Library staff frequently question why they should integrate computational thinking (CT) literacy into the activities they provide with and for youth and families. Many have never heard the term before, are anxious about computers and technology in general, and/or may consider it another fad they are being asked to address. How can library staff gain deeper understanding of CT and comfort bringing CT literacy to the activities they provide for and with youth and families?
Learn more about the strategies library staff used to address this challenge.
Link:
Submitted by:
Stacy Lienemann, Waseca Public Library
Audience:
Preschool
Lower elementary (K-2)
Upper elementary (3-5)
Middle school (6-8)
High school (9-12)
Rural communities
Learner Experience w/ CS & CT:
Beginner
Some Practice
Experienced
Facilitator Type:
Library staff member
Community member
Facilitator Experience w/ CS & CT:
Beginner
Some Practice
Experienced
Type of Library:
Public
School
Tribal
Special
Library Location Type:
Rural
Suburban
Urban
Size:
Very small (< 300 students, < 10k population)
Small (< 500 students, < 24k population)
Medium (< 750 students, < 99k population)
Large (< 1000 students, < 500k population)
Very large (1000+ students, 500k+ population)
Topic:
Unplugged
Reading
Careers
Block-based programming
Making
Program Type & Frequency:
In school time
Out of school time
Ongoing sessions
One time session
Requirements:
Technology not required
No cost
Ready to Code Pathway Connection:
Broadening participation
Resource Type:
Strategies
Ready to Code examples
