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| Hauptverfasser: | , , , |
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| Format: | Recurso educativo Open Access |
| Sprache: | en |
| Veröffentlicht: |
2018
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| Online-Zugang: | https://eric.ed.gov/?id=EJ1202969 |
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| _version_ | 1867180766384881664 |
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| author | Taylor, Natalie Greene Moore, Jennifer Visser, Marijke Drouillard, Colette |
| author_facet | Taylor, Natalie Greene Moore, Jennifer Visser, Marijke Drouillard, Colette Taylor, Natalie Greene Moore, Jennifer Visser, Marijke Drouillard, Colette |
| collection | Education Resources Information Center |
| contents | Incorporating Computational Thinking into Library Graduate Course Goals and Objectives Taylor, Natalie Greene Moore, Jennifer Visser, Marijke Drouillard, Colette 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 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. |
| format | Recurso educativo Open Access |
| id | eric_EJ1202969 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2018 |
| record_format | eric |
| spellingShingle | Incorporating Computational Thinking into Library Graduate Course Goals and Objectives Taylor, Natalie Greene Moore, Jennifer Visser, Marijke Drouillard, Colette 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 Incorporating Computational Thinking into Library Graduate Course Goals and Objectives Taylor, Natalie Greene Moore, Jennifer Visser, Marijke Drouillard, Colette 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 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. |
| title | Incorporating Computational Thinking into Library Graduate Course Goals and Objectives |
| topic | 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 |
| url | https://eric.ed.gov/?id=EJ1202969 |