Incorporating Computational Thinking into Library Graduate Course Goals and Objectives
Document Type
Article
Publication Date
2018
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.
Was this content written or created while at USF?
Yes
Citation / Publisher Attribution
School Library Research, v. 21
Scholar Commons Citation
Greene Taylor, Natalie; Moore, Jennifer; Visser, Marijke; and Drouillard, Colette, "Incorporating Computational Thinking into Library Graduate Course Goals and Objectives" (2018). School of Information Faculty Publications. 414.
https://digitalcommons.usf.edu/si_facpub/414
