><p>A real mix of answers, from "We need to stop looking inward", "I'm not sure how much we can move" (talking about a particular context), but I'll extract / paraphrase a few concrete suggestions below:</p><p></p><ul style="text-align: left;"><li>We need awkward conversations addressing the many things that we have ignored previously (especially inclusiveness / neurodivergence)</li><li>National teaching qualification for librarians / community of practice</li><li>Examples of how this might look / a shared framework from ILG as a starting point (from two people)</li><li>Creating a reflective portfolio and safe peer review</li><li>Encourage people to be comfortable with not having all the answers, uncertainty, complexity & ambiguity are fine</li></ul><div>Could probably combine these suggestions into 1 - a "chartership" type thing for infolit peeps? Not as a gatekeeping thing, but supportive via reflective portfolio with lots of examples / community support? This could be linked to a short course on learning theories, different pedagogical approaches, etc., that helps people reflect upon their own values, those of librarianship in general, and how they meet teaching and learning? Perhaps focussing on those areas that we've traditionally been a bit rubbish at, but see as valuable? It's certainly something that would be do-able in some form.</div><div><br /></div><div>One more post to come after this, trying to sum it all up and linking to my actual talk!</div><p></p>Andy Walshhttp://www.blogger.com/profile/06672754063506249382noreply@blogger.com0tag:blogger.com,1999:blog-214042067583348697.post-59383625292062436752022-04-27T13:52:00.001+01:002022-04-27T13:52:20.950+01:00Changing Signature Pedagogies for IL, LILAC Talk part 2Continuing on from <a href="https://gamesforlibraries.blogspot.com/2022/04/changing-signature-pedagogies-for-il.html">part 1</a>, the next thing I asked participants in my talk was how the "things they are trying to achieve" actually manifested in their teaching - what "acts of teaching" linked to those aims.<div>This was really interesting to me - I didn't know what to expect as they didn't have long to think about this stuff, or articulate themselves, just a couple of minutes to write down what came to mind first of all.</div><div><br /></div><div>There was a real mix of things came back! </div><div><br /></div><div>Some were really clearly linked "acts of teaching" with their underlying aims of teaching, e.g. "interactive / fun" with "games, quizzes, group work", or "engagement / enjoyment" with "Activities / jokes and humour", or a very self-critical one of "interesting / fun" with "Rambling but disguised as interesting"!</div><div><br /></div><div>Others had minimal connection between the two or were so vague they could be seen as just saying the same thing again! Comments like "they are implicit in all our learning outcomes and methods" (<i>are they really?</i>), or "positive, equal attitude with learners", "Trying to understand needs" - quite a few people left this section blank too.</div><div> </div><div>I know I didn't give people much time, but I found it fascinating how few could quickly link their acts of teaching with what they were trying to achieve, but I think that matches what I found talking to librarians in general about teaching - people pick up those surface level acts of teaching from each other, from colleagues (including re-using each others materials), from staff development / conferences (e.g. a few years ago it felt like the whole profession started using the same polling software over a period of a few months!), without those links to more fundamental reflection on whether or not those acts of teaching worked with their beliefs, values, aims, etc., of their teaching. Some could clearly make those links (e.g. I want fun / interactivity, so I'll use games and quizzes), but they were the minority and it was challenging for most to even articulate how they teach, let alone link that to any underlying beliefs, aims, etc. </div><div><br /></div><div>It's reinforced my suspicion that perhaps reflective practice is slowly sneaking into librarianship, but what we could do with is something more like reflexive practice? Getting people to clearly articulate what their underlying values and assumptions are (what they are trying to achieve in my quick and dirty question) then reflect upon how well their teaching meets that, rather than how a particular session went - sort of a level deeper, including values / broader things?</div>Andy Walshhttp://www.blogger.com/profile/06672754063506249382noreply@blogger.com0tag:blogger.com,1999:blog-214042067583348697.post-70180774527746110142022-04-27T11:44:00.001+01:002022-04-27T11:47:17.755+01:00Changing Signature Pedagogies for IL, LILAC Talk part 1<p> I gave a talk at the LILAC conference recently and asked a few questions of the participants in my short session, so I'll try and do a few posts that summarise some of the things from it. I'll post my slides, etc, later (as there might be a video later, so I'll wait for that just in case), but this first post sums up the first question I asked participants, "<b>Write 3 words or short phrases that describe what you are trying to achieve with your teaching</b>". This is in the context of a talk about signature pedagogies and how I felt that if there was a "Librarians teaching information literacy" type signature pedagogy that I think it's in flux between an old "tell 'em what buttons to click / turn them into mini-librarians" approach to one much more based on critical IL and supporting growth in various ways.</p><p>So I got a loooong list of words and phrases (I'll list them all below), but interestingly, if I try and group them, my top 3 groups are: </p><p></p><ul style="text-align: left;"><li> “Information access” (search, find, usefulness of, etc
info sources) - 10</li><li> Criticality – 10 </li><li> Confidence building (fear / comfort / etc) – 7 </li></ul><p></p><p>So the "traditional" things that people see as most important such as information access, are balanced by things like critical thinking. Coming closely up the list though are people talking about a desire to be as inclusive as possible in their teaching, to bring curiosity and exploration to the front, and a hope that they can make any learning transferable to their learners studies / work. I might try to theme these properly at some point, but I'm aware that this was a very quick exercise in a 20 minute talk, so don't want to read too much into it!</p><p>Something else that was really interesting to me is that certain people had a clear set of things they were trying to achieve, around the learner themselves, rather than about any particular knowledge. People centring transformation, empowerment, kindness, etc., in a way that I <i>think</i> is growing and that we should encourage more. I'll come back to this when I've summed up the other feedback, plus my talk, so I've not finished yet :-)</p><p>Oh, and whoever wrote "Dismantling oppressive structures", I love you, let's work out how to get that front and centre in more people's underlying aims... though it's a bit upsetting that more didn't say similar things!</p><span><a name='more'></a></span><p><br /></p><p></p><p class="MsoNormal">3 words (or phrases): What are you trying to achieve with
your teaching (values, etc that underlay approach), the full list of words / phrases:<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">Independence<o:p></o:p></p>
<p class="MsoNormal">Interactivity<o:p></o:p></p>
<p class="MsoNormal">Fun<o:p></o:p></p>
<p class="MsoNormal">Comfort / Familiarity<o:p></o:p></p>
<p class="MsoNormal">Ending fear / panic<o:p></o:p></p>
<p class="MsoNormal">Seeing transferability of skill<o:p></o:p></p>
<p class="MsoNormal">Survival<o:p></o:p></p>
<p class="MsoNormal">Transformation<o:p></o:p></p>
<p class="MsoNormal">Language<o:p></o:p></p>
<p class="MsoNormal">Local support<o:p></o:p></p>
<p class="MsoNormal">Explore<o:p></o:p></p>
<p class="MsoNormal">Criticality<o:p></o:p></p>
<p class="MsoNormal">Learning to access sources<o:p></o:p></p>
<p class="MsoNormal">Referencing<o:p></o:p></p>
<p class="MsoNormal">Being Critical<o:p></o:p></p>
<p class="MsoNormal">Use authoritative sources<o:p></o:p></p>
<p class="MsoNormal">Advanced search techniques<o:p></o:p></p>
<p class="MsoNormal">Finding information easier<o:p></o:p></p>
<p class="MsoNormal">Clarity<o:p></o:p></p>
<p class="MsoNormal">Engagement<o:p></o:p></p>
<p class="MsoNormal">Be open and curious<o:p></o:p></p>
<p class="MsoNormal">Asking for help<o:p></o:p></p>
<p class="MsoNormal">Test and evaluate<o:p></o:p></p>
<p class="MsoNormal">Assumptions that I always have to use interactivity
(abbreviate to “interactiveness”?)<o:p></o:p></p>
<p class="MsoNormal">Students won’t want to use games etc <o:p></o:p></p>
<p class="MsoNormal">We can’t use activities with PhD students!<o:p></o:p></p>
<p class="MsoNormal">Students take something positive from the session<o:p></o:p></p>
<p class="MsoNormal">Creativity<o:p></o:p></p>
<p class="MsoNormal">Importance of information<o:p></o:p></p>
<p class="MsoNormal">Everyone still learning, may be at different levels, but all
can learn in different ways<o:p></o:p></p>
<p class="MsoNormal">Curiosity<o:p></o:p></p>
<p class="MsoNormal">Student as scholar<o:p></o:p></p>
<p class="MsoNormal">Question everything<o:p></o:p></p>
<p class="MsoNormal">Understanding of information<o:p></o:p></p>
<p class="MsoNormal">Competence to search<o:p></o:p></p>
<p class="MsoNormal">Importance of evaluation of sources<o:p></o:p></p>
<p class="MsoNormal">Kindness<o:p></o:p></p>
<p class="MsoNormal">Expertise<o:p></o:p></p>
<p class="MsoNormal">Enabling<o:p></o:p></p>
<p class="MsoNormal">Interesting<o:p></o:p></p>
<p class="MsoNormal">Fun<o:p></o:p></p>
<p class="MsoNormal">Informative<o:p></o:p></p>
<p class="MsoNormal">Learning to let go<o:p></o:p></p>
<p class="MsoNormal">Knowledge<o:p></o:p></p>
<p class="MsoNormal">Inspiring others<o:p></o:p></p>
<p class="MsoNormal">Making people think<o:p></o:p></p>
<p class="MsoNormal">Inclusiveness<o:p></o:p></p>
<p class="MsoNormal">Questioning<o:p></o:p></p>
<p class="MsoNormal">Empowerment<o:p></o:p></p>
<p class="MsoNormal">Encourage<o:p></o:p></p>
<p class="MsoNormal">Support<o:p></o:p></p>
<p class="MsoNormal">Motivate<o:p></o:p></p>
<p class="MsoNormal">Changes in understandings<o:p></o:p></p>
<p class="MsoNormal">Abilities to engage in any subject<o:p></o:p></p>
<p class="MsoNormal">Reflectiveness<o:p></o:p></p>
<p class="MsoNormal">Engaging<o:p></o:p></p>
<p class="MsoNormal">Inclusive / accessible<o:p></o:p></p>
<p class="MsoNormal">Useful to student needs<o:p></o:p></p>
<p class="MsoNormal">Collaboration<o:p></o:p></p>
<p class="MsoNormal">Knowledge exchange<o:p></o:p></p>
<p class="MsoNormal">Dismantling oppressive structures<o:p></o:p></p>
<p class="MsoNormal">Transformation (in IL)<o:p></o:p></p>
<p class="MsoNormal">Make a difference<o:p></o:p></p>
<p class="MsoNormal">Empower students<o:p></o:p></p>
<p class="MsoNormal">Connect with students<o:p></o:p></p>
<p class="MsoNormal">Engagement<o:p></o:p></p>
<p class="MsoNormal">Learning and confidence<o:p></o:p></p>
<p class="MsoNormal">Enjoyment<o:p></o:p></p>
<p class="MsoNormal">Independence<o:p></o:p></p>
<p class="MsoNormal">Confidence<o:p></o:p></p>
<p class="MsoNormal">Success<o:p></o:p></p>
<p class="MsoNormal">Academic achievement<o:p></o:p></p>
<p class="MsoNormal">Thinking outside the box<o:p></o:p></p>
<p class="MsoNormal">Lifelong learning<o:p></o:p></p>
<p class="MsoNormal">Awareness of information landscape<o:p></o:p></p>
<p class="MsoNormal">Applying learning to personal research project<o:p></o:p></p>
<p class="MsoNormal">Equitable<o:p></o:p></p>
<p class="MsoNormal">Critical reflective practice<o:p></o:p></p>
<p class="MsoNormal">Confidence in themselves<o:p></o:p></p>
<p class="MsoNormal">Self-reflexive learners<o:p></o:p></p>
<p class="MsoNormal">Demystifying<o:p></o:p></p>
<p class="MsoNormal">Comfort (with library stuff)<o:p></o:p></p>
<p class="MsoNormal">Critical thinking and application<o:p></o:p></p>
<p class="MsoNormal">Transferable skills<o:p></o:p></p>
<p class="MsoNormal">Help students navigate expectations<o:p></o:p></p>
<p class="MsoNormal">Improve quality of research<o:p></o:p></p>
<p class="MsoNormal">Increase mindful judgements about reliability<o:p></o:p></p>
<p class="MsoNormal">Support<o:p></o:p></p>
<p class="MsoNormal">Show way to access information<o:p></o:p></p>
<p class="MsoNormal">Inclusiveness<o:p></o:p></p>
<p class="MsoNormal">Contextualised<o:p></o:p></p>
<p class="MsoNormal">Critical<o:p></o:p></p>
<p class="MsoNormal">Information literate<o:p></o:p></p>
<p class="MsoNormal">Critical thinkers<o:p></o:p></p>
<p class="MsoNormal">Engaged library users<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><o:p> </o:p></p><br /><p></p>Andy Walshhttp://www.blogger.com/profile/06672754063506249382noreply@blogger.com0tag:blogger.com,1999:blog-214042067583348697.post-73838197299200863152022-04-15T15:40:00.000+01:002022-04-15T15:40:12.113+01:00Game-based Learning for Information Literacy TeachingI'm a bit slow posting this, but I gave a (webinar) talk back in Feb about play / playful learning in libraries, which was recorded. You can find all 3 talks (me, Sarah Pavey, Rosie Jones) on <a href="https://www.youtube.com/watch?v=h-jrAto1T7Y" target="_blank">this YouTube video</a>.<div><br /></div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="404" src="https://www.youtube.com/embed/h-jrAto1T7Y" width="486" youtube-src-id="h-jrAto1T7Y"></iframe></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><div><br /></div>Andy Walshhttp://www.blogger.com/profile/06672754063506249382noreply@blogger.com0tag:blogger.com,1999:blog-214042067583348697.post-14712427520254461432021-09-10T14:08:00.000+01:002021-09-10T14:08:04.958+01:00Capitalism vs Play / Control vs Anarchy<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQZSS-UCyIJDP3NzHmtc2mMkXYYYFXiB_WZXxb0trCB5Z3X7cVPbrA6FZ3ITbj1mgLwGUNLshQSNZ7iMYKJh5Zrm7JPfbEtXclfXbO7sB4ScEwPMa9ZunxTMG36nRukkJ7llOEi1M38vTL/s799/5021267612_8d5e563ba5_c.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Anarchy symbol, which is the letter A and a circle through it." border="0" data-original-height="799" data-original-width="533" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQZSS-UCyIJDP3NzHmtc2mMkXYYYFXiB_WZXxb0trCB5Z3X7cVPbrA6FZ3ITbj1mgLwGUNLshQSNZ7iMYKJh5Zrm7JPfbEtXclfXbO7sB4ScEwPMa9ZunxTMG36nRukkJ7llOEi1M38vTL/w213-h320/5021267612_8d5e563ba5_c.jpg" width="213" /></a></div>(Image from <a href="https://www.flickr.com/photos/waltjabsco/5021267612">https://www.flickr.com/photos/waltjabsco/5021267612</a> under<a href="https://creativecommons.org/licenses/by-nc-nd/2.0/" rel="nofollow" target="_blank"> CC-BY-NC-ND licence</a>)<p></p><p>This post may be even more incoherent and rambling than normal, but I wanted to stick down a few thoughts that I may tidy up and extend at some point in the future!</p><p>I was partway through reading <a href="https://www.rejuvenile.com/" target="_blank">Rejuvenile</a> by Christopher Noxon recently - this isn't a reflection on that book, but something it made me think about btw! There are plenty of examples he gives in that book about adults acting in "child-like" (not necessarily "childish") ways that are presented as though play is more acceptable in adulthood now - in all sorts of ways. I've also seen / read other stuff over the last few years that claims that play is now much more acceptable for adults. We can play on skateboards, collect toys, build Lego models, etc., that are often presented as "look, adults are allowed to play". </p><p>But I've my doubts about the sort of examples that are thrown about to claim this, which made me think about what sort of play is really seen as "acceptable" and what isn't. About why adults generally aren't allowed to be playful in modern Western societies. (I know there is stuff about this in some classic play texts I'll have to go back to, just throwing a few ideas down here for myself!)</p><p>I've a hunch that the types of play that are generally seen as acceptable are fairly narrow - it's fine for adults to have hobbies that are fairly discrete in time and space (you can do it after work? Without scaring the neighbours?). It's fine for adults to play in ways that make them effective consumers (have you seen the price of Lego sets?!). It's fine for adults to do organised, controlled activities (clubs, sports, etc.). But if you aren't being a good capitalist consumer, if you are allowing playfulness to leak into other things, if you are <i>making up your own rules</i> about things (like a good player does), then <b>those</b> sorts of play are completely unacceptable.</p><p>Play in adults is generally allowed when it reinforces, or at least fits within, the rules set by those in power. It may even be encouraged when it results in increased profits and consumption. But I don't think playfulness is any more acceptable than it has ever been - we still need to be good worker drones 9-5, and a change in attitude could impact that. I don't think improvisational play is really encouraged - after all, if you start to play with whatever is around you, how will they fill those shipping containers with goods and keep the rich in the manner in which they've become accustomed? </p><p>Is free / improvisational / creative play more aligned with anarchy than Capitalist societies would like? If you have a playful approach to the world, prone to changing the rules to suit yourself and your communities, is this inherently anarchist in approach? Bernie De Koven used to talk about changing the game to suit the players, this is the opposite to the way power works in countries like the UK, surely, where the powerful few set the rules of the game (and sell us the kit to play it too) - they want to force us all to play the game their way. So is any attitude that puts power (however small) in the hands of otherwise powerless individuals a threat to profits, to control? Is playfulness inherently anarchist in approach, which is <i>why</i> it's so disapproved of in adults, and stamped out in children as quickly as possible?</p><p>So games, hobbies, sports, etc are perhaps more acceptable in adults, as they are controlled, they are selling opportunities, they are neat and contained. Freer, more imaginative play, or even worse, a playful attitude are too much of a threat to control, to profit, to power. Games / hobbies / sports are "nice" capitalist ways of behaving. Playfulness is scary, anarchist, and seen as "wrong" by those with power... who heavily influence what we all see as the "correct" way of behaving.</p><p>So a bit vague and rambling I know, but at some point I'll try and come back to this and maybe write something a bit more serious on playfulness, anarchy, and why they are unlikely to ever be seen as generally desirable in capitalist society.</p>Andy Walshhttp://www.blogger.com/profile/06672754063506249382noreply@blogger.com0tag:blogger.com,1999:blog-214042067583348697.post-2955715843976206782021-09-08T15:46:00.004+01:002021-09-08T15:46:56.250+01:00We Didn't Playtest this at all and Chaos versus Strategy<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnkujNVyP7IuZ-ZvM9ei4HGLJdv4kR7QQaalwit3FXN3MJzqZxKXG2GR1wABcqoBMRCesIsTWqCClM30IlR8ga0QIg0ThWCokKufaKckdfEJB_spW0hUP7QelLCI3uV17myHYfIbyxvNGi/s349/pic477199.webp" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="Logo for the game called We didn't Playtest this at all" border="0" data-original-height="349" data-original-width="349" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnkujNVyP7IuZ-ZvM9ei4HGLJdv4kR7QQaalwit3FXN3MJzqZxKXG2GR1wABcqoBMRCesIsTWqCClM30IlR8ga0QIg0ThWCokKufaKckdfEJB_spW0hUP7QelLCI3uV17myHYfIbyxvNGi/w320-h320/pic477199.webp" width="320" /></a></div><p></p><p><!--[if gte mso 9]><xml>
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</p><p class="MsoNormal" style="margin-left: 18.0pt;">Something that pops into my mind
every so often was a conversation that happened in a pub a few years ago. It’s
niggled me ever since. I’ve never really pinned down why I didn’t just
instantly forget it, but it still lives in my brain rent free. </p>
<p class="MsoNormal" style="margin-left: 18.0pt;">We were playing a relatively
lightweight game of some sort and drinking a few beers. It was a<span style="mso-spacerun: yes;"> </span>bunch of people interesting in play and games
in learning, but still, it was social time and we were enjoying ourselves.
Someone started to argue that they didn’t really count the lightweight games
(fun, easy to learn, large elements of luck) that we were playing as “proper”
games. The only “proper” games were the fairly hardcore “euro” type games (lots
of planning / strategy, minimal chance / luck) and the less that chance or luck
was involved the better. Their ideal game involved no luck at all, but was
purely a test of skill and strategy from the players. </p>
<p class="MsoNormal" style="margin-left: 18.0pt;">I was playing “We didn’t playtest
this at all” with my children the other day, using the “chaos pack” expansion, when
I realised why this has niggled me so much. We were working our way through the
chaos pack parks and I said something along the lines of “this makes it too
complicated and structured – it’s more chaotic <b>without</b> the chaos cards”,
which is when the realisation struck. "Playtest" is very chaotic, almost completely
luck, very silly, and very fun to to play. It would have been as far away from being a good game as it's possible to be (from that conversation above). But it's the sort of game I really enjoy playing (particularly with my children).<br /></p><p class="MsoNormal" style="margin-left: 18.0pt;">So that person in the pub was defining "proper" games as more like competitive sport than free play - if you've practiced (trained?), are the "best" player, you should always win. It's no fun if <i>anyone</i> could win just through luck. "Playtest" is the opposite - it doesn't matter how much you practice it, you are unlikely to increase your chances of winning (unless you keep hold of a banana - apparantly zombies HATE bananas). So the "structured" game itself isn't particularly important - it just acts as a vehicle for silliness and the comedy of the text and activities on the cards. So it's really just acting as a nudge, a prompt, a permission slip to be more playful. The game isn't important, it's the way it facilitates play that is the point of it.</p><p class="MsoNormal" style="margin-left: 18.0pt;">So, I suppose that's a long rambling way of reflecting that some people see the structures of games and becoming skilled at them as really important - like becoming competitive at a sport. Some of us see the way games give us a structure to hide behind as more important, so it gives us permission to play. Most people are probably somewhere in between the two extremes. But there is no real right answer to how games (including learning games) should work - whether they depend on us building skills, or just enabling different behaviours. What matters is what the players want to get out of it, and for learning games, what the instructor wants to enable.<br /></p>
Andy Walshhttp://www.blogger.com/profile/06672754063506249382noreply@blogger.com0tag:blogger.com,1999:blog-214042067583348697.post-53537314030099781612021-07-23T12:06:00.004+01:002021-07-23T12:06:40.175+01:00Thoughts on working around a pandemic<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjp46mHjF2TqEwhwZPO8rF-DSbnzSqFDYUwcqa8tmLK-pkQZfACSlwbsgePJZQz86Ca6XC-LkoKk5escb25Czx6wuLy2s_Oez0Xp9pipWVQugEgqBJrnz0mGyWaayfFgXpIfsAWIpt7EGB0/s240/temp+camper.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="My old Campervan, a Hymer, sat in a field." border="0" data-original-height="180" data-original-width="240" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjp46mHjF2TqEwhwZPO8rF-DSbnzSqFDYUwcqa8tmLK-pkQZfACSlwbsgePJZQz86Ca6XC-LkoKk5escb25Czx6wuLy2s_Oez0Xp9pipWVQugEgqBJrnz0mGyWaayfFgXpIfsAWIpt7EGB0/w400-h300/temp+camper.jpg" width="400" /></a></div>I'm sat in my old Hymer at the cost and scrawled down some of my random thoughts about working around pandemic times...<p></p><p></p><p class="MsoNormal"><b>Before</b><o:p></o:p></p>
<p class="MsoNormal">Travel to work, to meetings, to conferences. Travel across campus,
travel across countries, travel time is extra, eating into time, into energy.<o:p></o:p></p>
<p class="MsoNormal">In the office, noise, fuss, “Have you got a minute?”, “I’ve
a quick question”, background noise and disruption a constant.<o:p></o:p></p>
<p class="MsoNormal">Everything rushed, everything busy, everything fixed and
structured.<o:p></o:p></p>
<p class="MsoNormal"><b>Peak Pandemic</b><o:p></o:p></p>
<p class="MsoNormal">Travel to sofa, to the garden, kitchen table commute! Or get
in the campervan, commute to a reservoir or beauty spot to work.<o:p></o:p></p>
<p class="MsoNormal">Only office companion, a pet. Sat nearby, watching, calming…
until the post man arrives, the dog’s arch-enemy, and 2 minutes of barking
ensues. Others are on chat, email, Zoom, Teams – they can be silenced and
dipped into when necessary. Accessible, within reach, but not constantly,
distractingly present.<o:p></o:p></p>
<p class="MsoNormal">Everything calm, often self-paced, flexible to suit the day.<o:p></o:p></p>
<p class="MsoNormal"><b>Back to the Office</b><o:p></o:p></p>
<p class="MsoNormal">Confusion for me – why? For control? Fear of management?
Habit? Might end up a mix of home and office, the worst of both worlds, or the
best? I don’t know… but I fear it’s the worst, how can it be the best without
clarity? Without focussing “office” activities around those that are best
experienced in person? When you also box in and constrain the benefits of home
working, clocking on and off religiously, adapting to fit around others sat in
an office a few miles away?<o:p></o:p></p>
<p class="MsoNormal">I fear it might be the worst, perhaps simply because we are
losing the opportunity to create the “best” for work, for the team, for
everyone, because of the unarticulated fears of the organisation. We’re losing
the chance to make the best out of an office environment, and the best out of
homeworking, by hobbling both of them.<o:p></o:p></p><br /><p></p>Andy Walshhttp://www.blogger.com/profile/06672754063506249382noreply@blogger.com0tag:blogger.com,1999:blog-214042067583348697.post-31081636997016760902021-06-12T10:46:00.002+01:002021-06-12T10:46:15.982+01:00Playful Management, players, and NPCs<p>Following on from some <a href="https://gamesforlibraries.blogspot.com/2021/06/playful-leadership-vague-thoughts.html">ponderings about Playful Leadership</a> the other day, and a subtle but important realisation I had... I was thinking about how that came out in my management style and why I sometimes restricted reportees a lot more than at other times.</p><p>Most of the time I tend to be quite open and flexible in how I manage people - I give them lots of freedom to do things the way they feel is best. </p><p>In terms of play, I try to set (as clearly as I can), the winning conditions - or at least the end point - of the game.</p><p>There are some rules that always exist around the workplace, both explicitly laid out, and implicit in the culture we try to inculcate, but I try to give a lot of flexibility in how they play that game. I try to support them in "winning" (or at least finishing) the game, or the task I've set them, but I'm rarely explicit in how they should do that. </p><p>So I'm often more of a coach and expert advisor than anything else - I try to help people develop the skills to complete tasks in the way that they think is best, pointing out rules of the game they may have missed or mis-interpreted, but rarely telling them what move to make next. <br /></p><p>Sometimes, however, I have to interfere a lot more - I have to be very explicit about what they can and can't do, about the approaches they should take to a particular tasks. I wonder if this is when I see the task in certain ways - when the person I manage isn't one of the main characters (even though they may think they are), but more of an NPC. They need to follow a much restricted path than normal, as it's about aiding the main characters arc, not theirs! It's my job as the manager to see these intersecting priorities, tasks, games(!), that are going on and try to make sure that members of our team play the appropriate role. To also see whether they are on a huge group quest, where we need to balance lots of demands, or in a little mini game to the side that is largely just about them.<br /></p><p>That's hard on them sometimes - it's my job to have the overview, to see how things fit together, but some people will always see themselves as the main character, never the supporting one, or even the NPC. They can find it hard to see the bigger picture, as it's not really their role to do that, and feel like I'm imposing strange ways of doing things. Worse still, they can feel like I'm too vague sometimes, and too restrictive in others, but not understand why that is. </p><p>They might also feel I'm being unfair when I point out "rules of the game they may have missed or mis-interpreted" (see above), as they are rules they don't recognise, and might not agree with.</p><p>I'm not 100% what I've said above in this post is true (for me), I'm just working things out as I type this, but I think there is an element of truth in it at least. This means I probably need to be more explicit in setting out when we set off on tasks and projects, the amount of freedom they have and why. Whether they are the main character, or a supporting one (or even an NPC) - but not using that language of course! </p><p>It's complicated as well by the fact that they can be the main character, freely skipping across the countryside, doing things as they feel is best, and not realise they've stepped into a minefield - they were fine up to that point, but as soon as they've gone into dangerous ground, I need to be more explicit about what they do next. They'll resent this - why shouldn't they skip across the lovely grass? They may object to me telling them the exact path to take next - after all, they haven't been blown up yet! But as the manager, it's up to me to recognise the risks and have the tools to extract us all as safely as possible. Again, I need to consider how I flag these things up effectively, how do I interfere when I need to, without killing the playfulness and freedom that they'll normally have?<br /></p><p><br /></p><p><br /></p>Andy Walshhttp://www.blogger.com/profile/06672754063506249382noreply@blogger.com0tag:blogger.com,1999:blog-214042067583348697.post-38758234256635579592021-06-08T14:30:00.001+01:002021-06-12T10:46:36.953+01:00Playful Leadership Vague Thoughts<p> <!--[if gte mso 9]><xml>
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<img alt="achievement, adult, battle, black, board, business, businessman, check, chess, chess piece, chessboard, choice, competition, conflict, decisions, defense, focus, game, hand, horse, king, knight, leadership, management, mate, moving, pieces, plan, planning, playing, power, queen, soldiers, solution, sport, strategic, strategy, symbol, table, tactic, thinking, victory, white, wooden, games, indoor games and sports, board game, tabletop game, recreation, Free Images In PxHere" height="286" src="https://c.pxhere.com/images/76/2d/509040cae4a9c3d18a8caa38b59c-1432573.jpg!d" srcset="https://c.pxhere.com/images/76/2d/509040cae4a9c3d18a8caa38b59c-1432573.jpg!d" title="This is a CC-0 image that came up in a quick search for "playful leadership" - don't know about you lot, but doesn't look that playful to me!" width="400" /> </p><p> (<i>This is a CC-0 image that came up in a quick search for "playful leadership" - don't know about you lot, but it doesn't look that playful to me!</i>)</p><p class="MsoNormal">For several years I’ve tried to pin down what I mean by
<b>playful leadership,</b> and I haven’t been able to do it. I’ve also been struggling
to be playful recently, probably not helped by living through a global
pandemic, which hasn’t particularly helped me articulate what I mean when I
think of playful leadership.</p>
<p class="MsoNormal">I’ve read lots of leadership and management books and articles,
as well as plenty of stuff on play and games. Sometimes I feel like I’m
starting to get somewhere, when an idea or model triggers a small “a-ha”
moment, but then I fail to pull it together into any sort of coherent whole.</p>
<p class="MsoNormal">Part of this could be the temptation to pin these things
down into neat models, or a clear set of steps (“5 steps to playful leadership!”),
which we can follow and magically become a “playful leader”. None of these
models, or steps, or whatever I found seemed quite right to me, even when I
found several that seemed to touch on play – they’d sometimes have play as an
important element, but perhaps not quite at their core, or reflecting how I
felt about play and leadership. I also struggled to mash some of these different
leadership models together, as I couldn’t successfully pull out their more
playful aspects to form any sort of coherent whole.</p>
<p class="MsoNormal">Then, while in a very low mood and generally struggling, I
had an important realisation. What <b>I</b> think of as playful leadership is
really about encouraging a playful mindset in others. It helps if I play too,
but I don’t need to all the time – the important thing is that I can enable
others to play.</p>
<p class="MsoNormal">One of the components of my management style at work that is
quite important to me is (trying to) protect colleagues from institutional
politics, from micro-management of others, from unnecessary blame and
retribution when things go wrong. In effect, these are also ways I try to
gently shift the workplace culture towards giving permission to try things and
fail. To <b>play</b> with different ways of doing things, knowing that they
will be allowed (encouraged) to do so, and that as long as they don’t cause
harm, it doesn’t matter if there is no immediate benefit either – as they can
learn from that experience and try something else next time that might work
better.</p>
<p class="MsoNormal">So my evolving understanding of my particular flavour of
playful leadership probably has something like this at its core: </p>
<p class="MsoNormal" style="text-align: center;"><b><i>Helping others to be more playful.</i></b></p>
<p class="MsoNormal">The bits that stood out for my in other play and management
texts, probably did so as they were potential enablers for that to happen. It’s
ok that none of them were complete answers for me, and may even have been
contradictory. But all of them could be tools that help take me part-way to
being a playful leader – as it’s not a set way for me to act, but the impact I
have on others.</p>
<p class="MsoNormal">I don’t need a 7 step method, or 4 zones of playful
leadership, or anything else that pretends to be a complete answer. What I need
is a clear idea of what I’m trying to achieve, and then a kit bag full of
possible tools to help.</p>
<p class="MsoNormal">I don’t need a routeplan and detailed map to follow the “right”
path. I need a compass, maybe a vague map, a penknife, a change of clothes, etc.,
so that we can find a good enough route that depends on the people present at
the time, where they need to get to, and have some help for the challenges we
need to overcome together. It doesn’t matter which things we need from that kit
bag, or the exact route, just that we have a selection of tools that are
available to use if we need to.</p>
<p class="MsoNormal">So what sort of things do we need in our kit bag? What
goodies can help to enable a playful attitude, so I can be my sort of playful
leader? I’ll have to start thinking in that way over the next few months and
see if I can pull something useful together!</p>
Andy Walshhttp://www.blogger.com/profile/06672754063506249382noreply@blogger.com0Huddersfield, UK53.645792 -1.785035125.335558163821155 -36.9412851 81.956025836178839 33.3712149tag:blogger.com,1999:blog-214042067583348697.post-73163901839724402562020-12-30T11:25:00.001+00:002020-12-31T10:43:46.677+00:00Library Instruction Network?<p>About 10 years ago Johanna Anderson <a href="https://johannaboanderson.wordpress.com/2010/07/17/librarians-as-teachers-calling-all-students-practitioners-and-wise-owls/" target="_blank">blogged about</a> setting up a "Librarians as Teachers" network. I've a vague memory of it lasting a few years (with Helen Blanchett and Jo driving a lot of it?) and having a lot of TeachMeet-y type things on it, but it sort of slowly faded, probably being nudged out of existence at the same time as a few other networks I was part of also faded, thanks to the platforms charging increasing amounts (particularly as membership, even inactive membership, figures grew). My memory is a tad vague though on it... <br /></p><p> [You can see it on the Wayback Machine... sort of! <a href="https://web.archive.org/web/20120321154744/http://latnetwork.spruz.com/) " target="_blank">Snapshot </a>from 2012]</p><p>I've just (finally) refused to renew my CILIP membership for next year, so wondered if it was time to start something similar, but updated? Using what I'd have paid CILIP to help fund it. Plus after a thoroughly depressing 2020, I need something positive for 2021! </p><p>I've been playing with possible platforms for other projects, and "<a href="https://www.mightynetworks.com/" target="_blank">Mighty Networks</a>" seems a decent platform for doing this sort of thing on. It has a free level which seems a bit rubbish, a fairly standard charged level of membership that has most of the functionality I'd look for in this sort of platform. Plus a "premium" level that also includes stuff like the ability to run courses through it. The middle level that seems ok is a little bit more than I'd have been paying for CILIP membership - so I could pay for that, offer free membership to anyone who wanted to join, plus a "premium" membership for anyone who felt able to contribute (including some sort of extra to make it worth people's contribution). If enough people joined as premium members we could even bump the subscription up to the top level and run courses through it, but helping to cover the basic costs ($28 per month) would be first! </p><p>So would anyone be interested in a "Library Instruction" type network? It'd be an online network to ask questions, have discussions, perhaps host / organise TeachMeets, build sets of resources, etc. Free to all, but I'd welcome a few people as "premium members" to share the cost and make it sustainable. </p><p>Related to this... what would make it worthwhile joining as a "premium member"? I'm thinking $15 a year (the platform charges in USD), or less than £1 per month. The default would be access to a seperate group part of the site / network, so I could put resources in there (a PDF of one or more of my books maybe?), or it could be used as a decision making part of the network ("premium" members get increased access to shape the network / decide on topics / etc?), or something else... (BTW - It'd need more than 30 people becoming premium members before it covered costs at that token $15 a year.)</p><p>This post is largely thinking aloud for now, but if I decide I've enough energy to set something up properly, I'll edit this post to include a link to the Network...</p><p>Currently being set-up, aiming for all the basics there the first week of Jan 2021, but the Network will be at: <a href="https://library-instruction.mn.co">https://library-instruction.mn.co</a><br /></p><p><br /></p>Andy Walshhttp://www.blogger.com/profile/06672754063506249382noreply@blogger.com0tag:blogger.com,1999:blog-214042067583348697.post-14778711572085576922020-08-14T11:04:00.000+01:002020-08-14T11:04:25.274+01:00Adult Play Network<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiC5THTW0DDrgbq8qDO8eE66PJWJ1lnk9a5KNiYiF90plet9k_uhedOiJHfb7Iye70JlM5tV0M9moPdxKrHB8A8_1pvdFhJeWXcnD4MWV_7mJLEy5CIHc9vERmXp5oxJf8Vv7uyZXppxadC/s1549/upcoming.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="530" data-original-width="1549" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiC5THTW0DDrgbq8qDO8eE66PJWJ1lnk9a5KNiYiF90plet9k_uhedOiJHfb7Iye70JlM5tV0M9moPdxKrHB8A8_1pvdFhJeWXcnD4MWV_7mJLEy5CIHc9vERmXp5oxJf8Vv7uyZXppxadC/s640/upcoming.JPG" width="640" /></a></div><p></p><p>After pondering <a href="https://gamesforlibraries.blogspot.com/2020/07/should-i-set-up-adult-play-platform.html">this idea</a> for a while, I've just set up <a href="https://www.kickstarter.com/projects/lancsfairytales/adult-play-network-bringing-more-play-into-adult-lives">a Kickstarter</a> to see if anyone else would genuinely be interested! </p><p>The aim is to fund a network (on <a href="https://adultplay.mn.co/" target="_blank">MightyNetworks</a>, a commercial platform) of people wanting to bring more play into all aspects of their lives. It will be a social network (so lots of chances to share), as well as regular playful tips and ideas from play experts. </p><p>It will also be a training platform, with play experts able to host courses and events through the network. </p><p>The hope is that the training will provide funding for the platform - but instead of taking a large cut of course fees, a membership fee will be bundled into the course for non-members. So once you've taken one course, or subscribed to the platform seperately, all courses will be discounted by the membership fee.<br /></p><p>I'll launch the Kickstarter either 21st or 28th August, but to be informed when it goes live, just click on the "Notify me" button on the <a href="https://www.kickstarter.com/projects/lancsfairytales/adult-play-network-bringing-more-play-into-adult-lives">upcoming project page</a>.<br /></p><p><br /></p>Andy Walshhttp://www.blogger.com/profile/06672754063506249382noreply@blogger.com0tag:blogger.com,1999:blog-214042067583348697.post-5442510740002365432020-07-09T11:45:00.001+01:002020-07-09T11:45:13.119+01:00Should I set up an Adult Play platform?<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhH-8gNKROOmHvXQ1-gQs9ih-TD4V9Dg7a66TG-4Uchf8zx32Lvm4_JOo6jAMRo4i-YsXgeciHEaxf6t2uEvKCdsRRvRD-sF0kYTSF3KHr8BCpDUO7S8Zmxhe_khKCpnmeV8Z9EcxbXy2LS/s1600/Sample+logo+2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="200" data-original-width="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhH-8gNKROOmHvXQ1-gQs9ih-TD4V9Dg7a66TG-4Uchf8zx32Lvm4_JOo6jAMRo4i-YsXgeciHEaxf6t2uEvKCdsRRvRD-sF0kYTSF3KHr8BCpDUO7S8Zmxhe_khKCpnmeV8Z9EcxbXy2LS/s1600/Sample+logo+2.png" /></a></div>
I've posted before about the possibility of setting up some sort of "Institute of Adult Play, and I’m expecting I’ll have enough time to do something about it over the next couple of months… if anyone is interested! (If so, please fill out the <a href="https://docs.google.com/forms/d/e/1FAIpQLSclsY1Fn2ItLzx-_nchnHK6NmDJYQmDooNXBFdXj07wmoFxlA/viewform?usp=sf_link" target="_blank">form</a>.)<br />
<br />I want to create a platform where lots of playful people who work with adults can offer some online training, as well as having a social element so we can share ideas.<br />
<br />There are a few underlying aims:<br />
<ol>
<li>To try and create some way of creating more paid work for everyone.</li>
<li>To share ideas across a range of different playful people.</li>
<li>To get more people who wouldn’t think of themselves as playful to do some training that brings out their playful sides.</li>
</ol>
If there is enough interest, I’ll set up a company (possibly “Community Interest Company” in UK?) for everything to go through and launch a Kickstarter to provide initial funding, and more importantly, gauge interest in it before we spend too much money!<br />
<br />I’ve investigated platforms and think I’ve found one that would allow an element of social networking / sharing, plus an integrated online course platform, for a reasonable monthly cost. Courses can be free or paid for. “Membership” of the platform could be paid for too.<br />
<br />So I have in mind:<br />
<ul>
<li>A small membership fee for belonging to the platform (£5 per month? Maybe different levels available?)</li>
<li>Some “free” introductory type courses (people would pay a membership fee to access all the free ones).</li>
<li>Paid for courses – where the fee (minus processing charges) would go to the course creators (though if people weren’t members, an extra “member” fee would be added on top).</li>
<li>Membership fees would go towards the running of the platform, course fees would essentially go to the play community – the course creators.</li>
<li>Courses, plus pages within the platform, could also be used to encourage people to book playful experts to run bespoke training, consultancy, events, etc., outside the platform (so acts as a “shop window” for people too).</li>
</ul>
Would anyone be interested in being (a) a Member for a small fee, (b) A course creator in such a platform?<br />
<br />If so, please put your details in the <a href="https://docs.google.com/forms/d/e/1FAIpQLSclsY1Fn2ItLzx-_nchnHK6NmDJYQmDooNXBFdXj07wmoFxlA/viewform?usp=sf_link" target="_blank">form </a>– I’ll only use this in relation to the initial set-up of such a platform and will delete all contact details by the end of this year.Andy Walshhttp://www.blogger.com/profile/06672754063506249382noreply@blogger.com0tag:blogger.com,1999:blog-214042067583348697.post-65914678795799504862020-06-20T10:48:00.002+01:002020-06-20T11:11:13.044+01:00New Article - Playful Learning for Information Literacy Development<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><img alt="" height="305" 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<tr><td class="tr-caption" style="text-align: center;"><i>Screenshot of the start of the first page of the article</i></td><td class="tr-caption" style="text-align: center;"><i> </i></td><td class="tr-caption" style="text-align: center;"><i> </i></td><td class="tr-caption" style="text-align: center;"><i> </i></td><td class="tr-caption" style="text-align: center;"><i> </i></td><td class="tr-caption" style="text-align: center;"><i> </i></td><td class="tr-caption" style="text-align: center;"><i> </i></td><td class="tr-caption" style="text-align: center;"><i> </i></td><td class="tr-caption" style="text-align: center;"><i> </i></td></tr>
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I've just had an <a href="https://journals.sagepub.com/doi/10.1177/0340035219874083#articleShareContainer" target="_blank">article published in the IFLA Journal</a>, a <i>loooong </i>time after writing it (and roughly a year after it had been reviewed, revised, and copy-edited). It's behind a Sage paywall at the moment, but IFLA will put the whole issue up as open access on <a href="https://www.ifla.org/publications/node/1691" target="_blank">their site</a> shortly, plus it should appear on my <a href="http://eprints.hud.ac.uk/view/authors_id/3411.html" target="_blank">institutional repository</a> soon. Happy to email it to anyone who can't access it too, just give a shout :)<br />
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Abstract follows... <br />
<br />
Play is often seen as frivolous, childish, suitable only for young
children. In contrast, this paper will discuss the idea that using
playful learning approaches is often a good fit for the development of
information literacy in all ages. To do this, it will outline the
meaning of information literacy that the author takes, explain where
playful learning is placed within learning theories and pedagogies, and
show why and how they fit together. Examples of playful practice in
library and information literacy training will be given to illustrate
current practice, together with gaps within that practice. It will
briefly address some of the barriers to using playful learning
approaches in information literacy development, and offer some ways
forward for information literacy practitioners.<br />
Andy Walshhttp://www.blogger.com/profile/06672754063506249382noreply@blogger.com0tag:blogger.com,1999:blog-214042067583348697.post-75270542429160970102020-05-15T08:46:00.000+01:002020-05-15T08:46:46.884+01:00Institute of Adult Play ponderings<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwW1McQX2adq_MgEDffdDjyErdngHkBdCsp_IGIRy17E-PBrKABqaSw3hK8C7JBuT2EQ-Nif5tPtaDDGoWei_gsiOs2ldCNBI_RdbqJK_31p_cnVX6W-poNvfwtqQKYJdRarKX32gUUUSq/s1600/sample+logo+4.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="200" data-original-width="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwW1McQX2adq_MgEDffdDjyErdngHkBdCsp_IGIRy17E-PBrKABqaSw3hK8C7JBuT2EQ-Nif5tPtaDDGoWei_gsiOs2ldCNBI_RdbqJK_31p_cnVX6W-poNvfwtqQKYJdRarKX32gUUUSq/s1600/sample+logo+4.png" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Sample Logo for an "Institute of Adult Play"</td></tr>
</tbody></table>
I've pondered for ages ways of encouraging / creating more work in the field of play and adults for myself and some friends. Something that could pull opportunities for us together and enable those that want to escape from their existing jobs, or to gradually do so at least. Some of them joke about setting up a fun-versity or play-versity as an antidote to their work at universities. But what about something smaller? So I was pondering some options...<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWAEWEXpaO-iENzw0EApNOVQRvPA7xebiL_ckZ8XqiQjgSJvaFiTTJQWVOWmlV5DFSOwJyU-pWCqTI7hgbcmhbVLnn7ZFCJIrlIKdDIC2m-BMNaeEplnDX6C2IPm1DFbrwuWZNdVhK5CPC/s1600/sample+logo+3.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="200" data-original-width="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWAEWEXpaO-iENzw0EApNOVQRvPA7xebiL_ckZ8XqiQjgSJvaFiTTJQWVOWmlV5DFSOwJyU-pWCqTI7hgbcmhbVLnn7ZFCJIrlIKdDIC2m-BMNaeEplnDX6C2IPm1DFbrwuWZNdVhK5CPC/s1600/sample+logo+3.png" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Sample Logo (2) for an "Institute of Adult Play"</td></tr>
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How about something that is a cross between a provider of training and a social / professional network for adult play people? An "Institute of Adult Play"?<br />
There are such a wide range of people who work with play and adults, so the first thing it would do is pull people together - provide a platform for cross fertilisation of ideas, for sharing opportunities for work, and to generally share stuff amongst themselves.<br />
The second thing would be to provide training - partly training for those play professionals, but also a way of providing training to the wider public / organisations. Members of the "institute" could provide training on a shared online platform (which spreads out the costs of providing it) as well as linking to training where we have to be physically present (when we can eventually do so again!)- hopefully that would mean people would do one course, then come back to do someone else's, increasing the work for all of us.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiDiuI8WX4A2nH5MyVXmSz6RLZmrPtDVJrtNTyXw89NNPsMTIznJ0aR8_J2wmyVTe0eq6CoZLZgzR8vVt-yn5D2amodDQhkuK604vqgaSJcE4fyHZGm00In5V21-Jcqlgv9XBJLWJJ-b6RA/s1600/Sample+logo+2.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="200" data-original-width="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiDiuI8WX4A2nH5MyVXmSz6RLZmrPtDVJrtNTyXw89NNPsMTIznJ0aR8_J2wmyVTe0eq6CoZLZgzR8vVt-yn5D2amodDQhkuK604vqgaSJcE4fyHZGm00In5V21-Jcqlgv9XBJLWJJ-b6RA/s1600/Sample+logo+2.png" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Sample Logo (3) for an "Institute of Adult Play"</td><td class="tr-caption" style="text-align: center;"> </td></tr>
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It would probably be a not for profit type membership organisation - with members paying a monthly or yearly fee (£5 a month maybe?!) which would let us pay for a membership platform with a virtual learning environment built in. Some of these platforms let you charge for membership, plus have the choice to charge for courses or offer them free for different membership levels, so could let people develop their own course(s) on the platform which we'd pay out for when people booked on the course. Or dish out the membership fee dependant on how many people had done each course? Or some other way of spreading the money!<br />
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This would be really risky to set-up. It'd need a small amount of seed money to set up as a company (maybe a Community Interest Company - a type of social enterprise?), but a much larger amount to run a platform / network.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQUMLYlYPQGuQnZYO5sUhzR0Nlo4r2NakD00iv9p1AIGk7iyXISTA_33-XhdqDbUkCEY2VJFDbw01hQuJHx4peREmiLQ72jLwDIH4mAF-hNqlfBwUSXdy6y_J8sTgg2tRB7jmO6giq2y3l/s1600/sample+logo+1.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="200" data-original-width="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQUMLYlYPQGuQnZYO5sUhzR0Nlo4r2NakD00iv9p1AIGk7iyXISTA_33-XhdqDbUkCEY2VJFDbw01hQuJHx4peREmiLQ72jLwDIH4mAF-hNqlfBwUSXdy6y_J8sTgg2tRB7jmO6giq2y3l/s1600/sample+logo+1.png" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Sample Logo (4) for an "Institute of Adult Play"</td></tr>
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So I pondered a Kickstarter? If we risked a small amount of money to set up a business, it could be done in a way that it only started trading if the Kickstarter was successful, otherwise just got closed down again before it actually did anything. The Kickstarter would be a way of getting enough money to run the platform for a year, plus gauging if enough people were interested in becoming members to be worthwhile!<br />
<br />So... does this all sound completely ridiculous, or does it sound amazing and you'd all like to be directors and founder members? Should we take a gamble and try and set something up? Would anyone like to play along in running something like this? Let me know (preferably via Twitter...) <a href="https://twitter.com/playbrarian" target="_blank">@PlayBrarian</a> with the somewhat long #tag of #InstituteOfAdultPlay<br />
<br />Andy Walshhttp://www.blogger.com/profile/06672754063506249382noreply@blogger.com0tag:blogger.com,1999:blog-214042067583348697.post-86753179029259693142020-03-23T08:58:00.001+00:002020-03-23T08:58:02.140+00:00Play in HE zine 7<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQqB1RuTubHGecKs0_YBekBUWDrgz7j9BroehmlLX6U3ofkbJ5FT0lgDLdoSJhM10nqivZroRhPZnreumkl9yKumZLz2MEkccThowQESQA5Jvm0lyOTActLVna8flp0g7VxNwLI5N3vDTX/s1600/IMG_1015.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="two zines on a table" border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQqB1RuTubHGecKs0_YBekBUWDrgz7j9BroehmlLX6U3ofkbJ5FT0lgDLdoSJhM10nqivZroRhPZnreumkl9yKumZLz2MEkccThowQESQA5Jvm0lyOTActLVna8flp0g7VxNwLI5N3vDTX/s320/IMG_1015.JPG" title="" width="320" /></a></div>
We're up to zine #7 (out of a theoretical 10) posted out now, with the latest one being a special pandemic in HE edition... I'm not sure what will happen with the final 3 as they were meant to be produced and sent out over the next few months, which is likely to be peak time for the pandemic.<br />
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I'm also working from home, so expecting my paper and printer ink to last long enough to create about 250 copies of zines (plus extra bits and bats) might be pushing it to say the least... and I don't really want to be getting extra supplies in during peak pandemic!<br />
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So I might have to do just one print copy (the final one?) and a couple of electronic only versions? I'm not yet sure...<br />
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Anyway, the first 7 are all on the <a href="https://globalnetwork.onehe.org/" target="_blank">OneHE</a> foundation pages for members (as they provided a small grant for the project). I still intend pulling the content together and sharing it for anyone else, but not until the end, which should be this summer at some point!Andy Walshhttp://www.blogger.com/profile/06672754063506249382noreply@blogger.com0