scholarly journals Rethinking Computational Thinking for Public Libraries' Youth Programs: Challenges and Recommendations

2018 ◽  
Vol 6 (2) ◽  
pp. 75-85
Author(s):  
Marissa Guidara
Keyword(s):  
Best Practices ◽  
Informal Learning ◽  
Public Libraries ◽  
Computational Thinking ◽  
Youth Programs ◽  
Youth Services ◽  
Learning Space ◽  
Important Concept ◽  
Technology Services

Computational thinking has become a popular and important concept in education throughout the nation. Public libraries, with their technology services and their role as an informal learning space, have been tagged as an ideal place for computational thinking learning for children. However, the literature and research surrounding computational thinking is often vague and even misleading, presenting differing visions of what computational thinking is, what it should look like in practice, and how it might be evaluated for effectiveness. As a result, youth services librarians face many challenges in their attempts to understand, design, and evaluate computational thinking programs for their libraries. This paper explores the issues inherent in current computational thinking research and discusses the challenges they represent in designing and facilitating youth computational thinking programs in public libraries, as well as presents recommendations for best practices.

scholarly journals Book Review: Creating Literacy-Based Programs for Children: Lesson Plans and Printable Resources for K-5

2017 ◽  
Vol 57 (2) ◽  
pp. 146
Author(s):  
Joshua Jordan
Keyword(s):  
Best Practices ◽  
Visual Literacy ◽  
Public Libraries ◽  
Program Planning ◽  
Reading Readiness ◽  
Lesson Plans ◽  
Youth Services ◽  
Entire Process

R. Lynn Baker returns with another useful guide for youth services librarians. As in her previous book, Counting Down to Kindergarten (ALA, 2015), Baker’s passion for reading readiness and innovative services to K-5 children is abundant throughout this streamlined and practice-based volume. In clear language, Baker advocates for organized and thoughtful approaches to program planning in public libraries. She provides readers with succinct chapters on best practices in programming from inception to evaluation. All planning activities are undergirded by the five modes of multiliteracy: textual, social, digital, multisensory, and visual literacy. This foundation guides programmers through the entire process.

ISSUES OF DESIGN OF INFORMAL LEARNING SPACES IN THE UNIVERSITY CULTURAL CENTERS

2020 ◽  
Vol 2020 (2) ◽  
pp. 188-193
Author(s):  
Dmytrash O ◽  
Keyword(s):  
Informal Learning ◽  
General Characteristic ◽  
Learning Space ◽  
Basic Principles ◽  
Educational Design ◽  
Cultural Centers ◽  
Educational Spaces ◽  
Flexible Planning ◽  
State Of Research ◽  
The University

The article presents an overview and analysis of the state of research in the field of design and exploitation of modern educational spaces in universities around the world, namely areas with flexible planning, called informal learning space. According to the research conducted, the general characteristic and classification were developed and the basic principles of designing this space were revealed. The study identified several problems that arise during its exploitation, which should be taken into account in the designing process. There is described the experience of educational design of interuniversity cultural centres with the application of the developed theoretical bases of designing of informal educational space.

How Staff of Youth Programs Respond to Culture-Related Incidents

2016 ◽  
Vol 32 (1) ◽  
pp. 64-93 ◽  
Author(s):  
Vanessa Gutiérrez ◽  
Reed W. Larson ◽  
Marcela Raffaelli ◽  
Mariela Fernandez ◽  
Sandy Guzman
Keyword(s):  
Best Practices ◽  
Lived Experience ◽  
Youth Programs ◽  
Cultural Identification ◽  
Group Leaders ◽  
Negative Attitudes ◽  
Program Leaders ◽  
Reflective Dialogue ◽  
European Youth ◽  
Qualitative Analyses

Incidents in which program leaders confront issues of culture and race occur regularly in many youth programs. These incidents are important because they reflect powerful dimensions of youth’s lived experience and bring issues of injustice and program inclusiveness to the fore. This study examined these culture-related incidents and how leaders responded to them. Interviews were conducted with 50 leaders from 27 programs serving primarily Latino, African American, and European youth. Half the programs served middle school–aged teens and half high school–aged teens. Qualitative analyses identified four categories of incidents, each presenting distinct considerations for leaders. Two ( offensive remarks and discrimination) involved inappropriate speech and unjust actions. Two ( discomfort with intercultural contact and cultural identification and identity) involved youth’s expression of negative attitudes toward others’ or own group. Leaders differed in their responses to incidents. A universalist, race-blind group asserted that culture did not matter in their program and reported virtually no incidents. A second group reported culture-related incidents but described limited responses because they lacked confidence or skills. A third group appeared to represent best practices: These leaders engaged directly with the incidents and facilitated reflective dialogue in which youth drew on experiences, analyzed situations, and learned through collective discussion. Implications for practice are drawn.

scholarly journals Learning Never Ends... Spaces of Adult Education: Central and Eastern European Perspectives

2021 ◽  
Keyword(s):  
Adult Education ◽  
Informal Learning ◽  
Central And Eastern Europe ◽  
Educational Institution ◽  
Knowledge Work ◽  
Open Education ◽  
Eastern European ◽  
Learning Space ◽  
The Czech Republic ◽  
Social Commitment

This monograph is a collection of texts written by researchers, practitioners and theoreticians of adult education from Central and Eastern Europe (Poland, the Czech Republic, Slovakia, Ukraine, Russia). Its focus is on areas of contemporary adult education. The key issue is informal-learning space, where we can see the shift towards positive valuation of the ideas of localism and social commitment and to learning through (auto)reflection shaped by currents of information and individual experience. Another significant matter is the non-formal area of education, where intensive changes are taking place. The activities of associations and foundations, the dissemination of knowledge, work within open-education institutions, the non-governmental educational institution sector, citizenship – all are important areas of research, comparison and analysis that can be used to increase andragogical knowledge.

scholarly journals EMERGENCE OF INFORMAL LEARNING SPACE IN UNIVERSITY CAMPUS: A COMPARATIVE SCENARIO IN THE CONTEXT OF KHULNA CITY

2021 ◽  
Author(s):  
Z. Sourav ◽  
◽  
D. Afroz ◽  
Keyword(s):  
Learning Environment ◽  
Informal Learning ◽  
Formal Education ◽  
Outdoor Environment ◽  
Formal Learning ◽  
University Campus ◽  
Learning Spaces ◽  
Learning Space ◽  
Informal Learning Environment

Ancient education system was developed from a semi-outdoor environment. While developing the learning spaces it developed into indoor environment to ensure controlled environment, focus, discipline and compactness. These properties lead to formal education and formal learning space which replaced the informal learning environment. Formal learning space usually drive students towards a single expertise or knowledge. The limitations and boredom of formal education often causes depression and annoy towards education that result in limited learning and one-sided education. This research indicates the role of “informal learning environment” which helps university students to achieve multi-disciplinary knowledge through a simple, contextual and informal way. To establish the emergence, we tried to do a quantitative analysis among the students studying different universities in Khulna city. We have tried to understand the perspective of the students whether they feel the importance of informal learning or not in their daily life. While working on this paper, we have experienced unique scenario for each university but by any means Khulna University and Khulna University of Engineering & Technology serves their student the environment where students can meet and share knowledge with their natural flow of gossiping with food or drinks while Northern University of Business & technology and North-Western University have shown different scenario.

Best Practices in Data Warehousing from the Federal Perspective

2011 ◽  
pp. 94-99
Author(s):  
Les Pang
Keyword(s):  
Knowledge Management ◽  
Best Practices ◽  
Data Warehousing ◽  
Federal Agencies ◽  
Lessons Learned ◽  
Organizational Success ◽  
Important Concept ◽  
Successful Approach ◽  
Enterprise Level ◽  
Military Institutions

Data warehousing has been a successful approach for supporting the important concept of knowledge management — one of the keys to organizational success at the enterprise level. Based on successful implementations of warehousing projects, a number of lessons learned and best practices were derived from these project experiences. The scope was limited to projects funded and implemented by federal agencies, military institutions and organizations directly supporting them.

scholarly journals Design principles for transforming making programs into online settings at public libraries

2020 ◽  
Vol 121 (7/8) ◽  
pp. 619-630
Author(s):  
Soo Hyeon Kim ◽  
Gi Woong Choi ◽  
Yong Ju Jung
Keyword(s):  
Communities Of Practice ◽  
Informal Learning ◽  
Public Libraries ◽  
Knowledge Building ◽  
Design Principles ◽  
Stem Learning ◽  
Family Learning ◽  
Content Type ◽  
Process Documentation ◽  
Knowledge Building Communities

Purpose This paper aims to investigate design principles for transforming existing making communities of practice within public libraries into online knowledge-building communities to support youths, families with young children and adult members’ making and tinkering during COVID-19. Design/methodology/approach Building upon C4P and connected learning framework, the authors analyze existing literature and practitioner reports on informal learning projects related to making and STEM learning, family learning and online learning as well as emergent cases of innovative approaches in response to COVID-19 from public libraries, informal learning institutions and community groups. Findings The authors suggest 11 design principles around five areas: program design, facilitation, tools and materials, process documentation and sharing and feedback. Originality/value This work contributes to the information and learning sciences concerned with community engagement and knowledge creation by suggesting a design model to transform and sustain existing making communities of practice within public libraries into online knowledge-building communities during COVID-19.

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