Integrating Computational Thinking into Technology Courses for School and Youth Services Librarians

This paper will present findings and share the experiences of the authors initiating a dialogue for change in both Library and Information Studies (LIS) curriculum and in professional library practice by integrating computational thinking (CT) into youth services courses in two LIS programs in the United States (U.S.) to promote integration of CT into youth programming and instruction in school and public libraries. These courses, part of Phase II of the Libraries Ready to Code (RtC) initiative, were redesigned with the help of a six-member faculty cohort and liaisons from the American Library Association (ALA), the iSchool at the University of Maryland, and Google. The faculty participated in two workshops, online meetings, and asynchronous collaborative exercises to learn about computational thinking, to brainstorm ways to integrate CT into their courses, to design modules or class activities involving CT, and to share their experiences of implementing CT in their courses. This paper focuses on two of the six CT course redesigns and describes the CT integrations into the youth services courses.

本文将呈现相关研究发现，并分享作者的实践经验：通过将计算思维（computational thinking, CT）融入美国（United States, U.S.）两所图书馆与信息研究（Library and Information Studies, LIS）项目的青年服务类课程，发起一场旨在推动图书馆与信息研究课程及专业图书馆实践变革的对话，以此促进CT在学校与公共图书馆的青年项目及教学中的整合。本批课程属于“代码就绪图书馆”（Libraries Ready to Code, RtC）计划的第二阶段项目，由六名教师组成的研讨小组，以及美国图书馆协会（American Library Association, ALA）、马里兰大学信息学院（iSchool at the University of Maryland）和谷歌的联络人员协助完成课程重构。教师们参与了两场工作坊、线上会议及异步协作练习，用以学习计算思维、头脑风暴将CT融入课程的可行路径、设计包含CT的教学模块或课堂活动，并分享在课程中实施CT的实践经验。本文聚焦六项CT课程重构项目中的两项，阐述了将CT融入青年服务类课程的具体实践。