There are any number of applications (app/s) available to support children’s learning and development. I downloaded and used an app called Hopscotch which teaches children how to code. The step by step instructions are given via audio and there are a range of coding options given (plants, animals, shapes etc). The app allows users to drag and drop items and the icons are picture based so the target audience do not have to read a lot. Additionally, you can also enter text to achieve your final product if you want to.

According to Lamb (2015), this app is designed for children eight and older, and it is considered useful for young children who lack advanced reading and typing skills needed for traditional programming. Fajardo (2016) adds that Hopscotch lowers the barriers to entry into abstract and difficult algorithmic constructs and are able to present extensive opportunities for expression not all that different to children creating physical artwork. Furthermore, the app allows children to be creative in a non-traditional manner.

Using the app was fun, although, I did find it hard to follow certain aspects and other features were confusing. That leads me believe children may find aspects of it frustrating. For instance, it was not clear when I should type or when I should simply the tap screen for more options. The app could be a fun activity parents/caregiver could do with their children. This activity allowed me to think about the ways in which library services can use emerging technology to communicate with, as well support the development of children in a way that is fun, engaging and also challenging.

Hutchinson et al. (2016, p. 494) define coding apps as those designed to teach students logical thinking, problem solving, sequencing, and planning skills required in coding computer programs. Aside from coding, studies suggest that children can learn science, technology, engineering, and math (STEM) concepts from apps, and view them as important tools to establish foundational concepts (Sheehan, et al. 2019). But how can libraries use apps or any other emerging technology to effectively delivery library services to children?

A number of libraries have introduced technology savvy makerspaces to support Science, Technology, Arts, and Mathematics, (better known as STEAM) concepts and support children’s learning and development (Pandora & Frederick, 2017, p. xvii). One such example is the Fayette Free Library in New York introduced programming logic and coding with robots (Prato, 2017). These programs are supported by volunteer experts to support the library (Prato, 2017). Libraries can use emerging technologies and integrate them into services to support learning and development.

Future library programs can use existing applications, such as Hopscotch, as part of their library programs for children. Glendening (2016) even suggests using a video game called Minecraft in the library, the game allows hands on creative activities and an entry point into programming. Glendenning (2016, p.5) further adds these programs encourage development of hard and soft skills, as well as teamwork.

Makerspaces offer children the opportunity of hands on learning which is why most libraries have a makerspace in some form or another for patrons across all ages. Aside from new technology being used in makerspace, libraries have also adopted the use of emerging book technologies such as electronic books (eBooks) and library bookmark apps that allow patrons to navigate library shelves, and even book delivery drones! (Gul & Bano, 2019). Albeit, these are aimed at older users.

While emerging technologies are seen as a good way to support children’s learning, there are also concerns. Radesky & Christakis (2016) raise issues such as using digital media to distract from parent-child interaction. It is therefore strongly suggested by scholars that technology be monitored by parents/caregivers (Goulding, et al. 2017). This is particularly important as children are becoming adept at using technology from a young age.

Mills et al. (2015) add that technology is now facilitating children’s experience of their environment, their language, as well as their physical and social interactions. Technology has become an integral part of many informal learning environments that children encounter (Mills et al., 2015). And if children are using technology in their home, it makes sense for learning environments to incorporate it into their programs and services. Furthermore, this can be delivered alongside more traditional methods of learning, such as children’s books.

This activity was greatly beneficial to working with children as it filled in the gaps I had on the topic of emerging technologies. Previously when I thought of emerging technology, I considered digital story times or creative art related apps, whether it be for children, or young adults. I could not fully visualise how it could be beneficial in relation to service delivery within a library setting. I now understand that emerging technologies have enabled libraries to change the ways in which they deliver programs and services. There are numerous benefits in adopting the use of technology such as free apps and program delivery to support children’s learning and development. Emerging technology can further be used to support learning across many age groups.

 

References

Fajardo, R. (2016). Code Drawings in Hopscotch. Reconstruction: Studies in Contemporary Culture, 16(1), 5.

 

Goulding, A., Shuker, M. J., & Dickie, J. (2018). Apps on laps: digital storytimes in public libraries in Aotearoa New Zealand. Library Hi Tech, 36(2), 252–269. https://doi.org/10.1108/lht-02-2017-0040

 

Gul, S., & Bano, S. (2019). Smart libraries: an emerging and innovative technological habitat of 21st century. The Electronic Library, 37(5), 764–783. https://doi.org/10.1108/el-02-2019-0052

 

Hutchison, A., Nadolny, L., & Estapa, A. (2015). Using coding apps to support literacy instruction and develop coding literacy. The Reading Teacher, 69(5), 493–503. https://doi.org/10.1002/trtr.1440

 

Lamb, A. (2015, 02). Resources and Tools for the Classroom. Teacher Librarian, 42, 44-52,71. https://ezproxy.csu.edu.au/login?url=https://www-proquest-com.ezproxy.csu.edu.au/magazines/resources-tools-classroom/docview/1774311331/se-2?accountid=10344

 

Mills, J. E., Romeign-Stout, E., Campbell, C., & Koester, A. (2015). Results from the Young Children, New Media, and Libraries Survey: What Did We Learn? Children and Libraries, 13(2), 26. https://doi.org/10.5860/cal.13n2.26

 

Pandora, C. P., & Frederick, K. (2017). Full STEAM Ahead: Science, Technology, Engineering, Art, and Mathematics in Library Programs and Collections (Libraries Unlimited Professional Guides for Young Adult Librarians Series). Libraries Unlimited.

 

Prato, S. C. (2017). Beyond the computer age: a best practices intro for implementing library coding programs. Children and Libraries, 15(1), 19. https://doi.org/10.5860/cal.15n1.19

 

Radesky, J. S., & Christakis, D. A. (2016). Increased screen time: implications for early childhood development and behavior. Pediatric Clinics of North America, 63(5), 827–839. https://doi.org/10.1016/j.pcl.2016.06.006

 

Sheehan, K. J., Pila, S., Lauricella, A. R., & Wartella, E. A. (2019). Parent-child interaction and children’s learning from a coding application. Computers & Education, 140, 103601. https://doi.org/10.1016/j.compedu.2019.103601