Incorporating Computational Thinking into Library Graduate Course Goals and Objectives

Autor/inn/en	Taylor, Natalie Greene; Moore, Jennifer; Visser, Marijke; Drouillard, Colette
Titel	Incorporating Computational Thinking into Library Graduate Course Goals and Objectives
Quelle	In: School Library Research, 21 (2018), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1019
Schlagwörter	Computation; Thinking Skills; Library Education; Graduate Study; Objectives; Librarians; Library Science; Graduate School Faculty; School Libraries; Public Libraries; STEM Education; Accreditation (Institutions); Library Services; Youth Programs; Maryland + Suchen Sie Ihr Suchwort? Denkfähigkeit; Bibliothekarausbildung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Goal definition; Zielsetzung; Librarian; Bibliothekar; Bibliothekarin; Bibliothekswissenschaft; School library; Schulbibliothek; Public library; Stadtbücherei; Öffentliche Bibliothek; STEM; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Bibliotheksarbeit; Jugendsofortprogramm
Abstract	As young people increasingly need computer science (CS) and other related STEM (Science, Technology, Engineering, Math) skills, libraries have been identified as spaces in which this learning can occur. However, librarians often perceive they lack the skills or confidence required to lead this type of education. As a result, funding sources, professional organizations, and researchers are examining the ways computational thinking (CT) can be better incorporated into graduate-level library science curriculum. Six graduate-level faculty members teaching courses related to school and public library youth services were selected as part of a larger research project. They redesigned their courses to incorporate CT concepts. In this study, we examined how CT concepts were incorporated into the syllabi objectives, how these concepts influenced the course objectives from previous iterations of these courses, and how various accreditation and state requirements influenced the development of course objectives. The findings can inform course development of graduate-level library science curriculum. The findings also document the ways existing standards align with the developing need for computational thinking, computer science, and STEM learning within the curriculum. (As Provided).
Anmerkungen	American Association of School Librarians. Available from: American Library Association. 50 East Huron Street, Chicago, IL 60611. Tel: 800-545-2433; Web site: http://www.ala.org/aasl/slmr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01