Two researchers in the field of library science are currently working on incorporating affordable and child-friendly computer coding tools into school and public libraries. Crystle Martin, a post-doctoral student at the University of California-Irvine, is leading a three-year study focused on introducing "connected learning" to libraries in South Los Angeles. Martin’s team has been developing educational materials and guides to help librarians with limited coding expertise implement a curriculum centered around Scratch, a user-friendly programming language created by the Massachusetts Institute of Technology.
Eric Meyers, a professor at the University of British Columbia in Vancouver, specializes in assisting local libraries in teaching children programming using the Raspberry Pi. The Raspberry Pi is an inexpensive and compact circuit board and processor that functions as a computer.
Both researchers presented their work at the annual meeting of the American Educational Research Association. Following the event, Education Week had the opportunity to interview Martin and Meyers. The transcript of their conversation has been edited for brevity and clarity.
Education Week: Why do you believe libraries are suitable spaces for teaching coding and computer science?
Meyers: Libraries have always served as hubs for connecting people, ideas, information, and technology. The introduction of maker spaces and coding programs exemplifies how libraries are bringing people together to explore new and diverse experiences.
Martin: Librarians often act as intermediaries between the interests of young people and their educational pursuits. This is something that can be more challenging for teachers due to various constraints. Librarians have more flexibility in this regard.
Meyers: Librarians excel at helping individuals overcome uncertainty. Computer scientists sometimes overlook the fact that computers in themselves are not the ultimate goal. The real value lies in how humans utilize programs. Libraries and information science provide a valuable bridge between the tools created and their practical applications. Libraries connect the dots between coding and its real-world use.
Education Week: Can you describe what it looks like when coding skills are effectively taught in libraries?
Martin: We had a student who was extremely shy but had a passion for coding. After spending several weeks in the same environment with the same peers, the librarians finally encouraged him to share his work. He ended up creating an incredibly complex and visually stunning game. Receiving positive feedback in a safe environment was a significant milestone for him and boosted his self-confidence in his coding abilities.
Meyers: We observed students going above and beyond our instruction and bringing their own interests and ideas into the coding activities. For example, we initially gave them a simple song to program. After successfully coding the song, they took it a step further and brought in sheet music. We discussed how sheet music is a different type of code, and they proceeded to program the song "Do You Want To Build A Snowman?" When students can connect their everyday experiences with computer science concepts and witness those "aha" moments, it’s truly remarkable.
Education Week: What kind of support is necessary for librarians to implement coding programs?
[Answer not provided]
Also Check Out: Changes in the Role of Librarians in K-12 Education to Adapt to Digital Requirements.