Learning to Facilitate Computer Programming Activities in Library Settings Through Expansively Framed Unplugged Computing

• In Event: Teaching and Learning: Career and Professional Development

Abstract

This paper describes the Expansively-framed Unplugged instructional model designed to help non-computer science specialists learn introductory programming by drawing upon knowledge familiar to them in a non-digital domain. One audience for this model is school librarians, who are increasingly being asked to teach programming at the elementary level as the demand continues to grow. We describe an instantiation of this model, called “Looming Code,” which draws upon crafting to make tangible connections to programming in ways that enable the librarians to learn and lead programming activities. Looming Code uses similar language across three domains (weaving, paper-and-pencil, digital) to help transfer repeated patterns across contexts. We present one school librarian’s experience learning and facilitating Looming Code with her elementary-aged students.

Authors

• Heidee Vincent, University of North Texas

• Aubrey Rogowski, Utah State University

• Victor R. Lee, Stanford University

• Mimi M. Recker, Utah State University