Assessing computational thinking in libraries

Capturing computational thinking in public libraries: An examination of assessment strategies, audience, and mindset

“…Given the work we present here is focused on CT in library settings, our conceptualization of CT incorporates these consensus topics but is grounded in the needs and goals of library staff. As part of our prior work, we interviewed library staff asking how they defined CT, the result was a list of 13 distinct components, with the most frequently cited components of CT being: problem solving, algorithms, logical thinking, problem decomposition, and concepts and practices related to programming (Weintrop et al, 2021). We use this prior finding to inform our investigation into the assessment of CT in library settings.…”

“…By drawing on youth’s existing interests, libraries can create “personally relevant and engaging learning experiences” (Subramaniam et al, 2018: 316). For many libraries, CT programs are driven by the desire to provide new and sustainable access to technology for those who might not otherwise have access to certain technologies or the opportunity to learn about these technologies (Subramaniam et al, 2018; Vickery, 2014; Weintrop et al, 2021).…”

“…ALA, 2019; Chattanooga Public Library, 2020; Frederick County Public Libraries, 2020; Institute of Museum and Library Services [IMLS], 2020; Maryland State Library, 2020). Recent scholarship on the state of CT assessment in libraries found there to be relatively little assessment of CT currently happening in libraries and few resources available to support the assessment of CT in libraries (Weintrop et al, 2021). The Connected Learning Alliance recently released a set of assessment tools focused on assessing and improving connected learning library programs that may or may not include technology (Widman et al, 2020).…”

“…Another challenge concerns CT characteristics that are not easy to measure, and library staff sometimes struggle to measure these programs because of their lack of experience. These above-mentioned challenges are described in detail in our previous work (Weintrop et al, 2021).…”

“…Nevertheless, given the relative recency of the push to bring CT into libraries and the rate at which new tools and technologies are being introduced to the CT landscape, designing and running high-quality CT programming in libraries can be difficult (Weintrop et al, 2021). One aspect of running CT programs that contributes to these challenges is difficulty related to assessing CT programs.…”