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As young people increasingly need computer science (CS) and other related STEM (Science, Technology, Engineering, Math) skills, libraries have been identified as spaces in which this learning can occur. However, librarians often perceive they lack the skills or confidence required to lead this type of education. As a result, funding sources, professional organizations, and researchers are examining the ways computational thinking (CT) can be better incorporated into graduate-level library science curriculum. Six graduate-level faculty members teaching courses related to school and public library youth services were selected as part of a larger research project. They redesigned their courses to incorporate CT concepts. In this study, we examined how CT concepts were incorporated into the syllabi objectives, how these concepts influenced the course objectives from previous iterations of these courses, and how various accreditation and state requirements influenced the development of course objectives. The findings can inform course development of graduate-level library science curriculum. The findings also document the ways existing standards align with the developing need for computational thinking, computer science, and STEM learning within the curriculum.

Higher education institutions are becoming increasingly embedded in their surrounding communities in order to learn from and respond to their often complex problems. Potential mutually beneficial--or reciprocal--collaborations between students, faculty members, and communities are being set up, but few researchers have explored how community actors are involved in collaborative decision-making processes. To fill this gap, this narrative review explores the current literature on community involvement processes in course-based higher education activities. Our research yielded a framework of definitions, guiding principles, and strategies to achieve more successful community involvement in this context. Seven guiding principles and related strategies are presented: alignment, shared ownership, balancing power relations, joint learning and knowledge creation, representation, immersion, and relationship building. The narrative review gave insights into the way community involvement is currently approached in course-based higher education activities and established a basis for understanding and shaping higher education-community collaboration. [ABSTRACT FROM AUTHOR]

Abstract The 2010 release of the National Broadband Plan brought national attention to digital literacy as a keystone for civic engagement, educational success, and economic growth and innovation. This chapter [...]

This paper discusses the role of the public library in ensuring access to the broadband communication that is so critical in today's knowledge-based society. It examines the culture of information [...]

How should the information on the Internet be organized? This question and the possible solutions spark debates among people concerned with how we identify, classify, and retrieve Internet content. This [...]

As young people increasingly need computer science (CS) and other related STEM (Science, Technology, Engineering, Math) skills, libraries have been identified as spaces in which this learning can occur. However, librarians often perceive they lack the skills or confidence required to lead this type of education. As a result, funding sources, professional organizations, and researchers are examining the ways computational thinking (CT) can be better incorporated into graduate-level library science curriculum. Six graduate-level faculty members teaching courses related to school and public library youth services were selected as part of a larger research project. They redesigned their courses to incorporate CT concepts. In this study, we examined how CT concepts were incorporated into the syllabi objectives, how these concepts influenced the course objectives from previous iterations of these courses, and how various accreditation and state requirements influenced the development of course objectives. The findings can inform course development of graduate-level library science curriculum. The findings also document the ways existing standards align with the developing need for computational thinking, computer science, and STEM learning within the curriculum. [ABSTRACT FROM AUTHOR]

The authors discuss their experiences in facilitating rich learning programs for youth, service diverse populations, and linking youth interests to library programs. They describe the collaboration between U.S. technology company Google and the Office for Information Technology Policy (OITP) of the American Library Association (ALA) to launch the Libraries Ready to Code (RtC) partnership. They also cite the benefits of connecting with OITP for Google.

The article discusses the advent of e-books. According to the author, the e-book market is a challenge as it is uncharted waters for all of the players with publishers reinventing publishing for the digital world while distributors and authors are creating different niches. Hachette, HarperCollins and Simon & Schuster are those included in the so-called "Big 6," which are companies that control about two-thirds of the U.S. consumer book publishing market. A significant growth in young adult circulation of e-books was discovered by the Library Journal's 2012 "E-book Usage in U.S. Public Libraries.

The article offers information on how the Libraries ready to Code initiative is increasing opportunities for youth. Topics discussed include information on the role of the library staff in youth development; discussions on the collaboration of American Library Association with the Young Adult Library Services Association; and the information on the computational thinking activities for problem solving in the public libraries.