#CSed Week 2018 is here!

Computer Science Education Week is December 3-8!

For the past several years I have been offering a special coding program (as part of the worldwide Hour of Code event) or another learning experience that supports Computational Thinking (CT). Why libraries? Kids and teens need CT skills, along with traditional literacy skills, to be able to effectively communicate and express themselves in the Digital Age.

Want to know more about the connection between CT and early literacy? Join Paula Langsam (DC Public Libraries) and I for a free webinar on Tuesday, December 4th called Thinking Sideways: Computational Thinking and Early Literacy. It is hosted by the Public Library Association. (Registration required.) 

Here are some of the activities I will be including in CSed Week 2018:

Looking for program ideas and other resources? The Libraries Ready to Code collection (aka toolkit) is now live!

Media Literacy Week: Girls Learning to Code at the Library

It’s Media Literacy Week (November 5-9)! How are you helping youth in your community learn how to access, analyze, evaluate, COMMUNICATE and CREATE using a variety of media formats? 

Girls learn how to solder with the help of a teen mentor at the Girls Get IT! NCWIT camp. (Ages 9-12)

Two high school girls from my community are in the process of applying for NCWIT’s annual Aspirations Award. The award “honors women in grades 9 through 12 who are active and interested in computing and technology, and encourages them to pursue their passions.” Many young women, from all 50 states and US Territories, apply each year so two might not seem remarkable. But, in my community it is another step in the right direction.

While not new, the fact that women are underrepresented in the tech world and STEM professions, especially in leadership roles, still persists. In rural communities, jobs in tech-related fields, and many types of STEM professions, seem out of reach or are never introduced as an option, especially to girls. At my library and many others, girls are often out numbered by boys in maker programs, LEGO clubs, and robotics teams. The goal of these programs is to provide access to learning opportunities that introduce and strengthen Computational Thinking (CT) skills and computer science knowledge, yet a significant number of kids are still missing from the picture. Populations of kids still think these programs, and the associated skills, are for others. How much do we really talk with kids and teens, including girls, about the important role computer science now plays in business, government, and our/their personal lives, beyond “screen time?”

Makers2Mentors, our Libraries Ready to Code project, aimed to change that. What if kids and teens in our community had new opportunities to become comfortable not just using digital media on a superficial level, but digging deeper to understand how computers work and using digital tools to express themselves and make their voices heard?

Girls learn the basics of 3D design with the help of a teen mentor at the Girls Get IT! NCWIT camp. (Ages 9-12)

Over time I have connected the idea of learning how to code to learning how a book works. If we teach young children the fundamental concepts that will later fuel them as readers and writers, which we do in storytime and in other experiences, why can’t we prepare kids and teens to control digital information, creating and manipulating the medium, just as authors and creators have done with paper formats?

One of the goals we set for the Makers2Mentors project was to provide CT and CS learning experiences specifically for girls. We want more girls to learn CT and CS skills, and be prepared to think critically about information in all its forms, so we wanted to encourage their participating in all of the M2M programs. I also recognized that I needed to reach out to girls in targeted ways. In some cases, this meant integrating CS and CT into traditional library programs like storytime to reach girls before extreme gender stereotypes about STEM get a foot hold. I also led a coding program for girls and their moms (or grandmothers, aunts, grown-up female friends), partnered with the local Girl Scouts to provide a girl scout overnight for area troops featuring robotics and CT activities, and hosted a camp for girls, led by visiting CS college students, that introduced girls to new skills as they explored computer hardware and software.

Reaching underrepresented populations requires creativity and doing things differently. Obviously, if a group isn’t coming to the current programs or using the library space now, something needs to change. New partnerships, unique program designs and flexibility are essential. Sometimes opportunities to provide learning experiences come in unexpected ways.

Girls and their families are excited about making a space for girls’ voices in the digital world, even those from a faraway place like Homer, Alaska.

Teen mentors are recognized for their service and interest during the reading of the 2018 National Library Week proclamation at a City Council meeting.

Key to the success of many of the M2M programs was the empowerment of teen mentors who helped fill leadership gaps often found in small communities like mine. Many of these mentors were girls, and in fact, several of the girls who acted as mentors became interested in learning about CT/CS as they mentored. They got involved not because of their tech experience, but because they like mentoring. So, I capitalized on their valuable leadership skills and ended up providing CT/CS training sessions that became ‘programs’ in and of themselves. They learned about CT and CS and helped other girls (and boys) gain new skills also. Over the course of the year long grant period, more girls were interested in both the girl specific programs and general events.

Here are some images highlighting girls in the library’s M2M programs.

Girls make cardboard automata at an afterschool Maker Club.
A girl programs Ozobots with markers at a Maker Club session.
Two girls, with their moms, make the robot Dash move during a coding program. (Ages 8-12)
Girls and moms work in teams to program Dash & Dot robots.
Young girls, and a teen mentor, learn coding basics with Dash and Dot at the Girl Scouts overnight held last winter. (ages 5-11)
A teen mentor preps materials for a LEGO Lab featuring LEGO WeDo.
Girls Get IT! camp was a little fun…

Take the Survey! Young Children, New Media and Libraries 2018

Have you taken the Young Children, New Media and Libraries 2018 Survey yet? If not, you have until August 31 to share your thoughts about, and experiences with, new media in your library work with young children.

Using a short video about Empreror Penguins in Preschool Storytime

Who should take the survey?

Someone from each library who is able to answer questions regarding your library’s use of new media with young children. That person may be a children’s librarian, manager, director, or other staff member. The information you provide will be kept confidential and no identifiable information will be used in published findings.

What is new media?

New media is defined in the survey as: tablets (including iPads, Nabi, LeapPad), combination eReader/tablet (e.g., Kindle Fire), digital recording device (digital camera, Flip Video, GoPro), MP3 players, Projectors, AWE or Hatch stations, tangible tech (e.g., Makey Makeys, Osmo, Squishy Circuits), programmable tech (e.g., Beebots, Code-a-pillar, Cubetto), and computers of any kind.

Why should you take the survey?

Libraries continue to be at the cutting edge of incorporating different kinds of new media devices into their branches and programming, and we are examining the changing map of this landscape across the United States. We want to hear how you share technology with young children and their caregivers, your attitudes about that, and any evaluation you do of new media for young children and their caregivers. Your input will be useful for guiding future research and professional development.

Who is behind the survey?

Dr. Katie Campana (Kent State University), Liz Mills (University of Washington), Dr. Marianne Martens (Kent State University) and I are conducting the survey in partnership with the ALA’s Association for Library Service to Children.

You can find out more about the 2014 findings, and find a link to the current survey, here. 2018 survey findings will be shared widely.

Makers2Mentors: Let it Glow Family Program

As part of my library’s year long Makers2Mentors initiative, I hosted a family program around the winter holidays that introduced computational thinking and Computer Science concepts in a computer-less program. We made light-up, pop-up cards! This program, and its name, were inspired by SparkFun’s Let it Glow light-up card projects. In additional to the learning that happened, this program served a social purpose; supporting family engagement and bringing community together during Alaska’s darkest time of year.

flyer for Let it Glow program

Intended Outcomes

  • families will understand the basics of how electricity work
  • families will learn basic CS concepts (algorithms, conditionals, events, inputs, outputs)
  • families will be introduced to computational thinking (CT) skills in a low stress, hands-on experience
  • families will see experience play-based learning that blends a traditional art form (paper craft), literacy (writing a greeting card), and tech (electrical components), instead of one or the other
  • families will play and learn together and meet new neighborsAs part of my library’s year long
  • families will attend a program for the first time

When, Who and Where
Date: Saturday, close to Winter Solstice in December

Time: 10:30-11:30am (could have been longer with more time to decorate, but the space is popular and often hard to schedule for more than 1 hour)

Staff: 3 (me, another grown-up who is a casual employee/sub and a teen mentor who volunteered time towards the high school’s community service requirement)

Ages: families with kids 4+ (best for ages 6+)

Location: library’s meeting room

Advertising: library’s dedicated Makers2Mentors webpage, library calendar, flyers posted around town, social media, local radio, newspaper and community online calendars.

Equipment/Supplies
For room:

  • large monitor for displaying graphics of electrical circuit and template
  • laptop or tablet with slides to display graphics
  • tables pushed together to make 3 large tables or stations
  • a handful of chairs for those who wanted or needed to sit (not one for everyone so we had more space)
Shared Supplies for Each of the 3 tables:
(on each table when families arrived)

  • 5mm conductive copper tape- 3 for each table (extra tape used for other programs)
  • regular tape (like Scotch brand)- 2 dispensers for each of 3 tables
  • instruction signs- 1 for each of table
  • gluesticks- 4 for each table
  • scissors- 4 each table

Electrical and Paper Supplies for each child/card:
(distributed to tables after I described the project, defined computational thinking, and explained how electricity works)

  • 1- 12mm coin batteries, plus extra for troubleshooting or additional experimentation
  • 2 pieces of cardstock (1- white and 1-red or green)
    • white: printed with SparkFun’s template #1 for electrical part of card (see project link)
    • red or green: printed with SparkFun’s template #2 for the tree portion of the card (see project link)
  • 2- 3mm LEDs in miscellaneous colors (Spark Fun)
  • LillyPad button boards (Spark Fun)- the button is used as a switch so the card lights up when the button, placed at the bottom of the card, is pressed
Shared Decorating Supplies:
(at front table for families to take when they were ready)
  • Winter and Christmas stickers for decorating cards- enough for approximately 5-8 stickers per card
  • markers and pens in a variety of colors- 2 baskets of markers/crayons for each of 3 tables

Program Plan

60 minutes prior to start: set up and answered any last-minute program staff questions

5-10 minutes: At the beginning of the program, I welcomed families, introduced the Makers2Mentors initiative and then gave a quick explanation of how electricity works and how it relates to computing. With only an hour, I kept the explanation short and used a graphic displayed on the monitor to help families visualize the abstract concept. Kids who had attended maker programs previously, and knew about electricity, helped me.

Flyer which explains computational thinking

DRAFT computational thinking flyer for my library

I then displayed an image of the template we were going to use (#1) and described the process (CT: algorithm) for creating a circuit and the light up portion of the card. I started by explaining the “problem” (CT: decomposition)- we needed to make a pop-up card light up using an electrical circuit and LEDs. I explained how to use the template to create the circuit, pointing out each step (CT: algorithms) to be followed, and I asked what patterns kids could see as we verbally worked through the process (CT: pattern recognition). I wanted families to have the maximum amount of time to actually make the cards, so the talking to the group portion took less than 10 minutes. I had the same template and directions displayed at each table for reference.

50 minutes: For the remainder of the program, each child took a template and either created the circuit on their own or with a family member. Some families with multiple children worked on one card as a family instead of each child making one.

The basic idea is that kids apply conductive tape to the lines on the template #1, adding LEDs, the batter for power a button (switch) in the appropriate places. The template has the steps numbered to make it easier to follow along. Once the circuit was working, and the LEDs were turning on when the button was pressed, families moved on to decorating the second layer of the card (template #2) with stickers, drawings and messages. As we talked with families, we used vocabulary that connected to computational thinking and computing (circuit, input/output, switch, debugging, pattern recognition, algorithm, etc.) During the hands-on portion of the program families used what they knew, or learned, about electrical circuits and determined what information could be applied to the card project (CT: abstraction).

30 minutes after program: clean up

Family working together to make a light up, pop up card.

How It Went

  • The program was a success!
  • We have hosted several family programs and maker programs for kids over the past few years so I anticipated a large crowd (for our size library). The attendance, 52 kids and grown-ups, did not disappoint.
  • It was a little challenging to manage this size of group with only 3 of us in the lead, especially with the fact that many of the kids knew me better than the other two program staff. (“Claudia, how do you…?”) But, as a result, grown-ups were empowered to participate- helping their kids make the card and troubleshoot. I modeled how to support kids instead of doing it for them. This was especially important when it became clear that some of the batteries were older than others, not working well, and needed to be switched out to make the circuit work.
  • I had enough materials on hand for the families that attended.
  • Beyond remodeling the library, the space accommodated the group size without requiring registration, just barely.
  • Most of the kids who attended were ages 4-9, but several were closer to 12. The ideal age for this program is probably 6-12 because of the troubleshooting aspect of the program. Several of the younger kids got pretty frustrated when their circuit didn’t work. On the flip side, it was valuable for them to see grown-ups work through the troubleshooting process and see how we handle ‘mistakes’ or something that isn’t working the way we intended.
  • Several families were attending their first program at the library and among the grown-ups were grandparents and both moms and dads. Some families knew each other, some met for the first time. because of the size of the space, families interacted as they shared materials and worked side by side.
  • Part of the program’s success had to do with the activity, but the publicity surrounding the Makers2Mentors grant funded initiative and offering the program during the Winter school break on a Saturday helped also. Many grown-ups mentioned that they liked the combination of electrical and paper/art. I got lots of nods when I made the electrical/computer connection.
  • Every family left the library with a working pop-up card that lit up, I made sure of it!

What I Would Do Differently

For future iterations of the program, I would:
  • modify the age range for the program to 6-12. Some families would still bring younger siblings, but the expectation would be slightly different.
  • have all new batteries to avoid the power issues we had.
  • identify ways to help families articulate the CT and electricity concepts in addition to being able to make a functioning circuit.
  • plan a longer program to allow more time for deeper learning, debugging, and decorating.
  • include this project in the almost-monthly Maker Club program line up (ages 8-11).

Makers2Mentors: HPLCode Program

Searching for images for a Scratch project background

Beginning in November of last year, a group of kids ages 11-14 started meeting at the library once a week after school as part of a new program, <HPLCode>, which is part of my library’s <M2M> or Makers2Mentors initiative. (Read general information about the initiative and Libraries Ready to Code here.) In years past, we’ve offered intros to coding, Hour of Code sessions, a web design series and a week long coding camp (thanks to a grad student at Carnegie Melon’s Entertainment Technology program), but we have never offered a program that allows kids to delve deeper into coding, computer science and computational thinking; particularly programs specifically for ages 11-14 (middle schoolers). We decided to offer the <HPLCode> program for a few reasons.

  • We recognized that understanding both Computational Thinking (CT) and Computer Science (CS) concepts is part of literacy in the Digital Age. With CS and CT skills, kids would be better prepared for the work force that lies ahead regardless of the field or occupation they choose.
  • There are no computer science courses offered through area schools. I recognized a void that the library could help fill.
  • The kids who have regularly attended the Maker Club and LEGO Club events (for 8-12 year olds) were aging out and expressing interest in other opportunities to keep making and creating using digital tools.

The first part of <HPLCode> ran for 7 weeks. 5 weeks included “formal” instruction (led by me with the help of video tutorials) followed by free play, tween style, inspired by a particular concept. The goals of the program were:

  • introduce key CS concepts common across programming languages and provide opportunities for kids to apply those concepts
  • provide a new social experience for kids interested in Computer Science; connect kids from different schools and friend groups
  • attract more and different kids to the library, including those underrepresented in formal library programs
  • connect kids to CS professionals with a connection to Alaska
  • offer a CS program that allowed kids to help mold its design
  • broaden after school ‘making’ opportunities for kids older than 12
  • make accessible the opportunity for kids to create a digital project that addressed a problem in their life or in the community
  • test the program prototype for the Libraries Ready to Code project

picture of boy watching Skye interview on monitor

HPLCode Interview with Lauren Farleigh of Dote

When: Thursdays, 4-5:30 (extended to 4-6 based on kids’ requests) November 2 – Dec 21 (except for Thanksgiving Day)

Who: Kids ages 11-14 (primarily 11-12 years)

What: Kids were introduced to basic Computer Science and Computational Thinking concepts while they learned to code in Javascript and design basic video games or choose your own adventure apps.

Where: Library’s meeting room which offers conference style seating, dry erase board for drawing/planning, and a large monitor for projecting slides, teaching videos, Skype video for expert interviews, and group work

Resources: Code.org (CS curriculum, App Lab and Game Lab), App Authors, Scratch, Google CSMakeCode (for micro:bit)

CS Concepts: Algorithms, Functions, Variables, Loops, Conditionals, Events

Computational Thinking Concepts and Ideas: Abstraction, Decomposition, and Pattern Recognition, Debugging and Problem Solving, Prototyping, Feeling connected to the broader CS community

Equipment and Materials: Chromebooks, micro:bits, Scratch challenge cards, large monitor for projecting slides or video, flash drives for each and ear buds or headphones for each (provided by Friends group) with splitters to foster shared projects, paper/pencils for storyboarding, designing and problem solving, snacks

CS Professionals interviewed: Lauren Farleigh (dote.com), Reid Magdanz and Grant Magdanz (Chert- Alaska’s Native Language Keyboard app), and Kasey Aderhold (IRIS).

Staffing: Myself and one local high school mentor with previous programming and game design experience

Successes:

  • We received notice about LRtC participation and the grant award at the end of October. The grant funding was needed to move ahead with <HPLCode> as planned so up until then, the program was only tentative. We were able to go ahead with the dates and got to work with last minute advertising. We attracted several kids (4-7), all who had not participated in formal library programs before. The group size actually allowed for me to work out some of the planning bugs as we proceeded with the program plan. it was a prototype. For example, the kids were on the younger end of the range and less experienced with maker projects and coding in general. We spread out the CS concepts over the 7-week program and spent more time with each concept than initially anticipated.
  • The majority of the small group, which grew from 4 to 7,  participated each week and continued with the follow up program after the Winter Break (<HPLCode> Lab), allowing for deeper exploration and practice of CS concepts.
  • I found a high school student to help with the program who will continue to act as a teen mentor during the Makers2Mentors initiative. His participation continues a legacy of integrating high school students interested in STEM careers as leaders for youth programming. These mentors help us extend program reach and support their growth as young adults.
  • While we started the program using Code.org’s App Lab and Game Lab (remixing pre-made apps and creating choose your own adventure apps) because of the nice selection of associated video tutorials found in the various curriculum, kids ultimately wanted to use Scratch for their projects. That was fine with me because one of the program’s intended outcomes was to get input from the participating kids and offer them the opportunity to help mold this prototype program and the next iteration. I was clear from the beginning that this program was an experiment and I needed their help defining it.
  • I introduced a Mini Design Challenge during the 6th and 7th week of the <HPLCode> portion of the program to spark project ideas using the resources we had available. Kids loved this and immediately got to work. They helped define the must-have elements for the challenge projects.
  • The program’s teen mentor entered and won the Congressional App Challenge for Alaska after I connected with him initially about helping <HPLCode> and then sent him info about the national challenge.
  • An issue with access to Scratch (see below) initiated a conversation about digital citizenship, respectful participation in the Scratch community and responsible game design.
  • Interviews with CS professionals introduced kids to ‘start ups’, the different jobs available in the world of CS, and online communities like GitHub where they can participate and develop their skills beyond the library program, even in communities outside the traditional tech hubs.

The circled portion of the image shows the elements of the challenge kids defined.

Challenges:

  • The code.org curriculum options beyond Hour of Code are extensive, but I couldn’t quite find one that fit my age range, length of program, topics and learning environment exactly. They seem best suited for a classroom experience where kids are with the educator everyday or meet regularly over a long period. All of the curriculum included the concepts I wanted to introduce but they were taught amidst other concepts or ideas (how the internet works, for example) that I didn’t have time to include.
  • The program attracted less kids than I had hoped and only 1 or 2 girls, depending on the week. Beyond gender, the program did attract a diverse group of kids all of whom had not participated in library programs before. (I am offering a Girls Code one-off program in February to try a different approach to connecting girls with CS/CT. I am also working with the local Girl Scouts troops on an overnight event for girls related to the new badges focused on CS and robotics.)
  • The kids had minimal coding experience and had not participated in the library’s maker programs, in particular, so they were less familiar with CT in practice, with me or the other kids. It took some time to get comfortable with each other and figure out their interests and experience.
  • The kids who attended were younger than I had anticipated (11-12 mostly) and either had a project in mind that was beyond the resources we had available or had no project in mind. We developed the Mini Design Challenge for week 6 and 7 to address this (see above.)
  • We weren’t able to order and receive the Chromebooks until 4 weeks into the program (because of a funding delay), so we had to borrow Chromebooks from another city department for the first part of the program.
  • When the kids wanted to switch to Scratch, we discovered that our library’s IP address had been blocked by Scratch for violations of the Scratch Community Guidelines. City IT staff helped us with a temporary solution between program sessions while we contacted the Scratch team about the issue. We discovered that someone using our public computers or wifi had posted ‘flirtatious’ and inappropriate comments about a project and once blocked had tried to create a new account with the same email. We worked with the Scratch team to get our address unblocked and discussed the guidelines and digital citizenship at <HPLCode> the following week.
  • The teen mentor has programming experience, but wasn’t comfortable talking in front of the group formally, I discovered after we started the program. I was initially expecting him to co-teach with me, filling in my knowledge gaps, but that didn’t work out. Towards the end of the 7 weeks, we finally figured out what role was a good fit for him and he worked best as a near peer mentor. He was happy with that, but it meant more work for me learning and preparing for each session. I will have clearer job descriptions and expectations in the future.
  • The teen mentor has CS experience, but is less comfortable with CT concepts (decomposition, for example) and skills which was interesting and a bit surprising. He was reluctant to use Javascript or Blockly, for example. After I figured that out, I gave him tasks to help reinforce those ideas. I also gave him parameters for tasks that were real-world related, for example ideas for the mini-design challenge that required a certain programming language, a specific tool, addressed a problem, etc.

In January when school was back in session, we began phase 2 of this program, <HPLCode> Lab. The idea behind this portion of the program was to offer kids equipment, space and support to continue working on their mini design challenge or try something new. Other kids were welcome to join if they had some coding experience. More on this piece when it finishes in early February.

Makers2Mentors logo in black and white