Drexel University Information Technology



Scratch Workshop:

A Summer Technology Program

at the

Northeast Regional Library,

Free Library of Philadelphia

July 6, 2010

Lindsay Cummings & Drew Miller

Drexel University

Library Programming – INFO649

Professor Denise Agosto

As part of a summer program series, we propose to add a Summer Technology program at the Northeast Regional Library. The Technology program will be presented as a Scratch workshop, teaching the basics of computer programming with a computer program called Scratch. We are targeting young adolescents or “tweens” for this program; Scratch users worldwide are primarily between the ages of 8 and 16, peaking at 12 (Resnick et al., 2009, p. 60).

Scratch is an open-access computer program developed by the Lifelong Kindergarten Group at the MIT Media Laboratory. This simplified software teaches basic computer programming skills to beginners, “emphasiz[ing] media manipulation and support[ing] programming activities that resonate with the interests of youth, such as creating animated stories, games, and interactive presentations” (Maloney et al, 2008, p. 367). An accompanying website provides a platform for sharing projects, commenting on them, and downloading them to examine and play with the source code. By sharing and collaborating on Scratch projects, a new learning community of peers is formed, one that “is not only more convenient, but is also more rewarding and engaging” for tweens (Monroy-Hernandez & Resnick, 2008, p. 51).

The Scratch workshop will consist of one 2-hour session every week, for 6 six weeks. Participants will learn how to use the basics of Scratch from a technology teacher and will have ample time to explore programming concepts on their own and with their peers. By the end of the workshop, participating tweens will have completed a final Scratch project that demonstrates their programming skills. They will also know how to access the library’s website and electronic resources, have basic knowledge of copyright and open access programs, and experience positive collaboration with peers and adults. The workshop will be conducted in a relaxed, informal manner, giving tweens an opportunity to flourish in ways they might not in a more formal setting.

COMMUNITY ASSESMENT

The Northeast Regional Library is the branch library for the Central Northeast section of Philadelphia. Located at 2228 Cottman Ave., Philadelphia, PA 19149, it is the second largest branch in the system with respect to size, number of books, and staff. The Central Northeast section of Philadelphia is comprised of the following zip codes: 19136, 19149, and 19152.

I combined the 2000 Census data from the Central Northeast zip codes to better understand the demographics of the population that Northeast Regional Library serves. The total population is 119,942 people. Approximately 97,600 people (81%) identify their race as White; 11,700 people (9.7%) identify as Black; 11,650 people (9.7%) identify as Asian; and 7,100 people (5.9%) identify as Hispanic or Latino (of any race). Some 12,400 people (10%) are foreign born. In addition, 19,800 people (16.5%) speak a language other than English at home (U.S. Census Bureau, 2000). While the Central Northeast is a predominantly White area, minorities and foreigners make up a significant chunk of the population and it’s important for Northeast Regional to keep these minorities in mind when planning programming.

Because our program is educational in nature, we examined the educational attainment of the Central Northeast population. An average of 72% of residents over 25-years-old have a high school diploma or higher. Another 14% have a Bachelor’s degree or higher. Perhaps the most telling statistic is that there are more people living in this area (20%) who have not completed high school than there are people who have graduated from college (14%) (U. S. Census Bureau). We see this as a problem that needs to be remedied and we hope our program will get young adolescents excited about learning, seeing it as a lifelong activity.

Lastly, we wanted to determine the number of our target audience (young adolescents between the ages of 9- and 14-years-old) living in the service area. In 2000, there were approximately 7,500 10-14-year-olds (6.2%) in Central Northeast Philadelphia. Because this data is ten years old and the 2010 Census data has yet to be published, we have estimated that there are a similar number of 10-14-year-olds in 2010; the 7,000 children under 5-years-old reported in 2000 would now be young adolescents in the age range of our target audience (U. S. Census Bureau). This number, however, does not account for new families who may have moved into or out of the area since the 2000 Census data was collected. More accurate numbers will be available with the publication of the 2010 U. S. Census Statistics.

As part of the Free Library of Philadelphia, the Northeast Regional Branch’s mission statement is as follows:

The Mission of The Free Library of Philadelphia is to provide to all segments of Philadelphia's diverse population a comprehensive collection of recorded knowledge, ideas, artistic expression, and information in a variety of media, including current technology; to assure ease of access to these materials; and to provide programs to stimulate the awareness and use of these resources. The Free Library will create a welcoming and inspiring environment for learning and will promote individual enlightenment, community enrichment, and economic vitality throughout the region.

The Free Library has four primary roles: It will provide current materials of high interest in a variety of formats for persons of all ages. It will provide timely, accurate information, and reference services employing a highly qualified staff that provide the link between the Library materials and users in a congenial and professional manner. It will support the educational goals of Philadelphians by providing materials and programs for children, as well as for their parents and caregivers. (Board of Directors & Board of Trustees, 1998)

The Northeast Regional Branch contains 5 floors of resources, including over 30 public-access computers, a private computer lab with 13 computers, and a large children’s department, which also has computers exclusively for children’s use. While children and adults’ information, educational, and recreational needs are well supported by the branch, teenage patrons have only a small corner of the library for a young adult collection and no exclusive computer area for their use only.

The target audience of our program consists of young adolescents, ages 9 to 14, also described as “tweens.” The Oxford English Dictionary defines tween as “A person who is nearly, or has only just become, a teenager” (2008), and the term plays on a combination of the words “in-between” and “teenager” First identified as a distinct developmental period in 1904 by G. Stanley Hall, early adolescence is marked by many developmental stages, including physical, psychological, cognitive, and social changes (Caskey & Anfara, 2007).

Tweens are experiencing changes in their bodies that are pushing them out of childhood and pulling them towards adulthood. This is the most rapid period of growth for a person, outside of the first two years of life (Caskey & Anfara). They are also developing abstract and hypothetical reasoning, transitioning from thinking only about what is real to thinking about what is possible (Anderson, 2007, p. 6). Their social world is evolving so that they spend less time with parents and more time with friends, as well as experimenting with their identity. Acceptance by one’s peers is critical to a tween’s self-esteem.

According to the Center for Adolescent Studies at Indiana University, these are a few of the traits that mark normal adolescent development: a movement toward independence, struggling with a sense of identity, improved abilities to use speech and express oneself, peer group influences interests and style, a greater ability to work, same-sex friends and group activities, rule and limit testing, occasional experimentation with drugs, and capacity for abstract thought (as cited in Anderson, 9). With the ever-increasing excitement (or dread) of high school upon them, tweens are struggling to understand the world from a more mature perspective while still dealing with childhood restrictions and limitations from parents and other adults.

Stevenson posits that tweens need to directly interact with the world around them in order to develop their intellectual abilities; tweens should engage in hands-on experiences and communicate with their peers and adults on topics that interest them (as cited in Caskey & Anfara, 2007). Development is not always simultaneous; “social maturity often lags behind physical and intellectual development,” according to Scales (2003, as cited in Caskey & Anfara). For many tweens it is more important to be part of a group than to form their own separate identity. To encourage healthy group relationships, Kellough and Kellough suggest giving tweens various opportunities to positively interact with their peers and determine their own goals for projects, which also promotes independence (2008, as cited in Caskey & Anfara).

STATEMENT OF NEED

The Northeast Regional branch of the Free Library of Philadelphia wishes to make the lives of young people more technologically meaningful. Through this Summer Technology program, in conjunction with our Summer Reading program, the library wishes to provide tweens with a six-week computer-programming workshop via Scratch software. While this may seem like a simple program to implement, it is extremely advantageous to its adolescent users.

            The tween population is often underrepresented and not catered to as they should be at the Northeast Regional Library, and with this programming effort, the branch attempts to listen to the needs of young people. According to Lesley S.J. Farmer in Digital Inclusion, Teens, and Your Library (2005), developmental needs and tasks of teens are critical; however, her assessment of adolescent age ranges only begins from ages 12-14. Farmer discusses the middle school years and how children are struggling between self-reliance and the reliance upon others as well as the need to find their identities. From there, her observation on “teen” groups range from ages 15-17 and 17-19. Farmer refers to these age ranges as early, middle and late adolescence (p. 25). However, she fails to mention pre-teen or tween users, neglecting an entire population that could benefit from technology programming in the library.

This programming effort would encourage and increase overall pre-teen or tween usage of library computers, electronic resources, and young adult resources, and increase general library usage. “Technology equity” is a term used by Farmer that should encompass three areas: “access and ownership; extent and type of use; and knowledge and skills related to decisions and actions that involve the application of digital resources” (pg. xiv-xv). These are all factors that this program will effectively instill in the tween user. A 1999 study by the National Telecommunications and Information Administration concluded that computer and Internet use is almost a requirement for “economic and personal growth” in today’s world (as cited in Farmer, p. xv).

It’s necessary to note that not all “digital natives” are technology-ready or in fact, interested in technology at all. Scratch is a perfect resource for the intended audience of this program, and for curing the potential anxieties of a “digital native.” In “Scratch: Programming for All,” Resnick et al. (2009) states:

… many young people are very comfortable sending text messages, playing online games, and browsing the Web. But does that really make them fluent with new technologies? Thought they interact with digital media all the time, few are able to create their own games, animations, or simulations. It’s as if they can ‘read’ but not ‘write.’ (p. 62)

Scratch is an ideal program to teach tweens how to become “fluent” with technology. By producing their own creative media, they will learn how to write in a digital and technical language.

Additionally, the Northeast Branch of the Free Library wishes to be more technologically involved in the lives of young patrons. According to a 2008 survey completed by the Association for Library Service to Children’s Children and Technology Committee, only 30% of library professionals incorporate technology education for children under 12; 70% (242 out of 346 participants) do not (2009). Librarians cannot avoid this statistic, and the Northeast Regional Library wants to address this gap in technology education.

            Regardless of fear or comfort levels, the young people in our intended age range are still considered “digital natives,” but they may not necessarily be library natives. In “Tots to Tweens: Age-Appropriate Technology Programming for Kids,” Madeline Walton-Hadlock states that technology in the library could potentially be more relatable to tweens and teens than a reference desk (2008, p. 52). Including this Summer Technology program would broaden our library audience and hopefully recruit more users as a positive outcome.

            The Scratch software being used for the program is designed with the target user in mind. Developed and run by MIT, Scratch was initiated in May of 2007. It is open source software with an accompanying website, allowing for an online, interactive community of users. This software is fun and educational, which is aligned with the mission of the Free Library. According to Resnick et al. (2009), “As Scratchers program and share interactive projects, they learn important mathematical and computation concepts, as well as how to think creatively, reason systematically, and work collaboratively: all essential skills for the 21st century” (p. 60).

The Northeast Regional branch of the Free Library will launch a fun and interactive program that will get the tween population involved. Their comfort levels in the library will hopefully increase as well as their regular visits to the library. The pre-teen population needs to know that we are listening to their concerns, and we’re well aware that having only 30% of librarians partaking in technology programming for kids under 12 is unacceptable. If successful, not only will we meet the needs of our young community at the Northeast Regional branch, but our program could also act as a model program to be implemented throughout the entire Free Library system.

INTENDED RESULTS

The Summer Technology program, with the use of Scratch and other resources at the Northeast Regional Branch of the Free Library of Philadelphia, has five intended outcomes that will guarantee its success and in turn will benefit its users. First, our participants will learn basic computer programming skills by creating various interactive and innovative projects in Scratch. This will give participants more confidence in their technology skills. Secondly, the participants will learn about copyright issues and open source software as they use Scratch and its online community. The young participants will gain knowledge about intellectual property and understand what content is on or off limits to alter and use. Thirdly, the participants will be immersed in a positive collaborative and interactive experience with peers online and face-to-face. This will be accomplished by encouraging the editing and remixing of each other’s projects online and in person, as well as asking questions to solve problems or share tips. The library’s fourth goal is to increase participants’ knowledge about the resources available for tweens by having them sign up for library cards, introducing them to the Young Adult section of the library and website, and discussing other ways they can make the most of the library. With this aim in mind, it is anticipated that these pre-teen users will return to the library for their informational and personal needs. Finally, the participants signing up for the program are just as important as those facilitating. The library intends to reach out to local K-12 schools to recruit teens to be “Tech Buddies” (volunteers,) as well as a middle or high school teacher to teach the Scratch program, and lastly, visit elementary and middle schools to encourage tweens to participate in this summer program.

            The library branch and its staff anticipate that this will create more confident and consistent lifelong library users. Knowing that the library is developing programming that is fun and suited toward their targeted age range may entice participants to continue to use the library. Furthermore, the successful delivery of this program will also reinforce the mission of the Free Library by creating “create a welcoming and inspiring environment for learning” and promoting “individual enlightenment” in Philadelphia’s neighborhoods (Board of Directors & Board of Trustees, 1998).

PROGRAM DESIGN

PARTNER ORGANIZATION

Our program will greatly benefit from partnering with the School District of Philadelphia and the local schools in Central Northeast Philadelphia. The mission statement of the School District naturally coincides with the Free Library’s mission in regard to intellectual stimulation and lifelong learning:

The mission of the School District of Philadelphia is to provide a high-quality education that prepares, ensures, and empowers all students to achieve their full intellectual and social potential in order to become lifelong learners and productive members of society. (“About Us”, 2009)

Partnering with the School District will benefit the library, educators, and students in the service area.

The Teen Librarian directing the program will connect with local public middle and high schools to find a technology teacher who will facilitate the Scratch program sessions. These schools include Northeast High School, Lincoln High School, Austin Meehan Middle School, Woodrow Wilson Middle School, Robert B. Pollock School, Joseph H. Brown Academics Plus School, Solomon Solis-Cohen Academic Plus School, Louis H. Farrell School, Rhawnhurst School, and Gilbert Spruance School. By communicating with administrators and teachers, the teen librarian will find a suitable, enthusiastic candidate for the job and will grant credits to that teacher for Pennsylvania’s Act 48 Professional Development criteria. The Technology teacher will coordinate with the teen librarian to devise simple Scratch lessons for each session.

In addition to finding a technology teacher, the teen librarian will also go into these schools to seek 2-4 student volunteers to work as Tech Buddies, assisting the Technology teacher in conducting the Scratch workshop and providing one-on-one help for workshop participants. Classes involving information technology, computers, or robotics will be targeted for recruitment as well as after-school groups that are interested in technology. The teen librarian will negotiate community service hours for the Tech Buddies in accordance with any service requirements of the school and curriculum. By having older adolescents interacting with younger adolescents, we hope to foster a healthy mentoring relationship between the two similar but distinct groups.

Last but not least, the teen librarian will use contacts made in schools to publicize the Scratch workshop and attract participants. The librarian will meet with administrators to discuss outreach between the library and the school and gain access to classrooms. Other important contacts include teachers, school library media specialists, and parents’ organizations to make them aware of the services the library offers for tweens and how the library can play a greater role in educating young adults. If it is at all possible, the teen librarian will go into 5-8 grade classrooms and pass out flyers about the workshop. She will also give a short demonstration of the Scratch software, hopefully garnering concrete interest in the program. Because the Northeast Regional Branch’s computer lab only has 12 computers for participants, registration will be limited to 12 tweens. But the librarian can still provide traditional outreach services (i.e. booktalks) while marketing the program in schools, thus benefitting both the school and the library.

PROGRAM GOALS & OBJECTIVES

|Goal/Outcome |Objectives |Activities that Foster the Goal/Outcome |Resources/Inputs Needed |

|1. Participants will |Each participant creates a |A technology teacher will show participants|Computer lab, |

|learn basic computer |project in Scratch. |how to use the Scratch program along with |Scratch software, |

|programming skills. | |basic computer programming functions to |Technology teacher, |

| | |create a final complex Scratch project by |Tech Buddies, |

| | |the end of the program. |Lesson Plan, |

| | | |Internet, |

| | | |Scratch Website, |

| | | |Overhead Projector |

| |Each participant will be able to |Participants will follow the technology |Computer lab, |

| |demonstrate certain computer |teacher’s step-by-step instructions in a |Scratch software, |

| |programming skills by the end of |Scratch project and show their results to |Technology teacher, |

| |the program. |everyone. |Tech Buddies, |

| | | |Lesson Plan, |

| | | |Internet, |

| | | |Scratch Website, |

| | | |Overhead Projector |

| | | | |

|2. Participants will |Participants will use Scratch, an|Every week, the teen librarian and |Computer Lab, |

|learn about copyright |open source application, and be |technology teacher will introduce |Open source software i.e.) Scratch, |

|issues and open source |able to describe several other |participants to a different open source |Open Office, Gimpshop, |

|software. |open source applications |application and encourage participants to |Teen Librarian, |

| | |use it. |Technology teacher, |

| | | |Internet, |

| | | |Overhead Projector |

| |Participants will understand what|Participants will search for media (music, |Computer Lab, |

| |copyright is and learn about one |art, etc.) that is in the public domain or |Pamphlet about Copyright Laws, |

| |alternative, Creative Commons. |has a Creative Commons license to use in |Pamphlet about Creative Commons, |

| | |their Scratch projects. |Creative Commons website, |

| | | |Teen Librarian, |

| | | |Technology teacher, |

| | | |Internet, |

| | | |Overhead Projector |

| | | | |

|3. Participants will |Each program session will include|Each session, participants will have 20 |Computer Lab, |

|experience positive |time for participants to |minutes to collaborate with a partner on a |Scratch software, |

|collaboration and |collaborate with a partner using |project. |Partner |

|interaction with peers |Scratch. | | |

|online and face-to-face. | | | |

| |Each session will include time |Each session, participants will have 10 |Computer Lab, |

| |for Q & A with the Technology |minutes to ask the Technology teacher and |Technology teacher, |

| |teacher and Tech Buddies. |Tech Buddies specific programming |Tech Buddies, |

| | |questions. |Scratch software |

| |Participants will remix another |Participants will choose another online |Computer Lab, |

| |online user’s Scratch project. |user’s Scratch project and remix (alter, |Scratch software, |

| | |add on to, change) it in a significant way,|Internet, |

| | |sharing with the original creator for |Scratch website, |

| | |feedback. |Scratch user account |

| |Participants will create an |Every session, participants will be |Computer Lab, |

| |online username to post their |encouraged to freely search for and watch |Scratch software, |

| |projects on the Scratch website |other Scratch projects and comment on them |Internet, |

| |and contribute feedback to the |during any part of the Scratch lesson and |Scratch website, |

| |Scratch community. |project work time. |Scratch user account |

| | | | |

|4. Participants will |Each participant will be asked |A survey will be given at the beginning and|Pre/Post Survey, |

|gain general knowledge |about their knowledge of and use |the end of the program regarding |Teen librarian |

|about the library and its|of the young adult collection and|participants’ use of the young adult | |

|young adult and |the library’s online resources. |collection and the library’s online | |

|technology resources. | |resources. | |

| |Each participant will be required|A library card is required to participate |Program Registration Form, |

| |to have a library card. |in the program. If a patron does not have |Participant library card, |

| | |one, they will be given an application and |Library card applications, |

| | |a library card at the start of the program.|Teen librarian |

| |Participants will know how to |Every week, the teen librarian will show |Teen librarian, |

| |navigate the library’s website |participants a section of the library’s |Computer Lab, |

| |and find online resources. |website that relates to their interests and|Internet, |

| | |needs. |Library website, |

| | | |Electronic Resources, |

| | | |Pamphlet about library website |

| |Participants will have a deeper |The teen librarian will introduce herself |Teen librarian, |

| |knowledge of the young adult |to the participants and will begin the |Young Adult Department |

| |department and what the teen |program with a short tour of the young | |

| |librarian can assist them with. |adult department. | |

| | | | |

|5. The library will |The teen librarian will recruit |The teen librarian will talk with several |Teen Librarian, |

|establish partnerships |one high school or middle school |teachers and administrators to find the |Local Teachers, |

|with local schools |teacher to facilitate the Scratch|best candidate for the Technology teacher |School Administrators |

|serving grades K-12. |program as the Technology |position and negotiate terms for Act 48 | |

| |teacher. |hours as an incentive. | |

| |The teen librarian will recruit |The teen librarian will target high school |Teen librarian, |

| |several student volunteers to |IT classes and after-school clubs to |IT classes and clubs at local high |

| |serve as Tech Buddies during the |recruit student volunteers and negotiate |schools, |

| |program. |community service hours for students who |School Administrators |

| | |participate. | |

| |The teen librarian will perform |The teen librarian will contact 5-8 grade |Teen librarian, |

| |outreach at the local elementary |teachers, school library media specialists,|Local 5-8 Grade teachers, |

| |and middle schools (Grades 5-8) |administrators, and parent organizations, |Local school library media |

| |to encourage tweens to |giving them information about the program. |specialists, |

| |participate in the Scratch |If possible, the librarian will show school|School administrators, |

| |program. |students a short demo on Scratch to further|Parent organizations, |

| | |generate interest. |Flyer about the program, |

| | | |Scratch demo, |

| | | |Computer and Overhead Projector at |

| | | |School (if available) |

PROJECT ACTIVITIES

Before the program begins, the teen librarian must find a technology teacher and several student volunteers or “Tech Buddies” from a local school (see Partner Organization). Publicity for the program will take place in the library and in the schools visited by the teen librarian as part of outreach efforts. The teen librarian will create flyers advertising the program including registration information, and display these in the young adult section and circulation area of the library as well as in local schools (on bulletin boards, passed out in classes, etc.). Efforts will also be made to include the program information as part of any school newsletters or information going home to parents about summer activities. This will help spread the word of not only the program, but also the library as a hub where tweens can frequent during the summer.

About 2 months before the program begins, the teen librarian will have secured a technology teacher and Tech Buddies to facilitate the program. With support from the teen librarian, the technology teacher will develop six 50-minute lesson plans demonstrating various computer-programming techniques in Scratch. Tech Buddies do not need to have prior Scratch or computer programming experience to be involved. In a similar program at a Computer Clubhouse in Los Angeles, “mentors had little or no experience programming and were new to Scratch. In our view, this was empowered youth, allowing them to sometimes switch roles and teach a mentor something new in Scratch” (Maloney et al., 2008, p. 369). Tech Buddies are mostly present to help tweens problem solve or to be a sounding board for ideas. We also hope that Tech Buddies will inspire the tween participants to switch roles and become a teacher, gaining confidence in their skills along the way.

Also, as part of the preparation for the workshop, the teen librarian will create several pamphlets and short presentations on the following topics: 1.) The library website; 2.) Various electronic resources suited to tweens' needs and interests; 3.) Copyright and Creative Commons; and 4.) Open source software. The librarian will present these pamphlets and presentations in a 10-minute slot at the beginning of each session. The topics of copyright and open source software relate directly to the Scratch application while the topics of the library website and electronic resources focus on expanding tween knowledge of library services. A pre/post survey will also be developed by the librarian, specifically designed to judge tweens’ library knowledge and usage as well as their interest in the workshop and other programs targeted at tweens.

Tween participants will register with the teen librarian either in-person, through email, or over the phone. They will provide contact information so the librarian can follow up with tweens and parents as the workshop approaches and determine if any new library cards need to be issued. Registration is on a first-come, first-served basis, and a waiting list will be formed in case original participants cancel their registration. The librarian will secure the computer lab for the workshop’s use during the designated dates of sessions and will continuously be in touch with the technology teacher for any additional resources that may arise.

Each session of the workshop will be conducted as follows:

- A 10-minute presentation by the teen librarian on various topics including:

o Using the library website (1 session)

o Electronic Resources (2 sessions)

o Copyright and Creative Commons (2 sessions)

o Open Source Software (1 session)

- A 50-minute presentation by the technology teacher exploring the following topics (this list is not exhaustive and will be added to at the technology teacher’s discretion according to participants’ interests):

o The Scratch interface

o How to make or import a Sprite character, how to edit a Sprite to create new costumes

o How to connect programming blocks to create a script

o Various script commands, such as making a Sprite dance to music, or programming a Sprite to follow the mouse cursor

o Various Scratch projects that can be made, such as stories, games, birthday cards, anime episodes, interactive presentations, etc.

o How to import other users’ projects into Scratch to learn new scripts, remix projects into new versions, etc.

o Creating a Scratch user account to upload projects on the website and interact online with other users

- 20 minutes for participants to work independently in Scratch

o The technology teacher and Tech Buddies will be available for answering questions, problem solving, and listening to ideas

- 20 minutes for participants to work with a partner in Scratch to:

o Collaborate on a new Scratch project together

o Show each other their work on Scratch projects

o Explore other users’ Scratch projects on the website

o Teach each other new concepts they’ve learned in Scratch

- 20 minutes for participants to share projects with the entire workshop group including:

o New projects worked on during the session

o Other users’ Scratch projects on the website that the participant finds useful, exciting, special, etc.

o A short critique discussion led by the technology teacher

Two major milestones for workshop participants are remixing another user’s Scratch project and then creating an original, polished Scratch project to show off in the last session. Tweens will be given free reign in sessions to be creative and to ultimately have fun with their projects while exploring the vast possibilities of computer programming.

SCHEDULING AND RESOURCES

| | | | |

|ACTIVITY |PERSONNEL |MATERIALS |SUPPORT SERVICES |

|Seek out student volunteers (“Tech |Teen Librarian (Permanent staff) |List of area schools, their |Photocopying |

|Buddies”) and Technology Teacher to | |addresses, phone numbers, and email|Transportation |

|administer program | |addresses. | |

| | |Computer | |

| | |Printer | |

| | |Telephone | |

| | |Internet | |

|Develop and distribute flyers |Teen Librarian (Permanent staff) |List of area schools, their |Photocopying |

|advertising the program | |addresses, phone numbers, and email|Transportation |

| | |addresses. | |

| | |Computer | |

| | |Publishing software | |

| | |Printer | |

|Develop pre- and post-survey |Teen Librarian (Permanent staff) |Computer |Photocopying |

| | |Printer | |

|Secure computer lab for program & |Teen Librarian (Permanent staff) | | |

|overhead projector | | | |

|Deliver introduction with multiple |Teen Librarian (Permanent staff) |Computer Lab |Photocopying |

|library resources and administer | |Computers | |

|pre-survey | |Internet | |

| | |Overhead projector | |

| | |Pamphlets | |

| | |Surveys | |

|Present lessons with Scratch and |Technology Teacher (Temporary |Computer Lab | |

|different computer programming |volunteers) |Computers | |

|techniques |Tech Buddies (Temporary volunteers) |Overhead projector | |

| |Teen Librarian (Permanent staff) |Scratch software | |

| | |Internet | |

| | |Scratch website | |

|Independent/ Collaborative Work Time |Technology Teacher (Temporary |Computer Lab | |

| |volunteers) |Computers | |

| |Tech Buddies (Temporary volunteers) |Internet | |

| |Teen Librarian (Permanent staff) |Scratch website | |

| | | | |

|Administer post-survey |Teen Librarian (Permanent staff) |Surveys |Photocopying |

|Scratch Workshop Schedule |

| |January |February |March |April |May |

|1. Participants will learn|Computer lab |A technology |12 tweens will |66% of registered |Number and percentage |

|basic computer programming|Scratch software |teacher will show |attend 6 Scratch |tweens (8 tweens) |of registered tweens |

|skills. |Technology teacher |participants how to|sessions and create|attend all six |that attend each |

| |Student Volunteers – “Tech |use the Scratch |a final Scratch |sessions, and 66% |session, and number of|

| |Buddies” |program along with |project |of registered |teens that create a |

| |Lesson Plan |basic computer |incorporating |tweens create a |final Scratch project |

| |Internet |programming |several of the |final Scratch | |

| |Scratch Website |functions to create|skills taught in |project | |

| |Overhead Projector |a final complex |lessons | | |

| | |Scratch project by | | | |

| | |the end of the | | | |

| | |program. | | | |

|1. Participants will learn|Computer lab |Participants will |Each session, every|80% of tweens can |% of tweens who can |

|basic computer programming|Scratch software |follow the |tween attending |accurately |accurately duplicate |

|skills. |Technology teacher |technology |will accurately |duplicate the skill|the skill learned, % |

| |Student Volunteers – “Tech |teacher’s |duplicate the skill|learned at each |of tweens who share |

| |Buddies” |step-by-step |learned during |session, 50% of |their work on the |

| |Lesson Plan |instructions in a |lesson in a simple |tweens will share |skill |

| |Internet |Scratch project and|project and will |their work on the | |

| |Scratch Website |show their results |share their work |skill | |

| |Overhead Projector |to everyone. | | | |

|2. Participants will |Computer Lab |Every week, the |In the post survey,|70% of tweens can |% of tweens who can |

|learn about copyright |Open source software i.e.) |teen librarian and |participants will |accurately name 2 |accurately name 2 or |

|issues and open source |Scratch, Open Office, |technology teacher |be asked to name at|or more open source|more open source |

|software. |Gimpshop |will introduce |least 2 open source|applications in |applications in the |

| |Teen Librarian |participants to a |software |post survey |post survey |

| |Technology teacher |different open |applications | | |

| |Internet |source application | | | |

| |Overhead Projector |and encourage | | | |

| | |participants to use| | | |

| | |it. | | | |

|2. Participants will |Computer Lab |Participants will |At any point after |50% of tweens will |% of tweens who use |

|learn about copyright |Pamphlet about Copyright |search for media |learning copyright,|use public domain |public domain or |

|issues and open source |Laws |(music, art, etc.) |tweens will search |or Creative Commons|Creative Commons |

|software. |Pamphlet about Creative |that is in the |for and use public |copyrighted media |copyrighted media for |

| |Commons |public domain or |domain or Creative |for a Scratch |a Scratch project. |

| |Creative Commons website |has a Creative |Commons copyrighted|project. | |

| |Teen Librarian |Commons license to |media for a Scratch| | |

| |Technology teacher |use in their |project. | | |

| |Internet |Scratch projects. | | | |

| |Overhead Projector | | | | |

|3. Participants will |Computer Lab |Each session, |Every session, |75% of tweens |% of tweens that are |

|experience positive |Scratch software |participants will |tweens will jointly|creating a project |creating with a |

|collaboration and |Partner |have 20 minutes to |create a project |(or part of) with a|partner (or larger |

|interaction with peers | |collaborate with a |(or part of a |partner |group) as determined |

|online and face-to-face. | |partner on a |project) with a | |by the Technology |

| | |project. |partner. | |teacher and Tech |

| | | | | |Buddies |

|3. Participants will |Computer Lab |Each session, |Every session, |40% of tweens will |% of tweens that ask a|

|experience positive |Technology teacher |participants will |tweens will |ask a question |question or make a |

|collaboration and |Tech Buddies |have time to ask |interact with and |and/or make a |positive comment each |

|interaction with peers |Scratch software |the Technology |ask questions of |positive comment |session |

|online and face-to-face. | |teacher and Tech |the Technology |each session | |

| | |Buddies specific |teacher and Tech | | |

| | |programming |Buddies | | |

| | |questions. | | | |

|3. Participants will |Computer Lab |Participants will |Tweens will remix |8 remixed Scratch |# of remixed Scratch |

|experience positive |Scratch software |choose another |at least one |projects posted |projects posted online|

|collaboration and |Internet |online user’s |Scratch project and|online | |

|interaction will peers |Scratch website |Scratch project and|post online | | |

|online and face-to-face. |Scratch user account |remix (alter, add | | | |

| | |on to, change) it | | | |

| | |in a significant | | | |

| | |way, sharing with | | | |

| | |the original | | | |

| | |creator for | | | |

| | |feedback. | | | |

|4. Participants will gain|Pre/Post Survey |A survey will be |From the pre survey|25% increase in |% of change in overall|

|general knowledge about |Teen librarian |given at the |to the post survey,|overall tween |tween library use |

|the library and its young | |beginning and the |tweens will report |library use |between pre survey and|

|adult and technology | |end of the program |an increase in use | |post survey |

|resources. | |regarding |of the young adult | | |

| | |participants’ use |collections and | | |

| | |of the young adult |online resources | | |

| | |collection and the | | | |

| | |library’s online | | | |

| | |resources. | | | |

|4. Participants will gain|Program Registration Form |A library card is |All participants |100% of |% of participants with|

|general knowledge about |Participant library card |required to |will have an active|participants with |active library cards |

|the library and its young |Library card applications |participate in the |library card at the|active library | |

|adult and technology |Teen librarian |program. If a |start of the |cards | |

|resources. | |patron does not |program. | | |

| | |have one, they will| | | |

| | |be given an | | | |

| | |application and a | | | |

| | |library card at the| | | |

| | |start of the | | | |

| | |program. | | | |

|4. Participants will gain|Teen librarian |The teen librarian |In the post survey,|40% of tweens will |% of tweens that |

|general knowledge about |Computer Lab |will show |tweens will write |identify at least 2|identify at least 2 |

|the library and its young |Internet |participants a |at least 2 |useful resources |useful resources |

|adult and technology |Library website |section of the |resources on the | | |

|resources. |Electronic Resources |library’s website |website that they | | |

| |Pamphlet about library |that relates to |find useful | | |

| |website |their interests and| | | |

| | |needs. | | | |

|4. Participants will gain|Teen librarian |The teen librarian |Participants will |12 tweens attend |# of tweens that |

|general knowledge about |Young Adult Department |will introduce |have tour of young |tour |attend tour |

|the library and its young | |herself to the |adult department | | |

|adult and technology | |participants and | | | |

|resources. | |will begin the | | | |

| | |program with a | | | |

| | |short tour of the | | | |

| | |young adult | | | |

| | |department. | | | |

|5. The library will |Teen Librarian |The teen librarian |One Technology |5 interested |# of interested |

|establish partnerships |Local Teachers |will talk with |teacher will be |candidates |candidates interviewed|

|with local schools serving|School Administrators |several teachers |selected out of |interviewed and 1 |and # of candidates |

|grades K-12. | |and administrators |several candidates |candidate selected |selected |

| | |to find the best |and will complete | | |

| | |candidate for the |the entire Scratch | | |

| | |Technology teacher |workshop | | |

| | |position and | | | |

| | |negotiate terms for| | | |

| | |Act 48 hours as an | | | |

| | |incentive. | | | |

|5. The library will |Teen librarian |The teen librarian |Volunteers will be |3 volunteers will |# of classrooms/ clubs|

|establish partnerships |IT classes and clubs at |will target high |selected from the |be recruited |visited and # of |

|with local schools serving|local high schools |school IT classes |classrooms and | |volunteers recruited |

|grades K-12. |School Administrators |and after-school |clubs visited | | |

| | |clubs to recruit | | | |

| | |student volunteers | | | |

| | |and negotiate | | | |

| | |community service | | | |

| | |hours for students | | | |

| | |who participate. | | | |

|5. The library will |Teen librarian |The teen librarian |Teachers, school |3 people / groups |# of teachers, etc. |

|establish partnerships |Local 5-8 Grade teachers |will contact 5-8 |library media |contacted at 8 |contacted; % of |

|with local schools serving|Local school library media |grade teachers, |specialists, |elementary and |printed flyers that |

|grades K-12. |specialists |school library |administrators and |middle schools; 80%|are distributed; # of |

| |School administrators |media specialists, |parent groups will |of printed flyers |classrooms visited |

| |Parent organizations |administrators, and|be contacted. |are distributed; 20| |

| |Flyer about the program |parent |Flyers will be |classrooms visited | |

| |Scratch demo |organizations, |distributed. |by the librarian | |

| |Computer and Overhead |giving them |Classrooms will be | | |

| |Projector at School (if |information about |visited to market | | |

| |available) |the program. If |program to tweens. | | |

| | |possible, the | | | |

| | |librarian will show| | | |

| | |school students a | | | |

| | |short demo on | | | |

| | |Scratch to further | | | |

| | |generate interest. | | | |

BUDGET

TOTALS

Staff

• Teen Librarian: Salary ($45,000 p/y= $21.00 p/h)

➢ Program administration (2 hours/session):

$21.00 x 2 hours x 6 sessions $252.00

➢ Outreach & Publicity:

$21.00 x 3 hours x 10 schools $630.00

➢ Presentation and pamphlet preparation:

$21.00 x 6 hours $126.00

• Technology Teacher

➢ Act 48 Credits:

Program administration (12 hours)

Program preparation (18 hours)

Total: 30 hours = 1 continuing education credit N/A

• Tech Buddies

➢ 2-4 Volunteers (12 hours each)

Total: 24-48 community service hours N/A

Materials

• Scratch software

➢ Free N/A

Equipment

• Computers

➢ $500.00 x 12 computers $6,000.00

• Overhead projector $1,000.00

Special Services

• Photocopies

➢ Flyers advertising program

B/W ($.10 per copy) x 2,000 copies $200.00

➢ Pamphlets for program lessons

B/W ($.10 per copy) x 100 copies $10.00

Total Budget $8,218.00

REFERENCES

Anderson, S. B. (Ed.). (2007). Serving young teens and ‘tweens. Westport, CT: Libraries Unlimited.

Association for Library Service to Children (ALSC). (2009). Check out the results of our Spring 2008 survey. Retrieved from

Board of Directors & Board of Trustees. (1998). The Mission of the Free Library of Philadelphia. Retrieved from

Caskey, M. M., & Anfara, V. A., Jr. (2007). Research summary: Young adolescents' developmental characteristics, National Middle School Association Research Summary. Retrieved from

DevelopmentalCharacteristics/tabid/1414/Default.aspx

Farmer, L.S.J. (2005). Digital inclusion, teens, and your library: Exploring the issues and acting on them. Westport, CT: Libraries Unlimited.

Maloney, J., Peppler, K., Kafai, Y. B., Resnick, M., & Rusk, N. (2008). Programming by choice: Urban youth learning programming with Scratch, 367-371. Conference paper. SIGCSE ’08. Retrieved from

Monroy-Hernandez, A. & Resnick, M. (2008). Empowering kids to create and share programmable media. Interactions, 50-53. Doi: 10.1145/1340961.1340974. Retrieved from

Resnick, M., Maloney, J., Monroy-Hernandez, A., Rusk, N., Eastmond, E., Brennan, K., Millner, A., Rosenbaum, E., Silver, J., Silverman, B., Kafai, Y. (2009). Scratch: Programming for all. Communications of the ACM, 52(11). 60-67.

Tween, n2. (2008, December). In Oxford English Dictionary Online. Retrieved from

U. S. Census Bureau. (2000). 2000 Census Demographic Data. Generated by Lindsay Cummings, using American FactFinder. Retrieved from

Walton-Hadlock, M. (Winter 2008). Tots to tweens: Age appropriate technology programming for kids. Children and Libraries, 6(3), 52-55.

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