A webcast highlighting free materials and information for attracting more girls and underrepresented groups to computing and information technology.
Developed by the Creative Communities Research Group at the University of Colorado Boulder, Family Creative Learning is a workshop series that engages children and their parents to learn together — as designers and inventors — through the use of creative technologies.
Video host Cathleen Clifford sits down with Groton (Conn.) Public Library Librarian Emily Sheehan and Teen Services Librarian Jessa Franco to discuss how they are using the Libraries Ready to Code grant to teach coding skills to teens in their Hacker Club, who then teach those skills to younger students.
An overview of what computational thinking (CT) is and why it is important for libraries to add computational thinking activities to services for all ages.
Extra-curricular learning opportunities in science, technology, engineering and math (STEM) are critical for young learners, often influencing future learning pathways. However, it is difficult to retain youth interest and engagement in voluntary programming, especially in middle and high school years when there is more choice and competing uses of time. How can I keep youth engaged?
An annual competition for ages 13-18 and a collection of classroom activities and lessons for educators focused on problem solving in science, technology, engineering, and math.
Great springboard into unplugged activities and ways to think about coding outside of the computer.
In this 2.5 minute video, see how Heritage High School (Newport News, Va.) librarian Melanie Toran and the students she works with are combining music and coding to gain computational thinking literacies.
The Ready to Code Facilitation Pathway lays out key themes critical to facilitating learning for youth. From starting out with computational thinking (CT) activities to advocating for it in library services, these themes will help library staff understand and frame what it takes to build computational thinking into their programs and services.
Library staff frequently question why they should integrate computational thinking (CT) literacy into the activities they provide with and for youth and families. Many have never heard the term before, are anxious about computers and technology in general, and/or may consider it another fad they are being asked to address. How can library staff gain deeper understanding of CT and comfort bringing CT literacy to the activities they provide for and with youth and families?