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G2S Project Code: 2020-PA-85826
State: Pennsylvania
Fiscal Year: 2020

Grantee
Pennsylvania Office of Commonwealth Libraries

Project Director
Director Name: Corri Hines
Director Phone: 7177835746
Director Email: cohines@pa.gov

General Information
Title: Out-of-School Time
State Project Code:
Start Date: 10/01/2020
End Date: 09/30/2021
Abstract: The Out-of-School-Time project provided support to Pennsylvania public libraries to offer excellent and equitable services to youth ages 8-18. Library staff across the Commonwealth received training and materials to engage youth in a number of initiatives for Summer learning, STEAM (science, technology, engineering, art, and math) learning, and social and emotional learning. Youth Services District Consultants and Youth Services Coordinators that represent the 29 Library Districts in Pennsylvania were invited to participate in two academies that focused on shared values, community engagement, and capturing outcomes. Projects enabled training participants to construct programming to promote equitable library services for youth and to foster a culture of belonging and inclusion through engagement, outcomes-based programming, and developmentally appropriate resources. Notable projects included the two training courses “Values, Futures, and Relationship-Building for Youth Services” and “Capturing Outcomes of Youth Programs,” the “Pennsylvania Summer Session Series” of workshops for library staff, tinkering kits for Pennsylvania Public Libraries, and Video Game Clubs of America (VGCUSA) for school libraries.
State Goal: Lifelong Learning and Literacy

Budget Information

LSTA

MATCH-State

MATCH-Other

Total

$696,325.02

$0.00

$696,325.02

Intent(s)
Improve users' general knowledge and skills.
Reading Program (Summer Reading)
Science, Technology, Engineering, & Math (STEM)

Activities
Activity Details
Title: Video Game Clubs of America (VGCUSA) for School Libraries
Narrative:

The Video Game Clubs of America (VGCUSA) Opportunity for School Libraries project provided support and materials to 11 Pennsylvania school libraries to support social and emotional learning, good sportsmanship, and belonging for students. VGCUSA is a 501(c)3 charitable organization founded by Josh Bound, CEO, that focuses on establishing gaming clubs in educational settings to help students build connections, make friends, and engage in philanthropy projects for their communities. School librarians participating in the program received a Nintendo Wii starter kit that included a Wii gaming device, two Wii games, HDMI adapters, and game controllers. Participants also received a board game starter pack including Ticket to Ride Jr., Coup, Stratego, Dungeons and Dragons, Mayhem, and Uno. In order to provide support for showcasing their newly developed gaming clubs, school librarians received a Padcaster Starter kit and iPad to create quality videos to recruit new students to their clubs.

To provide support to the participating school libraries, Josh Bound and Max Jamelli, VGCUSA Director of Tabletop Gaming, held monthly community of practice calls. School librarians had the opportunity to share stories, ask questions, and learn more about incorporating social and emotional learning into their clubs. Topics for the community of practice calls included getting started with a gaming club, scheduling gaming club activities, student leadership, social and emotional learning, gaming for social philanthropy, and running a gaming tournament. The school librarians also assisted in developing content for VGCUSA Presents: Uno! An Educator’s Guide to Promoting Social and Emotional Learning and wrote social and emotional learning strategies for playing the card game Uno.

VGCUSA also sponsored Everyone Games PA, a full-day gaming event for gaming clubs across the state at the Whitaker Center in Harrisburg on Saturday, November 20. Two school libraries participating in this project attended the event and brought students from their locations. The day included a number of gaming activities, panel presentations and discussions, a college and career expo, and many opportunities for youth to connect and make friendships. Students participating in gaming clubs through this opportunity benefitted by having a safe and welcoming space in the school library to make friends, develop leadership skills, and give back to the community.

Intent: Improve users' general knowledge and skills.

Activity: Instruction
Mode: Program
Format: Virtual

Quantity
Session length (minutes): 60
Number of sessions in program: 7
Average number in attendance per session: 6
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: Yes
For a targeted group or for the general population: General

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

Public Libraries: 0
Academic Libraries: 0
SLAA: 0
Consortia: 0
Special Libraries: 0
School Libraries: 11
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: Applying what I learned will help improve library services to the public.
Strongly Agree: 0
Agree: 0
Neither Agree nor Disagree: 0
Disagree: 0
Strongly Disagree: 0
Non-Response: 0

Activity Details
Title: Values, Futures, and Relationship-Building for Youth Services
Narrative:

The Youth Services Statewide Library Leadership team, comprised of Youth Services District Consultants and Youth Services Coordinators representing Pennsylvania’s 29 library Districts, engaged in a four-week course facilitated by Dr. Matthew Finch. The training course provided participants with the skills necessary to work with institutions, groups, and individuals in their communities to ensure the needs of children and young people are met in the present and future. Dr. Finch led the group in defining guiding principles and shared values that shape collections and services to young community members and shared strategies for developing resources to achieve meaningful outcomes in youth services work.

In the first session, "Viewing the Ecosystem from Within and Without," participants explored their own services areas while mapping out the community environment for youth, families, and partners. The second session, "Surviving & Thriving in Times of Uncertainty," participants received tools to map out a full range of possible future scenarios to develop sustainable services to youth. The third session, “Design into Action,” built up on the first two sessions by putting strategic planning into action by utilizing tools to determine priorities, establishing achievable organizational goals, and delivering services and resources to an ever-evolving group. Finally, in “Reimagining Youth Services,” participants shared their visions for the future and matched their community values with the library services they offer. This course prepared youth services leadership to confront the myriad of changes and challenges due to a shifting environment and emphasized the importance of engaging with youth and building the future for the community with a values-based perspective.

Intent: Improve users' general knowledge and skills.

Activity: Instruction
Mode: Program
Format: Virtual

Quantity
Session length (minutes): 90
Number of sessions in program: 4
Average number in attendance per session: 25
Number of times program administered: 1

Partner Information

Public Libraries: 37
Academic Libraries: 0
SLAA: 0
Consortia: 0
Special Libraries: 0
School Libraries: 4
Other: 1

Question 1: I learned something by participating in this library activity.
Strongly Agree: 7
Agree: 2
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: 4
Agree: 5
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: 6
Agree: 2
Neither Agree nor Disagree: 1
Disagree: 0
Strongly Disagree: 0
Non-Response: 0
Question 4: Applying what I learned will help improve library services to the public.
Strongly Agree: 7
Agree: 2
Neither Agree nor Disagree: 0
Disagree: 0
Strongly Disagree: 0
Non-Response: 0

Activity Details
Title: Capturing Outcomes of Youth Programs
Narrative:

The Youth Services Statewide Library Leadership team, comprised of Youth Services District Consultants and Youth Services Coordinators representing Pennsylvania’s 29 library Districts, engaged in a six-week course facilitated by Dr. Mega Subramaniam. The workshop included four weeks of instruction and breakout activities in addition to two weeks of independent half-hour check in sessions for Dr. Subramaniam to answer questions, provide feedback, and make suggestions to participant projects.

The course provided access to the knowledge, skills, and tools necessary to assess outcomes of youth program and how to use data, objectives, and outcomes to evaluate, design, and advocate for youth services and programming in the library and in the community. Participants learned about the terms associated with evaluation and outcomes, created an evaluation plan for youth programs, identified outcomes for youth programming, and built assessment instruments to measure identified outcomes. By using data collected throughout the workshops, participants learned how to effectively analyze feedback by utilizing a number of tools and techniques and communicated their stories to advocate for youth programming.

The first session focused on understanding the process of capturing outcomes based on feedback and data and how to formulate questions and data collection tools to measure the success of youth programming. In the second session, participants explored assessment instruments and learned to match tools with programs to gather information most effectively. Weeks three and four of the course were dedicated to six half-hour sessions for participants to voluntarily use to share questions and concerns about their chosen assessment instruments. After collecting program data in the two weeks between sessions 2 and 4, Dr. Subramaniam shared data analysis tools and introduced participants to a number of avenues to tell the impact story of programs and services to library leadership, boards, and community groups. The final session was dedicated to a showcase in which participants shared their projects, their work with data collection and analysis, and shared the outcomes and impacts of their programs. This course was foundational for participants to reach beyond capturing attendance and outputs of youth services programs in order to advocate for youth services programs, services, and resources based on outcomes.

Intent: Improve users' general knowledge and skills.

Activity: Instruction
Mode: Program
Format: Virtual

Quantity
Session length (minutes): 90
Number of sessions in program: 4
Average number in attendance per session: 17
Number of times program administered: 1

Partner Information

Public Libraries: 26
Academic Libraries: 0
SLAA: 0
Consortia: 0
Special Libraries: 0
School Libraries: 0
Other: 1

Question 1: I learned something by participating in this library activity.
Strongly Agree: 13
Agree: 1
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: 8
Agree: 6
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: 10
Agree: 2
Neither Agree nor Disagree: 2
Disagree: 0
Strongly Disagree: 0
Non-Response: 0
Question 4: Applying what I learned will help improve library services to the public.
Strongly Agree: 9
Agree: 4
Neither Agree nor Disagree: 1
Disagree: 0
Strongly Disagree: 0
Non-Response: 0

Activity Details
Title: Tinkering Kits for Pennsylvania Public Libraries
Narrative:

The STEM Tinkering Kits project provided 151 Pennsylvania public libraries with STEAM (science, technology, engineering, art, and math) equipment for library programming and outreach to the community. The purpose of this kit-based project was to enhance, expand and increase libraries’ capacity to provide STEAM programming to youth. Four kits were curated by grouping similar items under a focused STEAM subject area, and participating libraries selected the kit that best suited their community youth’s needs and interests.

The “After School Fun in a Box” kit included programmable robots, LED engineering activities, and circuit projects meant for larger groups to encourage collaborative learning, critical and computational thinking, and problem-solving skills. The “Building Structures, Paths, and Circuits” kit included circuit projects, building activities, and coding items to encourage a focus on engineering, construction, and circuitry. The “Computational Thinking and Robotics” kit included programmable robots, a robotics construction kit, and screen free coding projects for youth to learn and better understand coding and programming. The “Design, Create, Play” kit included 3D printing pens, circuit art and sewing projects, and a digital fabricator for youth to explore STEM concepts through creativity and makerspace activities.

To support library staff in using and understanding kit items, technology experts and STEM professional development staff at Tuscarora Intermediate Unit 11 presented “STEM/STEAM Maker Events and Programming” on September 16, 21, and 30 and shared resources and planning tips on how to hold maker events for the community. Topics included STEAM learning philosophy, maker event logistics, and resources on using and supporting tinkering kit items. Through this training, libraries reported using tinkering kits at outreach sites, including local partnerships with schools and education organizations, and for both library programs and drop-in or informal use.

Intent: Improve users' general knowledge and skills.

Activity: Content
Mode: Creation
Format: Combined physical & digital

Quantity
Number of items digitized: 0
Number of items digitized and available to the public: 0
Number of physical items: 0
Number of open-source applications/software/systems: 0
Number of proprietary applications/software/systems: 0
Number of learning resources (e.g. toolkits, guides): 4
Number of plans/frameworks: 0

Partner Information

Beneficiaries
Is the activity directed at the library workforce: No
For a targeted group or for the general population: General

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

Public Libraries: 151
Academic Libraries: 0
SLAA: 0
Consortia: 0
Special Libraries: 0
School Libraries: 0
Other: 0

Activity Details
Title: Pennsylvania Summer 2021 Session Series
Narrative:

Library staff serving youth were invited to join a series of workshops to help prepare them for Summer programming. Participants had opportunity to learn from a number of professionals and presenters on how to develop exciting and appealing programming for their community youth during the Coronavirus (COVID-19) Pandemic. In addition, several sessions allowed for breakout activities for participants to share promising practices and programs with one another.

Nurturing Healing with LaKesha Kimbrough- Wednesday, February 24, 2021

35 live participants

35 evaluations completed

Presenter LaKesha Kimbrough, Washington Middle School Site Manager for the Center for Community Engagement at Seattle University, shared the importance of self-care, wellness, and power of nurturing healing during library work with youth. Emphasis on preventing secondary trauma and a focus on inclusion of all community youth provided participants with the skills and confidence to develop Summer programming that engages social and emotional learning opportunities.

Collaborative Summer Library Program- Summer is coming. You are not alone with by Luke Kralik- Thursday, February 25, 2021

95 live participants

90 evaluations completed

Organizational Coordinator Luke Kralik presented information, services, and resources available to public library staff through Pennsylvania’s membership in the Collaborative Summer Library Program (CSLP). Participants received an overview of the website, resources, and support CSLP offers to library staff. Resources for libraries and Summer Food, library services for customers with accessibility adaptations, and information on diversity and inclusion were also highlighted for library staff to incorporate in every aspect of Summer Programming.

Summer Programming, Part 1: Make and Take Kits- Tuesday, March 2, 2021

70 live participants

71 evaluations completed

Pennsylvania youth services library staff from five public libraries presented effective strategies for creating, curating, disseminating, and evaluating activity kits for youth during curbside services under the Coronavirus (COVID-19) pandemic. Participants engaged in a breakout activity to discuss the successes and opportunities of independent activity kit programming and shared their aspirations for their Summer 2021 programs.

Summer Programming, Part 2: Lifelong Learning Activities- Wednesday, March 3, 2021

69 live participants

74 evaluations completed

Pennsylvania youth services library staff representing six public libraries presented strategies for community engagement, connected learning, and interest-driven Summer programming for youth. Panelists discussed learning activities, special programs for teens, and Summer camps. Participants engaged in a breakout activity to discuss and share developmentally appropriate lifelong learning activities for all ages.

Summer Programming, Part 3: Virtual Programming- Thursday, March 4, 2021

93 live participants

70 evaluations completed

Pennsylvania youth services library staff from five public libraries presented their experiences with virtual programming from Summer 2020 under pandemic conditions. Panelists helped the audience build confidence and comfort in utilizing web-based tools and social media by showcasing online book clubs, virtual escape rooms, and streaming-based storytimes. Participants engaged in a breakout activity to discuss successes and challenges in providing virtual programming to their communities.

STEM Isn’t Scary: Simple, low-cost activities for libraries with the Pennsylvania State Makerspace- Tuesday, March 9, 2021

62 live participants

43 evaluations completed

The Pennsylvania State Makerspace Staff, Bureau of the State Library, presented information and shared strategies for effective STEM programming. Presenters focused on building participants’ confidence in planning, implementing, and evaluating STEM programming. Participants engaged in a question-and-answer session and shared cost-effective resources for STEM activities for youth.

Summer with an Equity Lens with Diane Dabulis, Liz McChesney, and Dr. Valerie Adams-Bass- Wednesday, March 17, 2021

30 live participants

25 evaluations completed

Pennsylvania youth services library staff engaged in understanding the importance of representation, inclusion, diversity, equity, justice, and belonging in a panel conversation about Summer Equity Initiatives. Liz McChesney, Library Advisor to the National Summer Learning Association, shared information on the importance of breaking down barriers by offering a safe space in libraries for all youth to learn and participate during the Summer. Dianne Dabulis, Nutrition Education Program Manager for the Summer Food Service Program for the Pennsylvania Department of Education, presented information on how libraries can participate in sponsoring or serving as a feeding site in the community. Dr. Valerie Adams-Bass, faculty affiliate of the Youth-Nex Center to Promote Effective Youth Development in the School of Education and Human Development at the University of Virginia, presented information on the cultural ecosystem that affects libraries and the importance of welcoming BIPOC, Native, LGBTQIA+, developmentally disabled, and crisis-affected youth in the library through informed-care, empathy, and organizational policies and procedures.

Preparing for Summer Reading 2021 When Your Surge Capacity is Depleted with Kristin Fontichairo- Tuesday, March 30, 2021

39 live participants

40 evaluations completed

Professor Kristin Fontichairo, clinical associate professor and award-winning instructor at the University of Michigan School of Information, engaged participants in a constructive conversation on how to build on what they accomplished in 2020 with practical strategies to stay inspired, set goals based on impact and outcomes, and to take advantage of uncertainty to refocus. Participants engaged in group activity and interaction to build confidence and share perspectives on how to constructively build pathways to engagement with the community while avoiding burnout.

Moving Beyond Attendance Data: Rethinking Assessments Based on Outcomes with Dr Mega Subramaniam- Tuesday, April 6, 2021

29 live participants

24 evaluations completed

Dr. Mega Subramaniam, Associate Professor and the Co-Director of the Youth Experience (YX) Lab at the College of Information Studies at the University of Maryland, presented practical knowledge and assessment tools in assessing outcomes of youth programs. Participants began to formulate questions for their own program participants to allow them to measure the success of Summer programming and services to youth. Participants also examined a number of assessment tools and learned how to adapt and map outcomes they would like to capture and communicate to library administration, trustees, stakeholders, and community groups.

Intent: Improve users' general knowledge and skills.

Activity: Instruction
Mode: Program
Format: Virtual

Quantity
Session length (minutes): 75
Number of sessions in program: 9
Average number in attendance per session: 61
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: 210
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: 235
Agree: 220
Neither Agree nor Disagree: 17
Disagree: 0
Strongly Disagree: 0
Non-Response: 0
Question 2: I feel more confident about what I just learned.
Strongly Agree: 164
Agree: 255
Neither Agree nor Disagree: 51
Disagree: 2
Strongly Disagree: 0
Non-Response: 0
Question 3: I intend to apply what I just learned.
Strongly Agree: 200
Agree: 242
Neither Agree nor Disagree: 29
Disagree: 1
Strongly Disagree: 0
Non-Response: 0
Question 4: Applying what I learned will help improve library services to the public.
Strongly Agree: 219
Agree: 222
Neither Agree nor Disagree: 30
Disagree: 1
Strongly Disagree: 0
Non-Response: 0

Project Outcomes
Project Outcomes
List any important outcomes or findings not previously reported:
Selected responses to the evaluation question "How has your community youth benefitted from these STEM resources?" on the "STEM Tinkering Kits for Pennsylvania Public Libraries" evaluation: • We created a family STEAM challenge that encouraged family members to work together using new materials. They benefited by learning cooperation, experimenting with trial and error and by encouraging creativity. • Our youth has benefitted from these items by strengthening our partnerships with the local BLaST IU 17, participation in upcoming Remake Learning Days, and providing an increase in tween and teen programming in our library. We have seen new faces, and reached new users. • These items provided them exposure to STEM items and activities they might not otherwise have access to on their own or even in their charter school. • We believe these kits will provide important STEAM concepts for our youth. These items will encourage critical and computational thinking and will hopefully aid in developing problem-solving skills as well. • These kits have created engagement with a wide range of teens at our library; although some of the kits were geared towards a lower age range, the teens had fun connecting artistically and mechanically with the projects. The 3D pens in particular offered a great mix of experimentation and creation, with a lot of laughter in between. It helped kids learn a little about engineering while also giving them a fun way to engage with each other. • The kids benefited from the items because it was a chance to use something new that they've never interacted with before. We practiced what it meant to fail, examine what we did, and try again. It was also a chance to talk about what the items exemplified and not only learn something they didn't know before, but to put into words aspects of STEM that they already knew. • They have been able to explore STEM concepts at their own pace and use their own creativity to complete projects. It is fun to watch them figure out the tools and see that "aha" moment when they've successfully accomplished a goal. • Hands on collaboration, STEM concepts that support similar ones they are learning in school, relaxed and safe after school environment • The largest benefit is having positive STEM experiences in a non-school environment. We held a program for elementary age students about paper circuits during STEM in Industry week to show kids how these skills could be used even after they graduate from school. • Getting to explore different products that they don't have access to, following directions, troubleshooting, being reminded that failing is learning and that's ok!
Please briefly describe the importance of these outcomes and findings for future program planning:
These responses are incredibly significant as they demonstrate great outcomes through STEM programming. Allowing youth to experiment, learn, and problem-solve builds a positive community and sense of belonging, especially when open-ended and hands-on experiences are encouraged. Youth not only develop critical and computational thinking skills, but they build college and career readiness skills in addition to feeling safe in a positive social and emotional environment. Building off what they learn in schools, experiences are made more equitable through extension and support in the library.
Explain one or two of the most significant lessons learned for others wanting to adopt any facets of this project:
A significant lesson learned for the “STEM Tinkering Kits for Pennsylvania Public Libraries” is the importance of incorporating library staff feedback in the planning stages of the project. Initially, the same four tinkering kits were to be made available to libraries in this grant year; however, youth services library staff made recommendations for what kinds of STEM items would be most impactful and what quantities would allow for a wider inclusion of youth at programs. Library staff recommended a greater number of particular items with the offset being less variety in the kits. Although there was less variety in some cases, this enabled library staff to gain a deeper understanding and more confidence in using kit items for programming.
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:
No
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: STEAM, OST, Robotics