This document outlines Amy Holcomb's presentation on taking steam programs to the next level. The presentation defines steam learning and discusses the benefits of steam programs in libraries. It also provides examples of structured and unstructured steam activities for different age groups, including multi-day bootcamp programs. Resources for steam learning are shared, and the presentation concludes with a question and answer session.

1. TAKING STEAM PROGRAMS
TO THE NEXT LEVEL
AMY HOLCOMB
EXPERIENTIAL LEARNING SUPERVISOR AT SKOKIE PUBLIC LIBRARY

2. ABOUT ME
 Experiential Learning Supervisor at Skokie Public Library
 Previous positions at Northbrook Public Library and Fremont Public
Library District
 STEAM program facilitator since 2010
 InfoPeople Course Instructor for:
 Developmentally Appropriate Programming
 Experiential Learning Spaces in the Library
 Contributor to STAR_Net Blog
 BA in Chemistry

3. OUR AGENDA
 Foundation for STEAM Learning in Libraries
 Understanding Inquiry-Based Learning
 Structured STEAM Learning for Grades K-8
 Unstructured STEAM Learning for Grades K-8
 Go To STEAM Resources
 Time for Questions

4. STEAM LEARNING IN LIBRARIES
WHAT’S THE BIG DEAL?

5. DEFINING STEAM LEARNING
 Let’s agree that STEAM stands
for:
 Science
 Technology
 Engineering
 Art + Design
 Math

6. WHAT DOES STEAM MEAN TO YOU AND YOUR COMMUNITY?

7. WHY WE CARE ABOUT STEAM LEARNING IN LIBRARIES
 STEAM learning in libraries is important because:
 Literacy is multifaceted
 The library supports connected learning – learning between multiples
spaces with multiple resources based on personal interests
 The library supports a “let’s find out” growth mindset
 The library supports different learning styles

8. BENEFITS OF STEAM LEARNING IN LIBRARIES
 Opportunity for all
 Often access to higher tech resources or more self-directed learning
in schools is for high achieving students
 STEAM resources can be expensive
 Frames learning around problem solving and experimentation rather
than a right or wrong answer
 Motivates youth to consider STEAM careers

9. INQUIRY-BASED LEARNING
WHAT IS IT AND WHY WE CARE

10. DEFINING INQUIRY BASED LEARNING
 From Edutopia
 Question or wonder about something of personal interest
 In a library program, have kids formulate a problem to solve or pose
a challenge
 Explore or research solutions
 In a library program, test those solutions
 Discuss and reflect on the process
 In a library program, have a group sharing discussion at the end

11. APPLYING INQUIRY BASED LEARNING IN PROGRAMS
 Can become a natural process in program development
 Think of starting points with a variety of results or solutions
 Challenge based programming is a great fit
 Frame a program around a question related to a STEAM topic
 This allows room for personal relevance and interest
 Start with discussion for opportunity to share prior knowledge
 This welcomes organic questioning from participants

12. POLL: WHAT TYPES OF STEAM HANDS-ON ACTIVITIES HAVE YOU
FACILITATED AT YOUR LIBRARY?
Everyone does the same activity at the same time
Everyone has the same materials but can apply them how they want
Demonstration only
Other

13. QUESTIONS SO FAR?
OR THOUGHTS TO SHARE?

14. STRUCTURED STEAM LEARNING
DEVELOPMENTALLY APPROPRIATE PROGRAMS FOR GRADES K-8

15. DEFINING STRUCTURED LEARNING
 Scheduled program with start and end time
 Pre-determined developmentally appropriate content for target age
group
 Defined goal or learning objective
 Does not equate to one outcome or solution
 Designated facilitator to guide through content
 Intentional room setup

16. STRUCTURED LEARNING FOR GRADES K-2
 Support concept understanding with collection
 Using picture books to introduce a topic
 Extension activities mirroring storytime elements like songs
 Facilitate interest beyond expected outcome
 Can utilize stations or group experimentation
 Demo or intro activity helps set foundation for concept understanding
 Encourage further exploration with take home resources

17. EXAMPLE: SNOWFLAKE SCIENCE
 Single staff facilitator for monthly
program series
 Setup with a picture book and short
slide presentation including a video
 Sometimes includes guessing game
element
 Math element in talking about shapes
and fractals
 Hands-on experiment was blizzard in a
bottle

18. EXAMPLE: NATURE PLAY
 Staff and volunteers ask guiding
questions to kids, which models open-
ended questioning for caregivers
 Use tools like magnifying glasses for
low-tech component
 Optional activities include:
 Matching games with different
shades of greens or tree rings
 Bingo that calls on the senses
 Tactile exploration with sand or
water

19. EXAMPLE: EXPLORING STRUCTURES
 Frame program with Three Little Pigs
 Follow reading* with reflection on book,
ask guided questions about what
worked, what didn’t, and why
 Emphasize STEAM terms like material,
support, structure
 Includes stations that reflect STEAM
components from the book
 Skyscraper challenge
 Build-and-test challenge

20. EXAMPLE: STATES OF MATTER
 Frame concept with non-fiction picture
books
 More of a book discussion than reading
 Follow with sharing of prior knowledge –
what are solids, liquids and gasses we
know
 Demo of states of matter transition with
Jell-O
 Ask questions with each step to
encourage participants to identify the
states of matter
 Hands-on portion is making Goop
 Practice saying “thixotropic mixture”

21. STRUCTURED LEARNING FOR GRADES 3-5
 Use discussion prompt to begin program and welcome sharing of prior
knowledge from participants
 Support concept understanding with brief slide presentation or demo
 Include time for questions and connections
 Present hands-on portion as a challenge or frame as a problem to solve
 Inherently welcomes different approaches and outcomes
 Can support group and individual learning, depending on participant
preference
 Reflect on process with wrap up discussion
 Invite participants to share about their experiences and learning
connections

22. EXAMPLE: TOOLS AND THE BRAIN
 Connected to Exploring Human Origins exhibit in
the library
 Opening discussion about brains and ancestors’
brains over time
 Bridged to usage of tools by humans and other
animals
 Challenge posed: use an assortment of random
objects to create tools to complete specific tasks

23. EXAMPLE: COMMUNITY PHOTO WALK
 Use iPads as cameras
 Brief introduction to how digital cameras work
 Discussion about community elements – what
makes a good community
 Program is outside
 Participants receive digital copies of images they
took

24. EXAMPLE: SASHIKO STITCHING
 Inherent connections to math and design
 Provide patterns as starting points
 Free-choice making is supported
 Social element with all working at one table
 Entry way to textiles learning and seeing STEM in
arts and design

25. EXAMPLE: VISUALIZING ANIMALS FROM FOSSILS
 Inspired by Field Museum’s Specimens exhibit
 Brief slide presentation about fossils
 Opportunities for participants to share their prior
knowledge around fossils, fossil collection
 Connect to fossil kit from library’s STEAM kit
collection
 Challenge to visualize animals from photograph
of fossil
 2D to 3D
 Discussion of tools used to create models
 Showed actual visualization of Tully Monster from
the Field at end

26. STRUCTURED LEARNING FOR GRADES 6-8
 Program topic must be personally relevant to teen participants
 Facilitation methods include assisting teens making personal connections to program topic
 Includes opportunities for different levels of participation
 Social interaction is substantial aspect
 Includes peer-learning and sharing
 Clear expectations about participation in program
 Opportunity for showcasing a plus
 Drop-in or pop-up style helps with participation
 Staff plan for the program but will not require registration

27. EXAMPLE: AFTER SCHOOL SNACKS
 Connect nutrition, chemistry, and
eating all in one program
 Teen participants drive the program
 Staff available for troubleshooting,
using the oven
 Encourage reflection of experiments
during taste testing

28. EXAMPLE: ZOMBIE MAKEUP WORKSHOP
 For grades 6-12 around Halloween
 Provide makeup, mirrors, and iPads
 Supports peer-learning and
socialization
 Staff are available for troubleshooting
 Inherent showcasing element

29. EXAMPLE: CHALLENGE ACCEPTED
 Challenge based programming for
grades 6-8
 Include parameters like restricted time,
limited resources
 Open-ended and drop-in

30. DEEPER DIVE STRUCTURED LEARNING
 Multi-day programs around skill building
 2 days with 1.5-2 hours per day is optimal
 Works well during school breaks
 Includes lots of time for reflection and self-directed exploration
 Supports peer-learning and sharing

31. EXAMPLE: SCRATCH JR. BOOTCAMP
 3 day camp for grades K-5
 Day1 discussed what coding is, how
we use it, and included analog
games like Simon Says
 Day 2 further explored features of
the Scratch Jr. app and posed some
coding challenges
 Day 3 had participants finish their
coded stories and present to family
and friends

32. EXAMPLE: BAKING CHEMISTRY BOOTCAMP
 2 day camp for grades 3-5
 Each day has different recipe focus
 Begin sessions with slide
presentation going over nutritional
components, how to read recipes,
and specific equipment
 Taste testing is key
 Participants leave with recipes

33. EXAMPLE: TEEN PHOTOGRAPHY BOOTCAMP
 3 day camp for grades 6-12
 Co-facilitated by Teen Librarian and
Photographer
 Learn basics of DSLR photography and
photo editing with Adobe Lightroom
 Three focus areas:
 Portraits
 Documentary
 Street photography

34. UNSTRUCTURED STEAM LEARNING
INCLUDING STEAM COMPONENTS IN INFORMAL LEARNING SETTINGS

35. DEFINING UNSTRUCTURED LEARNING
 Self-directed learning experience
 Individual determines learning objective or goal
 Can be in defined learning space or not
 Can be facilitated, though facilitation method is inquiry based

36. UNSTRUCTURED LEARNING BEST PRACTICES
 Multiple access points to accommodate different learning styles
 Including starting points
 Design prompts or challenges are helpful
 Have step-by-step instructions printed or on a tablet for learners who have
difficulty exploring on their own
 Staff learn alongside participants
 Ask questions like “what do you think” and “what should our next step be”
 OK to say “I don’t know, let’s find out”

37. EXAMPLE: STEAM LEARNING SPACE
 Staffed space with set hours
 Focus on different STEAM topic every 4
months
 Change activity starters and
resources frequently
 Supports self-directed learning and
free choice exploration
 Features “Scientist* of the Week”
signage to promote STEAM careers and
professionals of color/women

38. EXAMPLE: FAMILY SCIENCE EXPO
 Multi-hour event in February for all
ages
 Variety of stations that are staff-led
throughout Youth Services Department
 Many stations are open-ended with
staff facilitating process focused
experiences

39. EXAMPLE: STARGAZER NIGHT
 Hosted outside on Village Green near
East Entrance to the library
 Serendipitous find by many participants
on their way in or out of the library
 All ages – fosters community of learners
 Overview of how to use the telescope
and how it works

40. EXAMPLE: OPEN SEW
 1st Friday of every month for grades 3
and up
 Staff available to help troubleshoot
machines
 Provide access to fabric, thread, and
machines for self-directed making and
experimenting
 Fosters community of learners

41. EXAMPLE: STEAM KITS
 Available to checkout for one week
 Offers access to popular STEAM tools
and resources without cost
 Supports STEAM learning and
exploration at home

42. EXAMPLE: HOW-TO VIDEOS
 Pick topics that use household or
inexpensive items
 Connect back to the library
 Encourage experimentation and
creative expression
 Inspire rather than instruct

43. POLL: WHAT ARE YOUR NEXT STEPS WITH WHAT YOU’RE LEARNING
TODAY?
Read more about a STEAM topic
Add a small activity or make modifications to an existing program
Create a new program
Share resources with colleagues
Other

44. GO TO STEAM RESOURCES
THINK OUTSIDE THE BOX

45. A BEAUTIFUL MESS

46. ALSC BLOG

47. EXPLORATORIUM – TOOLS FOR TEACHING AND LEARNING

48. KITCHEN PANTRY SCIENTIST

49. SCIENCE BUDDIES – LESSON PLANS

50. STARNET – BLOG AND OTHER RESOURCES

51. MUSEUMS AND EXHIBITS OF ALL KINDS

52. QUESTIONS?
What needs
clarification?
What ideas or best
practices do you have
to share?

53. CONTACT INFORMATION
 Amy Holcomb
 amyhlibrarian@gmail.com
 https://www.starnetlibraries.org/author/amyhlibraria
n/
 @amyhlibrarian

54. LINKS FOR FEATURED RESOURCES
 A Beautiful Mess Blog https://abeautifulmess.com/category/crafts
 ALSC Blog https://www.alsc.ala.org/blog/category/stemsteam/
 Exploratorium Science Snacks https://www.exploratorium.edu/snacks
 Kitchen Pantry Scientist https://kitchenpantryscientist.com/
 Science Buddies https://www.sciencebuddies.org/
 STAR_Net Blog http://www.starnetlibraries.org/blog/

55. PHOTO CREDIT
 Majority of photographs were taken by Max Herman,
Production Assistant and Photographer, for Skokie
Public Library
 Photographs on slides 19, 20, 23, 25, and 51 were
taken by Amy Holcomb
 Videos were produced by Paul Knutson, Production
Specialist and Videographer, for Skokie Public Library