This poster was presented at the 2021 NSF AISL Awardee Meeting.
This poster describes a newly funded collaborative project (9/2021) to engage Planet Word visitors in language science research.
Engage visitors in domain of science often overlooked in the public imagination (language arts -> language science enthusiasts!)
Diversify participants who contribute data to studies
Provide training in research & science communication to a diverse group of students across a range of institutions, including MSIs, broadening participation in STEM
Lower barrier to entry for other language
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TEAM MEMBERS:
Charlotte VaughnDeanna GagnePatrick PlummerYi Ting Huang
The Polar Literacy (PL) project explores the development and implementation of Out of School Time (OST) learning opportunities focused on polar literacy concepts and authentic data with middle school aged youth. This poster was presented at the 2021 NSF AISL Awardee Meeting.
Student engagement is an important predictor of choosing science-related careers and establishing a scientifically literate society: and, worryingly, it is on the decline internationally. Conceptions of science are strongly affected by school experience, so one strategy is to bring successful science communication strategies to the classroom. Through a project creating short science films on mobile devices, students' engagement greatly increased through collaborative learning and the storytelling process. Teachers were also able to achieve cross-curricular goals between science, technology
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TEAM MEMBERS:
Kaitlyn MartinLloyd DavisSusan Sandretto
This Masters project consists of two elements: 1) an integrated after-school program to improve student English language reading and academic outcomes for third graders' vocabulary development by incorporating music, artistic creativity and linguistics; 2) a pilot sample curriculum that demonstrates the approach for building student comprehension through musical theater and Science, Technology, Engineering, and Mathematics (STEM) content experiences. Called "Water Buddy", this is an after-school program uses singing, dancing, writing, and play to build reading and vocabulary skills. The goal
Inequalities in scientific knowledge are the subject of increasing attention, so how factual science knowledge is measured, and any inconsistencies in said measurement, is extremely relevant to the field of science communication. Different operationalizations of factual science knowledge are used interchangeably in research, potentially resulting in artificially comparable knowledge levels among respondents. Here, we present data from an experiment embedded in an online survey conducted in the United States (N = 1,530) that examined the distribution of factual science knowledge responses on a
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TEAM MEMBERS:
Meaghan McKasyMichael CacciatoreLeona Yi-Fan SuSara YeoLiane O’Neill
Intellectual Merit: Project RESET utilized a responsive teaching approach to engage youth in critical STEM literacy on the topic of climate change. Video recordings of the afterschool program, artifacts from the program, and interviews with youth were analyzed to better understand how youth supported each other’s participation in science discourse. The team outlined four themes of critical STEM literacy (CSL) and identified a “constellation” of knowledge, dispositions, and practices within each of those themes. Finally, Project RESET demonstrated the potential benefits of multi-modal analysis
Youth from non-dominant racial and linguistic backgrounds often have limited access to school science learning opportunities. Afterschool settings may provide learning environments in which they improve science knowledge and construct positive science identities. With this premise, our research team designs and provides a community-based afterschool program that engages resettled Burmese refugee youth in STEM learning. In this paper, we seek to understand how refugee youth utilize their funds of knowledge and what identities were foregrounded in the program. We adapt a micro-ethnographic
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TEAM MEMBERS:
Minjung RyuMavreen Rose Sta. Ana TuvillaCasey Elizabeth Wright
In the United States, broad study in an array of different disciplines —arts, humanities, science, mathematics, engineering— as well as an in-depth study within a special area of interest, have been defining characteristics of a higher education. But over time, in-depth study in a major discipline has come to dominate the curricula at many institutions. This evolution of the curriculum has been driven, in part, by increasing specialization in the academic disciplines. There is little doubt that disciplinary specialization has helped produce many of the achievement of the past century
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TEAM MEMBERS:
David SkortonAshley BearNational Academies of Sciences, Engineering, and Medicine
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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Institute of Museum and Library Services
Girls met to engage with Through My Window twice each week after school. The afterschool program format provided a freer, less structured atmosphere than a classroom setting. Students extensively debated and investigated the questions and themes posed by the novel, Talk to Me. The meeting space had plenty of space for students to move around, as well as teachers who encouraged the expression of full emotional and intellectual enthusiasm for the story at hand.