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Aims to determine how multiple play styles and use of “outside” materials can be successfully taken into account when designing user experiences in educational digital games.

This research draws on over two dozen qualitative interviews and an open‐ended survey of an additional 50 game players with a wide range of gameplay experience.

Findings suggest that players have different skill sets, and different beliefs about what constitutes acceptable and unacceptable help in a variety of games. These findings are analyzed to argue for different ways to enhance the educational gaming experience for players.

As with all qualitative research, the relatively small sample size makes it difficult to draw broad generalizations from the data. However, the research does suggest that there are many ways to play games, that players use many items and information “outside” the game to help them play or enhance their experience, and such things can be fruitfully used to improve educational games.

Designers of educational games should take into account the materials surrounding games, such as walkthroughs and codes, as ways to enhance the game and educational experience, rather than detract from them.

Very little research has been done examining how players perceive items and information related to game play, as well as how they use such things. This research investigates that area and relates the knowledge to ways to improve educational games, and education.

Seeks to exemplify and discuss how students’ use of weblogs can prepare them for a networked world where writing has consequences outside grades.

Experiences using weblogs with university students are critically discussed with reference to related theoretical and practice‐based work.

While many students were wary at first, the experience of writing in public provided an important learning opportunity, and many of the most skeptical became enthusiastic and proficient webloggers during the course of the semester.

The empirical data are from a single course and therefore limited.

Students should practice writing in public and on the network, yet ethical issues must be considered.

An increasing number of teachers and professors are using weblogs with students. In addition to a critical discussion of the ethics and pedagogical value of weblogging, this paper gives educators specific advice on how to encourage students to use their weblogs actively and productively.

The purpose of this paper is to report on a new approach for researching public library programs through Facebook events. The term public library programs refers to publicly announced activities and events taking place within or in relation to a public library. In Denmark, programs are an important part of the practices of public libraries and have been growing in both number and variety within recent years.

The data for the study presented in this paper consists of Facebook events announcing public library programs. In the study of this data, grounded theory is used as a research strategy and methods of web archiving are used for collecting both the textual and the visual content of the Facebook events.

The combination of Facebook events as data, grounded theory as a research strategy and web archiving as methods for data collection proves to be useful for researching the format and content of public library programs, which have already taken place.

Only a limited number of Facebook events are examined and the context is restricted to one country.

This paper presents a promising approach for researching public library programs through social media content and provides new insights into both methods and data as well as the phenomenon investigated. Thereby, this paper contributes to a conception of an under-developed researched area as well as a new approach for studying it.