INF330 | Professional Development | 4 min read
Introduction
Coding is prevalent in every aspect of our information age, it is driving the evolution of technology and giving rise to some of our most advanced technologies (Eleven Fifty Academy, 2017). Despite this, integration into school curriculums and library provisions has been gradual despite its predominance in the world (Somma, 2020). This lack of computer science exposure has led to an information need that youth require if they are to thrive in the modern professional world (Popat & Starkey, 2019).
Description of the Task
To gain a greater understanding of coding as an emerging technology, I spent several hours learning ‘Code Monkey’s’ methodologies of teaching. Code Monkey is an interactive web game that teaches coding to children through advanced and foundational concepts, all of this is delivered through type-based tasks that encourage problem-solving. Moreover, Code Monkey uses a method of teaching described as scaffolding, this approach allows flexible teaching by building upon prior knowledge and supporting future learning (Sanborn, 2016). My methods involved completing tasks, testing the limitations of the program by tweaking lines of code, and documenting the concepts it teaches to younger audiences.
What Did I learn?
After participating in Code Monkey’s activities, it became abundantly clear that educating youth is a strenuous process that requires repetition, creative expression, structure, and clear limitations (Flowers, 2010). Furthermore, sophisticated concepts are explained simply and concisely through graphics and whimsical anecdotes, and I was able to understand how to approach an advanced topic from the ground up. My experience also highlighted the interactive learning opportunities that games as a learning platform provide (Darvasi, 2014). Overall, I discovered that it was important to be willing to fail, make iterations for experimentation and consider the learning limitations of young adults.
How was the activity relevant?
Coding is an essential skill for academic performance and critical thinking, exploring how to deliver a program on coding gave me valuable insight into providing multimedia programs that support youth development (Martin, 2017). Despite popular belief, not all adolescents are digitally skilled, studies have shown that some youth have little experience with technology, especially when language, learning and financial barriers restrict their opportunities to learn (Mills, 2010). Considering this, libraries can bridge the computer science gap by supporting, motivating, and providing digital learning through their services.
Moving forward
To conclude, further research into technology-based programming in libraries is a necessity if I am to develop programs that entice and educate youth. Ultimately, it became apparent during my professional development activity that marketing a program that involved coding may appear as educational and uninteresting to urban youth (Jensen, 2019). However, despite the lack of interest in libraries, adolescents are far more interested in library services when they have access to multimedia services (Agosto & Hughes-Hassell, 2005). Code Monkey provides a great balance between educational and entertaining, along with having the potential to garner interest in other code-based learning such as web design, game development and computer programming (Martin, 2017) Developing code-based programming in library services would provide a service that meet an information need of young adults, I believe further research, trial and error and consideration of pop-culture would provide further insight on how to develop digital resources that support learning and professional development (Mills, 2010).
References
Agosto, D,. & Hughes-Hassell, S. (2005). People places and questions an investigation of the everyday life information-seeking behaviors of urban young adults. Library & Information Science Research, 27(2), 141-163. https://doi.org/10.1016/j.lisr.2005.01.002
Darvasi, P. (2014). How to transform the odyssey into an epic game in alternate reality. KQED. https://www.kqed.org/mindshift/37884/how-students-can-channel-the-odyssey-into-an-alternate-reality-epic
Eleven Fifty Academy. (2017, August). How coding is impacting the future of technology. Eleven Fifty Academy. https://elevenfifty.org/coding-impacting-future-technology/
Flowers, S. (2011). Young adults deserve the best YALSA’s competencies in action. American Libraries Association.
Jensen, K. (2019). Teen services 101 what do we know about teen programming. School Library Journal. http://www.teenlibrariantoolbox.com/2019/06/teen-services-101-what-do-we-know-about-teen-programming/
Martin, C. (2017). Libraries as facilitators of coding for all. American Library Association, 45(3) 46-54.
Mills, K. A. (2010). Shrek meets Vygotsky: Rethinking adolescents’ multimodal literacy practices in schools. Journal of Adolescent and Adult Literacy, 54(1), 35-45.
Popat, S., & Starkey, L. (2019). Learning to code or coding to learn a systematic review. Computers & Education, 128, 365-376. https://doi.org/10.1016/j.compedu.2018.10.005
Sanborn, L. (2016). Teaching technology in libraries creative ideas for training staff patrons and students. McFarland & Company Incorporated Publishers.
Somma, R. (2020). Coding in the classroom. No Starch Press.
Appendix
Schor, J. (2014). CodeMonkey. Code Monkey. https://www.codemonkey.com/