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G2S Project Code: 2015-MA-75826
State: Massachusetts
Fiscal Year: 2015

Grantee
Massachusetts Board of Library Commissioners

Project Director
Director Name: Debra Roy
Director Phone: 978-425-2620 x3
Director Email: droy@shirley-ma.gov

General Information
Title: Shirley Hazen Memorial Library Science is Everywhere
State Project Code: 16.09.03
Start Date: 10/01/2015
End Date: 09/30/2016
Abstract:

This project expanded children’s programming for 3^rd grade through 6^thgrade with hands-on exploration of STEM topics. The library brought in 6 qualified science educators to present on: owl pellet dissection, science of the human body, cloning plants, physics of flight, and animals of the rainforest. The library acquired kits from Youth Explorations in Science and held 9 different hands-on science workshops led by the youth services librarian and assisted by a library aide. The library created a “STEM Maker-Space” in the children’s room, and kept a rotating assortment of building kits available at all times. Museum passes to the Boston Museum of Science, the Discovery Museum in Acton were made available to the community.

State Goal: LifeLong Learning

Budget Information

LSTA

MATCH-State

MATCH-Other

Total

$7,500.00

$0.00

$7,500.00

Intent(s)
Improve users' general knowledge and skills.
After-school activities
Science, Technology, Engineering, & Math (STEM)

Activities
Activity Details
Title: Owls of the World - Who's Watching You?
Narrative:

This live animal program introducedparticipants to the owls of New England and beyond. Mark and Marcia Wilson sharedthe field marks, signs and naturalist's skills that you can use to find wildowls without disturbing them. Then they meet six live owls (from small to huge)up close. Everyone participated in a hooting lesson and learned tips on how toattract and protect owls. This program was 1 ½ hours long, and had 100attendees.

Intent: Improve users' general knowledge and skills.

Activity: Instruction
Mode: Program
Format: In-person

Quantity
Session length (minutes): 90
Number of sessions in program: 1
Average number in attendance per session: 100
Number of times program administered: 1

Partner Information

Organization Type of Partner Organization(s):
Libraries: No
Historical Societies or Organizations: No
Museums: No
Archives: No
Cultural Heritage Organization Multi-type: No
Preschools: No
Schools: No
Adult Education: No
Human Service Organizations: No
Other: No

Legal Type of Partner Organization(s):
Federal Government: No
State Government: No
Local Government (excluding school districts): No
School District: No
Non-Profit: No
Private Sector: No
Tribe/Native Hawaiian Organization: No

Beneficiaries
Is the activity directed at the library workforce: No
For a targeted group or for the general population: Targeted
Geographic community of the targeted group: Rural
For what age groups: 6-12 years
13-17 years
For what economic types: Economic Not Applicable
For what ethnicity types: Ethnicity Not Applicable
Is the activity directed at families: Yes
Is the activity directed at intergenerational groups: No
Is the activity directed at immigrants/refugees: No
Is the activity directed at those with disabilities: No
Limited functional literacy or informational skills: No
Is the activity category not already captured: No

Locale
Is the activity state-wide: No
Specific Locations: No
Library Types

Public Libraries: 1
Academic Libraries: 0
SLAA: 0
Consortia: 0
Special Libraries: 0
School Libraries: 0
Other: 0

Question 1: I learned something by participating in this library activity.
Strongly Agree: 0
Agree: 0
Neither Agree nor Disagree: 0
Disagree: 0
Strongly Disagree: 0
Non-Response: 0
Question 2: I feel more confident about what I just learned.
Strongly Agree: 0
Agree: 0
Neither Agree nor Disagree: 0
Disagree: 0
Strongly Disagree: 0
Non-Response: 0
Question 3: I intend to apply what I just learned.
Strongly Agree: 0
Agree: 0
Neither Agree nor Disagree: 0
Disagree: 0
Strongly Disagree: 0
Non-Response: 0
Question 4: I am more aware of resources and services provided by the library.
Strongly Agree: 0
Agree: 0
Neither Agree nor Disagree: 0
Disagree: 0
Strongly Disagree: 0
Non-Response: 0
Question 5: I am more likely to use other library resources and services.
Strongly Agree: 0
Agree: 0
Neither Agree nor Disagree: 0
Disagree: 0
Strongly Disagree: 0
Non-Response: 0

Activity Details
Title: Solar Car Program
Narrative: Solar Car: In the solar energy unitstudents created their own solar powered car and observed the use of the sun’senergy to power a vehicle. There were 35 participants with a pre-assessment of45% correct and post assessment of 75%, a 38% increase in correct answers.
Intent: Improve users' general knowledge and skills.

Activity: Instruction
Mode: Program
Format: In-person

Quantity
Session length (minutes): 90
Number of sessions in program: 1
Average number in attendance per session: 35
Number of times program administered: 1

Partner Information

Organization Type of Partner Organization(s):
Libraries: Yes
Historical Societies or Organizations: No
Museums: No
Archives: No
Cultural Heritage Organization Multi-type: No
Preschools: No
Schools: No
Adult Education: No
Human Service Organizations: No
Other: No

Public Libraries: 1
Academic Libraries: 0
SLAA: 0
Consortia: 0
Special Libraries: 0
School Libraries: 0
Other: 0

Project Outcomes
Project Outcomes
List any important outcomes or findings not previously reported:
The library expected to see an increase in participant’s confidence level and knowledge of STEM topics of about 25% from the beginning to the end of the project. There was more than a 5% increase in circulation of children’s library materials from week 1 to week 52. As noted in the evaluation there was about a 30% increase among children seeking additional STEM related reading material for their personal interest as a result of participating in a library hands-on project.
Please briefly describe the importance of these outcomes and findings for future program planning:
The library set out to do evaluations of each program that they offered. Out of the 308 who participated in the assessment programs, 45% these participants actually helped the library identify the strengths and weaknesses of their programming that ultimately helped improve the learning experience. After all programs ended in late September, there was an overall 45% reported improvement in knowledge about selected STEM topics. The entire process made a difference in these 308 participants experience. All participants stopped and reflected on what was discussed each session and these results show an increase in their skills and knowledge. The library set up a STEM Maker Table in the children’s room, available at all times with a rotating selection of building toys. The Magformers set has been very popular with all ages, including the younger children who attend story hour. Two other sets are a wooden marble maze builder and Klikko vehicles. The marble maze is used every day by after school students. At first kids followed instructions at first to get the hang of how to use the different pieces, but quickly began using their own designs and imaginations to create unique pieces.
Explain one or two of the most significant lessons learned for others wanting to adopt any facets of this project:
It should be noted that participation was equally split between boys and girls. The library had recognized the importance of reaching out to girls by providing greater exposure to science topics. The discovered that the STEM maker space was more popular than expected, with an average of 6 children per day during the grant year. 768 children used the STEM materials in their own ways, without any imposed structure. Some of the kits purchased from Youth Explorations in Science were more difficult to assemble than others, causing some delays and frustration during the workshops. The library provided feedback to the kit company about putting more pictures on their site of the kit pieces. Staff were able to work around these issues however. The library used its own I-pad as a visual aid (from you-tube) at the beginning of the workshops helped set the stage for what the students were going to explore and learn. They discovered that parents were excited about the STEM grant and were willing to help with the workshops. For a class size larger than 6 or 8, it was necessary to have additional helping hands to put the pieces together, or the sessions would last too long. In September the library started a STEM book club using the “Nick and Tesla” chapter books. The first book was “High-Voltage Danger Lab, a mystery with electromagnets, burglar alarms, and other gadgets one can build “ Nick and Tesla are bright 11-year-old siblings with a knack for science, electronics, and getting into trouble. When their parents mysteriously vanish, they’re sent to live with their Uncle Newt, a brilliant inventor who engineers top-secret gadgets for a classified government agency. It’s not long before Nick and Tesla are embarking on adventures of their own—engineering all kinds of outrageous MacGyverish contraptions to save their skin: 9-volt burglar alarms, electromagnets, mobile tracking devices, and more. Fourth and Fifth Graders are invited to join in the fun as they read the story and experiment with the book's projects. At the close of the project year there were 9 participants who have met two times and will continue throughout the year as the Friends of the Hazen Memorial Library have agreed to sponsor and fund this.
Do you anticipate continuing this project after the current reporting period ends:
Yes
Do you anticipate any change in level of effort in managing this project:
No
Explain:

Do you anticipate changing the types of activities and objectives addressed by the project:
No
Explain:

Was an evaluation conducted for this project:
Yes
Was a final written evaluation report produced:
No
Can the final written evaluation report be shared publicly on the IMLS website:
No
Was the evaluation conducted by project staff (either SLAA or local library) or by a third-party evaluator:
Third-Party
What data collection tools were used for any report outcomes and outputs:
Did you collect any media for the data:
What types of methods were used to analyze collected data:
Other:
How were participants (or items) selected:
What type of research design did you use to compare the value for any reported output or outcome:

Exemplary: No
Exemplary Narrative

Project Tags: STEM