Escape the welcome cliché Designing educational escape rooms to enhance students’ learning experience

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Published Jun 4, 2018
DOI: https://doi.org/10.11645/12.1.2394

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Hannah Wise
University of Surrey
Julie Lowe
University of Surrey
Adam Hill
University of Surrey
Laura Barnett
University of Surrey
Charlotte Barton
University of Surrey

Abstract

The University of Surrey Library and Learning Support Services (LLSS) recognised an increasing need to transform its welcome, induction and orientation activities for students. Past activities have entailed delivering information to students in ways which may have led to information overload and lack of engagement by students with library services. The LLSS have been exploring innovative ways to welcome students to university, moving away from didactic approaches. This paper presents one such innovation produced among a series of activities during 2017/18, an educational escape room, informed by the work of Walsh (2017). This activity invited students to solve a series of themed puzzles in the escape room, introducing them to library services and information literacy (IL) skills to support their studies. This report provides an account of the challenges and positive outcomes encountered in designing the escape room, with a view to sharing good learning and teaching practice.

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How to Cite
WISE, Hannah et al. Escape the welcome cliché. Journal of Information Literacy, [S.l.], v. 12, n. 1, p. 86-96, june 2018. ISSN 1750-5968. Available at: <https://ojs.lboro.ac.uk/JIL/article/view/PRJ-V12-I1-1>. Date accessed: 23 mar. 2023. doi: https://doi.org/10.11645/12.1.2394.
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Issue
Vol 12 No 1 (2018): Journal of Information Literacy
Section
Project reports
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