Designing effective library treasure hunts: Theory, practice, and framework alignment

Treasure hunts have long been employed in academic library instruction as an interactive method for fostering information literacy skills through active learning, exploration, and adventure. This essay offers a comprehensive analysis of the theory and practice of library treasure hunts. It begins by distinguishing treasure hunts from scavenger hunts and emphasizing the importance of accurate terminology. The pedagogical principles underlying their effectiveness are then examined, followed by a review of the relevant literature. The essay also addresses the challenges associated with the labor-intensive process of designing and implementing these activities. A separate analysis course alignment, learning outcomes, and how the tasks in treasure hunts align with the ACRL Framework for Information Literacy in Higher Education, and offers strategies for enhancing or adapting these activities to support the Framework. Two case studies are presented: one focusing on a team-based, in-person treasure hunt and the other one an asynchronous, fully virtual activity for individual use. Suitable customized to a particular library environment, these may be used to build and reinforce information literacy through active learning. • Includes virtual and in-person treasure-hunt activities to use as design models • Grounds treasure-hunts in pedagogical theories of Montessori, Piaget, and Vygotsky • Frames treasure hunts in terms of active learning, exploration, and adventure. • Explores treasure hunt design for comprehensive support of the ACRL Framework