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A Phenomenological Study of Libraria...

Whelan, Mariko Marie Roy.

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A Phenomenological Study of Librarians and Implementation of Science, Technology, Engineering, and Math (STEM) Programming for Early Childhood in Informal Settings.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Phenomenological Study of Librarians and Implementation of Science, Technology, Engineering, and Math (STEM) Programming for Early Childhood in Informal Settings./
Author:	Whelan, Mariko Marie Roy.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	114 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
Contained By:	Dissertations Abstracts International82-02A.
Subject:	Early childhood education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28022595
ISBN:	9798662436480

A Phenomenological Study of Librarians and Implementation of Science, Technology, Engineering, and Math (STEM) Programming for Early Childhood in Informal Settings.
Whelan, Mariko Marie Roy.

A Phenomenological Study of Librarians and Implementation of Science, Technology, Engineering, and Math (STEM) Programming for Early Childhood in Informal Settings. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 114 p.

Source: Dissertations Abstracts International, Volume: 82-02, Section: A.

Thesis (Ph.D.)--Northcentral University, 2020.

This item must not be sold to any third party vendors.

This qualitative phenomenological research study examined the lived experiences of youth librarians in an urban library system. It was designed to understand the factors that influenced the thinking, beliefs, processes, and habits utilized when providing science, technology, engineering, and mathematics (STEM) programs to young children and the impact that librarians can have on exposing young children to quality STEM based programming. The purpose of this study was to determine if STEM based programming was adversely impacted by librarians' knowledge base and understanding of STEM based concepts, or lack of training specific to STEM and young children. Vygotsky's sociocultural theory of cognitive development provided the theoretical basis for this study. The participants included 15 youth librarians from a single library system in Arizona. Two research questions were addressed with this study. The first question looked at the lived experiences of librarians and the second looked at how librarians implement STEM based programming for young children. Data was collected via one-on-one, semi-structured interviews with the 15 participants. The results of this study showed that varied lived experiences impact the frequency and quality of STEM program implementation with young children by librarians; that prior knowledge impacts self-efficacy in the area of STEM; and that librarians need a consistent framework and professional development to cultivate a consistent foundation to support implementing STEM programming for young children at the library. Recommendations for future research should explore how other library systems align their structures and best practices in STEM learning for young children which could contribute to developing consistency in providing STEM programming for all.

ISBN: 9798662436480Subjects--Topical Terms:

518817
Early childhood education.
Subjects--Index Terms:

Early Childhood

A Phenomenological Study of Librarians and Implementation of Science, Technology, Engineering, and Math (STEM) Programming for Early Childhood in Informal Settings.
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520 $a This qualitative phenomenological research study examined the lived experiences of youth librarians in an urban library system. It was designed to understand the factors that influenced the thinking, beliefs, processes, and habits utilized when providing science, technology, engineering, and mathematics (STEM) programs to young children and the impact that librarians can have on exposing young children to quality STEM based programming. The purpose of this study was to determine if STEM based programming was adversely impacted by librarians' knowledge base and understanding of STEM based concepts, or lack of training specific to STEM and young children. Vygotsky's sociocultural theory of cognitive development provided the theoretical basis for this study. The participants included 15 youth librarians from a single library system in Arizona. Two research questions were addressed with this study. The first question looked at the lived experiences of librarians and the second looked at how librarians implement STEM based programming for young children. Data was collected via one-on-one, semi-structured interviews with the 15 participants. The results of this study showed that varied lived experiences impact the frequency and quality of STEM program implementation with young children by librarians; that prior knowledge impacts self-efficacy in the area of STEM; and that librarians need a consistent framework and professional development to cultivate a consistent foundation to support implementing STEM programming for young children at the library. Recommendations for future research should explore how other library systems align their structures and best practices in STEM learning for young children which could contribute to developing consistency in providing STEM programming for all.
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