Abstracts
Abstract
This article reports on revisions to a course in Library and Information Science (LIS) made by the instructor, to apply, test, and evolve a transdisciplinary approach to class inquiry. This study was part of a larger research project grounded in the Scholarship of Teaching and Learning, entitled Exploring Transdisciplinary Approaches to STEM Teaching and Learning, whose purpose was to support transdisciplinary educators in justifying, evaluating, and legitimizing knowledge claims about their work through the application of a novel Transdisciplinary Epistemic Practices(TEP) model integrating elements from STEM, Arts, and Design (often referred to as STEAM). The TEP model is a conceptual tool that promises to be useful for the Critical Making stances that are common in technology courses for librarians. It was operationalized and tested in eleven courses across Pratt Institute, including a Library and Information Science course called Growing Up Digital (INFO 678), which is the focus of this paper. The first author, Leanne Bowler, was a participant in the study, applying action research methods to her own teaching practices in this class, and reporting results back to the larger project led by Mark Rosin.
Keywords:
- STEM learning,
- Children and young adult library services,
- Makerspaces,
- Technology,
- Arts and design
Résumé
Cet article rend compte des révisions apportées par l’enseignante à un cours en bibliothéconomie et sciences de l’information (BSI), afin d’appliquer, de tester et de faire évoluer une approche transdisciplinaire de l’enquête en classe. Cette étude faisait partie d’un projet de recherche plus vaste, ancré dans la Scholarship of Teaching and Learning et intitulé Exploring Transdisciplinary Approaches to STEM Teaching and Learning, dont l’objectif était d’aider les éducateurs transdisciplinaires à justifier, évaluer et légitimer les revendications de savoir liées à leur travail grâce à l’application d’un nouveau modèle de Pratiques Épistémiques Transdisciplinaires (PET) intégrant des éléments des STEM, des arts et du design (souvent regroupés sous l’acronyme STEAM). Le modèle PET est un outil conceptuel qui s’avère prometteur pour soutenir les approches de Critical Making courantes dans les cours de technologie destinés aux bibliothécaires. Il a été opérationnalisé et testé dans onze cours au sein du Pratt Institute, dont un cours de bibliothéconomie et sciences de l’information intitulé Growing Up Digital (INFO 678), qui constitue le sujet principal de cet article. La première autrice, Leanne Bowler, a participé à l’étude, appliquant des méthodes de recherche‑action à ses propres pratiques d’enseignement dans ce cours et transmettant les résultats au projet plus large dirigé par Mark Rosin.
Mots-clés :
- Services de bibliothèque pour enfants et adolescents,
- Fab labs,
- Éducation STEM,
- Technologies,
- Arts et design
Appendices
Bibliography
- Anderson, N. (2021). A Systematic Review of STEAM Education Research: Comparing American and Korean Studies. Academia Letters, 2.
- Bartlett, C., & Bos, L. (2018). STEAM around the world: Successfully incorporating hands-on learning and diversity into children's programming. Journal of Library Administration, 58(2), 174-182.
- Bevan, B. (2017). The promise and the promises of Making in science education. Studies in Science Education, 53, 75-103. doi:10.1080/03057267.2016.1275380
- Bevan, B., Mejias, S., Rosin, M., & Wong, J. (2021). The main course was mealworms: The epistemics of art and science in public engagement. Leonardo, 54(4), 456-461.
- Bevan, B., Peppler, K., Rosin, M., Scarff, L., Soep, E., & Wong, J. (2019). Purposeful pursuits: Leveraging the epistemic practices of the arts and sciences. Converting STEM into STEAM Programs: Methods and Examples from and for Education, 21-38.
- Bowler, L. (2014). Creativity through “Maker” experiences and design thinking in the education of librarians. Knowledge Quest: Journal of the American Association of School Librarians. 42(5), May-June, pp. 59-61.
- Bowler, L. & Champagne, R. (2016). Mindful making: Question prompts to help guide young peoples’ critical technical practices in DIY/maker spaces. Library and Information Science Research, 38, 117-124.
- Bowler, L., Rosin, M., Lopatovska, I., & Vroom, L. (2022a). Co-designing data labs at the public library: Data literacy with, for, and by teens. iConference 2022: Information for a Better World: Shaping the Global Future, February 28 - March 4, 2022. http://hdl.handle.net/2142/113734
- Bowler, L., Rosin, M., Lopatovska, I., & Vroom, L. (2022b). Methods of Engaging Teens in Conversations about Personal Digital Data: Public Library Context. In, Filipiak, D. & Kalir, J. H. (Eds.). (2022). Proceedings of the 2022 Connected Learning Summit. Pittsburgh, PA: ETC Press. July 28-29, 2022. pp. 9-17. https://press.etc.cmu.edu/proceedings/proceedings-2022-connected-learningsummit
- Bowler, L., Wang, K., Lopatovska, I., & Rosin, M. (2021). The Meaning of “Participation” in Co‐Design with Children and Youth: Relationships, Roles, and Interactions. Proceedings of the Association for Information Science and Technology, 58(1), 13-24. https://doi.org/10.1002/pra2.432
- Bowler, L., Aronofsky, M., Milliken, G., & Acker, A. (2020). Teen engagements with data in an after-school data literacy programme at the public library. In Proceedings of ISIC, the Information Behaviour Conference, Pretoria, South Africa, 28 September-1 October, 2020. Information Research, 25(4), paper isic2015. http://InformationR.net/ir/25-4/isic2020/isic2015.html (Archived by the Internet Archive at https://bit.ly/3a6DBwv) https://doi.org/10.47989/irisic2015
- Boyer, E. (1990). Scholarship reconsidered: Priorities of the professoriate. The Carnegie Foundation for the Advancement of Teaching.
- Bowler, L., Wang, K., Lopatovska, I., & Rosin, M. (2021). The meaning of “Participation” in co‐design with children and youth: relationships, roles, and interactions. Proceedings of the Association for Information Science and Technology, 58(1), 13-24.
- Chelvachandran, N., & Michael, K. (2022). Digital design with children in mind. IEEE Technology and Society Magazine, 41(3), 91-95.
- Dourish, P., Finlay, J., Sengers, P., & Wright, P. (2004, April). Reflective HCI: Towards a critical technical practice. In CHI'04 extended abstracts on Human factors in computing systems (pp. 1727-1728).
- Druin, A. (1999). Cooperative inquiry: Developing new technologies for children with children, In Proceedings of the SIGCHI conference on Human Factors in Computing Systems, May 1999, Pittsburgh, PA, pp. 592-599.
- Druin, A. (2002). The role of children in the design of new technology. Behaviour and Information Technology, 21(1), 1-25. http://doi.org/10.1080/01449290110108659
- Exploring Transdisciplinary Approaches to STEM Teaching and Learning. https://www.pratt.edu/work/exploring-transdisciplinary-approaches-to-stem-teaching-and-learning/
- Fauber, D., & Fletcher, A. (2023). Library STEAM Kits: Developing Circulatable Curriculum for Community STEAM Learning. Purdue Journal of Service-Learning and International Engagement, 10(1), 13.
- Floyd, C. (2005, August). Being critical in, on or around computing? In CC’05: Proceedings of the 4th Decennial Conference on Critical Computing: Between Sense and Sensibility (pp. 207-211). Aarhus, Denmark.
- Hart, R. A. (1992). Children’s participation: From tokenism to citizenship. UNICEF International Child Development Centre, Office of Research-Innocenti. https://www.unicef-irc.org/publications/100-childrens-participation-from-tokenism-to-citizenship.html
- Henriksen, D., Richardson, C., & Mehta, R. (2017). Design thinking: A creative approach to educational problems of practice. Thinking skills and Creativity, 26, 140-153.
- Huang, C. J. (2020). Ph.D. thesis, Studying Computational Thinking Through Collaborative Design Activities with Scratch for Middle School Students. Indiana University.
- Kafai, Y. B., & Peppler, K. A. (2011). Youth, technology, and DIY: Developing participatory competencies in creative media production. Review of research in education, 35(1), 89-119.
- Kelly, G. (2008). Inquiry, activity and epistemic practice. In Teaching scientific inquiry (pp. 99-117). Brill.
- Kim, S. H., Jung, Y. J., & Choi, G. W. (2022). A systematic review of library makerspaces research. Library & Information Science Research, 44(4), 101202.
- Large, A., Nesset, V., Beheshti, J., & Bowler, L. (2006) "Bonded design": A novel approach to intergenerational information technology design. Library & Information Science Research, 28(1), 64–82. https://doi.org/10.1016/j.lisr.2005.11.014
- Large, A., Bowler, L., Beheshti, J. & Nesset, V. (2007). Creating Web Portals with Children as Designers: Bonded Design and the Zone of Proximal Development (Création de portails Web avec les enfants comme concepteurs : Conception collaborative et la zone de développement proximal). McGill Journal of Education, 42(1): 61- 82.
- Livingstone S, Carr J, Byrne J (2015) One in three: internet governance and children’s rights. Global commission on internet governance paper series. GCIG paper no. 22. Available at, www.cigionline.org/publications/one-three-internet-governance-and-childrens-rights
- Livingstone, S., Cantwell, N., Özkul, D, Shekhawat, G., and Kidron, B. (2024). The best interests of the child in the digital environment. Digital Futures for Children centre, LSE and 5Rights Foundation. Available at, https://www.digital-futures-for-children.net/best-interests
- Mejias, S., Thompson, N., Sedas, R. M., Rosin, M., Soep, E., Peppler, K., Roche, J., Wong, J., Hurley, M., Bell, P. & Bevan, B. (2021). The Trouble with STEAM and Why We Use It Anyway. Science Education, 105(2), 209-231.
- NASEM: National Academies of Sciences, Engineering, and Medicine (2018). The Integration of the Humanities and Arts with Sciences, Engineering, and Medicine in Higher Education: Branches from the Same Tree. Washington, DC: The National Academies Press. doi: https://doi.org/10.17226/24988.
- National Research Council (2012 ). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press. https://www.nap.edu/catalog/13165/a-framework-for-k-12-science-education-practices-crosscuttin g-concepts.
- Pandora, C. P., & Fredrick, K. (2017). Full STEAM ahead: Science, technology, engineering, art, and mathematics in library programs and collections. Bloomsbury Publishing USA.
- Polkinghorne, S., Bowell, P., & Given, L. M. (2024). Transdisciplinarity: an imperative for information behaviour research. Information Research an International Electronic Journal, 29(2), 495–511. https://doi.org/10.47989/ir292843
- Ratto, M. (2011). Critical making: Conceptual and material studies in technology and social life. The information society, 27(4), 252-260.
- Roucaud, V. (2024). Building a Maker Culture in a Library Learning Commons. Canadian School Libraries Journal, 8(1).
- Rosin, M.S., Lewis, H, Jensen., C.X.J,. (2025) Transdisciplinary Epistemic Practices in Higher Education, In Preparation.
- Sanz-Camarero, R., Ortiz-Revilla, J., & Greca, I. M. (2023). The impact of integrated STEAM education on arts education: A systematic review. Education Sciences, 13(11), 1139.
- Sheridan, K. M., Veenema, S., Winner, E., & Hetland, L. (2022). Studio thinking 3: The real benefits of visual arts education. Teachers College Press.
- Small, C. R. (2018). Librarians leading change: informal learning spaces and the interception of public libraries and STEAM. Pepperdine University.
- Woods, S., & Hsu, Y. C. (2020). Making spaces for STEM in the school library. TechTrends, 64(3), 388-394.
- Yip, J. C., Sobel, K., Pitt, C., Lee, K. J., Chen, S., Nasu, K., & Pina, L. R. (2017). Examining adult-child interactions in intergenerational participatory design, In Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems, May 2017, Denver, CO, pp. 5742–5754.
- Yip, J. C., Lee, K. J., & Lee, J. H. (2019). Design partnerships for participatory librarianship: A conceptual model for understanding librarians co designing with digital youth. Journal of the Association for Information Science and Technology, 71(10), 1242-1256. http://doi.org/10.1002/asi.24320