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Incorporating Computational Thinking into Library Graduate Course Goals and Objectives
School Library Research
  • Natalie Greene Taylor, University of South Florida
  • Jennifer Moore, Texas Woman's University
  • Marijke Visser, ALA Office for Information Technology Policy
  • Colette Drouillard, Valdosta State University
Document Type
Article
Publication Date
1-1-2018
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.

Citation / Publisher Attribution

School Library Research, v. 21

Citation Information
Natalie Greene Taylor, Jennifer Moore, Marijke Visser and Colette Drouillard. "Incorporating Computational Thinking into Library Graduate Course Goals and Objectives" School Library Research Vol. 21 (2018)
Available at: http://works.bepress.com/natalie-greenetaylor/26/