With funding from the NASA Science Activation program, the Space Science Institute (SSI) launched NASA@ My Library in 2016. The vision of NASA@ My Library was to help public libraries and state library agencies increase NASA and STEM learning opportunities for library patrons throughout the U.S., including those in geographic areas and populations currently underserved in STEM education. SSI worked closely with its partners, including the American Library Association (ALA), Cornerstones of Science (CoS), the Lunar and Planetary Institute (LPI), and the Pacific Science Center’s Portal to the
With funding from the NASA Science Activation program, the Space Science Institute (SSI) launched NASA@ My Library in 2016. The vision of NASA@ My Library was to help public libraries and state library agencies increase NASA and STEM learning opportunities for library patrons throughout the U.S., including those in geographic areas and populations currently underserved in STEM education. SSI worked closely with its partners, including the American Library Association (ALA), Cornerstones of Science (CoS), the Lunar and Planetary Institute (LPI), and the Pacific Science Center’s Portal to the
With funding from the NASA Science Activation program, the Space Science Institute (SSI) launched NASA@ My Library in 2016. The vision of NASA@ My Library was to help public libraries and state library agencies increase NASA and STEM learning opportunities for library patrons throughout the U.S., including those in geographic areas and populations currently underserved in STEM education. SSI worked closely with its partners, including the American Library Association (ALA), Cornerstones of Science (CoS), the Lunar and Planetary Institute (LPI), and the Pacific Science Center’s Portal to the
With funding from the NASA Science Activation program, the Space Science Institute (SSI) launched NASA@ My Library in 2016. The vision of NASA@ My Library was to help public libraries and state library agencies increase NASA and STEM learning opportunities for library patrons throughout the U.S., including those in geographic areas and populations currently underserved in STEM education. SSI worked closely with its partners, including the American Library Association (ALA), Cornerstones of Science (CoS), the Lunar and Planetary Institute (LPI), and the Pacific Science Center’s Portal to the
This is the second of a 2-part series about the changes that have taken place in how public libraries adapted to COVID-19. Part 1 focused on what libraries were doing prior to pandemic, the challenges that they faced due to COVID-19, and how they pivoted to a “new normal”. Part 2 focuses on innovations in programming and professional development that have helped to strengthen the library profession during the pandemic.
Children and their families are practicing STEAM (Science, Technology, Engineering, Arts, and Math) skills through a library program. Hand-crank generators and LED bulbs are set out on each of the tables, along with two types of dough—conductive play dough and insulating modeling clay.
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TEAM MEMBERS:
Brooks MitchellClaire RatcliffeKeliann LaConte
As public libraries continue to evolve, library staff seek to expand their STEM facilitation skills and knowledge. “NASA STEM Workshops” prepared 363 attendees to facilitate space-themed programs. External evaluation found that months later, attendees facilitated more STEM programming, became more confident and aware of STEM resources, and shared these resources with others. The professional development model demonstrated the importance of (1) practical, hands-on experiences to cultivate internal confidence and interest in facilitating STEM activities, and (2) increased attention to external
Transforming Communities provides an overview of the agency mission, vision, goals, and objectives, and includes highlights of IMLS initiatives and projects.
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TEAM MEMBERS:
Institute of Museum and Library Services
The purpose of this national survey was to connect with librarians to determine: (1) What STEM programming is currently in place? How do libraries approach and implement these programs? (2) What obstacles prevent libraries from incorporating more STEM programming? (3) What kind of training and resources would be most helpful to librarians? Additionally, we sought the following information from STEM professionals, for the purpose of establishing and maintaining a Community of Practice: (4) What factors influence and enhance the success of Communities of Practice?
This University of Wisconsin System will conduct research to understand how the Madison Public Library (MPL) is building a production-oriented approach to literacy and learning through their maker-focused program, the Bubbler. On a national level, this project speaks to educational research communities, professionals, members of informal learning institutions, and organizers of designed makerspaces. At the local level, it addresses underserved populations in the Madison area and MPL in evaluating and developing the Bubbler. Findings will be shared through conference presentations, journal articles, and networks of library professionals.
Due to geographical isolation, rural communities are often underserved by the informal STEM (science, technology, engineering, and mathematics) education system. As part of its overall strategy to enhance learning in informal environments, the Advancing Informal STEM Learning (AISL) program funds innovative resources for use in a variety of settings including rural communities. Thus, this project will help to develop rural libraries and librarians into STEM learning centers and facilitators who will use community assets providing new horizons for youth on career choices and adults on an enhanced STEM knowledge base. Through online professional development exercises, the library staff will enhance their knowledge, enabling them to develop and support new STEM learning mechanisms in their communities. In this project, 110 rural libraries will be chosen from applicants to obtain advanced knowledge of how to facilitate STEM learning. It is anticipated that the staff will change from being resource persons to facilitators of STEM knowledge transfer. The project is a collaboration between Dartmouth College, Dominican University, the Institute of Learning Innovation, Dawson, Media Group, and the Califa Group. The research questions address: a quantitative assessment of rural librarian's STEM efficacy and professional identity, and a determination of the efficacy and impact of multiple forms of professional development and learning tools on rural librarians' ability to participate in and facilitate informal STEM learning.