Math off the Shelf (MotS) was designed to help those who work in public libraries put math into what they do with grades K-6 children and their families. Public libraries exist in virtually every community in the nation, and increasingly, families rely on them as a free, safe place for children to spend time in the absence of other care. As such, they are an ideal venue for reaching a large and diverse population with math. MotS has: (1) developed research-based English/Spanish materials for informal educators working in public libraries, available for free online (2) supported implementation and institutionalization at libraries across the nation (3) engaged informal educators working in libraries in conducting outreach via state and national library association meetings, webinars, and community and youth agencies (4) conducted evaluation on project impact, as described in the summative evaluation report attached. Dissemination to professional communities will constitute the remaining project work. External evaluation, conducted by Char Associates, identified dramatic changes in attitudes about math and its role in the library, in the amount of math that librarians offer to children and families, and in librarians' communication about math with patrons and peers. Development partners include the library systems of Queens NY, San Jose CA, St Louis MO, Westchester County NY, and dozens of libraries in AZ, CT, FL, and MA.
The National Nanotechnology Infrastructure Network (NNIN) is a partnership of 13 institutions (Cornell University, Georgia Institute of Technology, Harvard University, Howard University, North Carolina State University (affiliate), Pennsylvania State University, Stanford University, University of California at Santa Barbara, University of Michigan, University of Minnesota, University of New Mexico, University of Texas at Austin, and University of Washington) that provides multi-faceted, interdisciplinary, and broadly-accessible infrastructure supporting both near-term and long-term needs identified in the National Nanotechnology Initiative. The partnering facilities are open laboratories providing outstanding service to the external user, comprehensive training and staff support, and support of interdisciplinary and emerging areas of research, with openness to new materials, techniques, and applications.
This collaboration between the Franklin Institute and the Free Library of Philadelphia Foundation identifies the role of crucial intermediaries in the science learning of children and points to the opportunities offered through a museum and library partnership to provide engaging science resources in under-resourced communities where many adults lack science expertise and confidence. Through an emphasis on literacy and science, LEAP into Science builds the capacity of after school leaders, teens and parents to be competent science learners and facilitators and to connect science centers, parents and libraries in support of the science learning and achievement of children. Project features include a workshop model for families with K-4 children, enrichment sessions for after school students, family events at the museum, professional development for library and after school youth staff, and a national expansion conference. The conference introduces the project to potential national implementation sites. Case studies of sites from this conference inform a research study investigating the obstacles, modifications and necessary support to initiate and sustain the program model. The formative and summative evaluation measure the impact of this program on children, parents, librarians, and teen workers at the libraries. Fifty-three Philadelphia libraries in addition to libraries in three cities selected from the implementation conference have a direct program impact on 10,000 people nationally, including 300 after school facilitators and children's librarians.
What's the BIG Idea? will infuse STEM content and concepts into librarians' practice in order to establish the public library as the site of ongoing, developmentally appropriate, standards-based STEM programming for young children and their families. This project will facilitate the infusion of STEM content and concepts into all aspects of library service -- programming, collections development, displays, newsletters, and bibliographies. Science educators and advisors will review and critique the project's STEM content. Building on prior NSF-funded projects, an experienced team of STEM developers and trainers will provide librarians with the content, skills and processes needed to stimulate innovative STEM thinking. Vermont Center for the Book (VCB) will train and equip librarians from three different library systems -- Houston, Texas, the Clinton-Essex-Franklin Library System in New York and statewide in Delaware. The strategic impact of this project is ongoing STEM programming for children and families in large, small, urban and rural libraries. VCB will investigate these questions, among others: How can the public library become a STEM learning center? What information, knowledge, training and materials do librarians need to infuse appropriate science and mathematics language and process skills into their practice and programming? Who are the community partners who can augment that effort? How can the answers to these questions be disseminated nationally? Innovation stems from: 1) STEM content to incorporate into their current practice and 2) skills and processes to create their own STEM programming. In addition, the results will be transferable to a wide range of libraries throughout the nation. The Intellectual Merit lies in augmenting librarians' current expertise so that they can incorporate STEM content and materials into all aspects of the library, a universal community resource. The Broader Impact lies in creating a body of content and approaches to programming that librarians all over the country can use to infuse mathematics and science language and content into their interactions with peers, children, families and the community. This will allow inquiry into what and how new informal STEM knowledge and practice can be effectively introduced into a variety of library settings.