Making & STEAM: Informal Learning & Discovery in Public Libraries
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The document discusses the role of public libraries, specifically the Fayetteville Free Library, in providing informal STEAM (Science, Technology, Engineering, Arts, and Mathematics) learning opportunities through making and community programs. It emphasizes the importance of self-motivated, curiosity-driven learning as a means to engage individuals of all ages in STEM subjects. Two specific case studies on LEGO programs and Geek Girl Camp are presented as examples of community-led initiatives to foster informal learning.
Making & STEAM: Informal Learning & Discovery in Public Libraries
- 1. If Not for the Library Making & STEAM: Informal Learning & Discovery in Public Libraries Ottawa Maker Faire November 7, 2015 Sue Considine Executive Director Fayetteville Free Library sconsidine@fflib.org
- 2. • Suburban Library • School district highly ranked in science and math • Supportive Community • Active Volunteer base Fayetteville Free Library
- 3. Why Making at the Library?
- 4. Importance of Informal Learning •Self-motivated •Voluntary •Guided by interest •Lifelong Libraries can and should provide fun informal STEAM learning opportunities because: •Early interest in STEM is more of an indictor than academic performance (Tai et al. 2006) •Curiosity and enjoyment are integral to engagement with STEAM (Hidi & Renninger 2006) Adapted from Krishnamurthi, A, Ballard, M & Noam, G. (2014)“Examining the impact of afterschool STEM programs.” Noyce Foundation. http://www.afterschoolalliance.org/documents/STEM/Rennie_Krishnamurthi.pdf
- 5. STEAM Learning Through Making Opportunity to provide fun informal learning opportunities around STEM subjects We use a modified version of this model in all of our maker programs and we support this type of inquiry through our spaces, collections, and services The Engineering Design Process Image courtesy of Museum of Science-Boston. Retrieved from http://www.eie.org/overview/engineering-design-process
- 6. Learning Outcomes Process many kinds of information simultaneously Organize new information into existing knowledge Collaborate with peers and adults Continuously engage in new learning by revisiting it at increasingly higher levels of complexity over time Communicate effectively about science and technology. Be responsive to accelerating change driven by new technologies Work together to find measured yet creative solutions to problems which are today unimaginable We Help Learners To: Thus they are able to: Excerpted from: Lederman, L. (September, 1998). ARISE: American Renaissance in Science Education. Fermilab-TM-2051. Batavia, IL: Fermi National Accelerator Lab.
- 8. Case Study #1: Lego Programs
- 10. More LEGO! •LEGO Build This: Grades 5-8 •LEGO Laboratory: Children up to grade 4 •LEGO Extravaganza: All ages!
- 11. Case Study #2: Geek Girl Camp
- 13. Questions? FAYETTEVILLE FREE LIBRARY HOMEPAGE: WWW.FFLIB.ORG FAQS FOR LIBRARIANS: WWW.FFLIB.ORG/MAKERFAQS MAKING! WWW.FFLIB.ORG/MAKE TWITTER: @FAYETTEVILLELIB SUSAN CONSIDINE EXECUTIVE DIRECTOR SCONSIDINE@FFLIB.ORG