ISCI 761 Module 10 Discussion

What do you do when you're faced with a task or problem and need to resolve it? What steps does your thinking go through to help you figure out how to solve those issues?

In this WebQuest, we are going to explore computational thinking. While there isn't necessarily one definition, computational thinking is the process by which a person follows a logical sequence of events to arrive at answers, in the style of a computer program (Thore, 2026; BBC, 2019). The questions above are my "questions to consider." 

Disclaimer: This section of the WebQuest is called "task." Traditionally, this is where the teacher would list out the assignments that students would need to complete in this portion of the overall assessment. I am going to word this portion of my response as if I am assigning "tasks," but I certainly do not expect anyone to complete anything. 

Task 1: Read and complete BBC Bitesize by scoring 80% or higher on their quiz.

This website offers an introduction to computational thinking. The BBC explains that computational thinking is a skill just like any other that needs awareness and training to make sense; additionally, they share that the process is similar to what we as a society see happening through social media and can apply to ourselves (BBC, 2019). Understanding how to solve problems is a form of literacy, which further adds to why libraries have a responsibility to promote this type of learning. 

Task 2: Read and compare the articles Using Coding Apps to Support Literacy Instruction and Develop Coding Literacy and Going Rogue to Teach Code: A school librarian offers strategies for teaching every age group to explain 

Amy Hutchison, Larysa Nadolny, and Anne Estapa use this article to explain how coding can be used to teach, support, and enforce literacy in students. They define coding as, "...the act of creating in complex programming languages, but it is now also used to describe the creation of a sequence of instructions with tools basic enough for young children" (Hutchinson, et al., 2015). Coding is a specialized language, yes, but it is one that can be taught at any age. Early presentation of coding, thus introducing computational thinking, can help students better become critical thinkers and creators. Addie Matteson explains that the skills students gain in these lessons last a life time; girls, for example, who code are given a safe space to fail and students, in general, learn how to question, breakdown, analyze, and demonstrate resilience when it comes to problem solving (Matteson, 2018). Computer language and design does everything for these skills. It teaches, demonstrates, explains, and allows for failures in a space where students can access the necessary resources.

Task 3: Plan a library program using your new knowledge about computational thinking.

Disclaimer: This part of the WebQuest is "process." This is a list of steps that students will go through to ensure that they are meeting the requirements of this assignment. Hyperlinks for articles mentioned above are also linked here as well. 

Steps of the Process

Task 1- Due on [Insert due date here]

1. Read BBC Bitesize and take notes. 
2. Take the quiz at the end. 
3. When you are done, please speak to me about your grade. Your goal is an 80% or higher.
4. If you have met requirements, well done. You can submit your assignment to [platform of choice].
5. If not, good try, but you will have to revisit. We will discuss what areas of struggle you had and then you will reflect on what you missed. (Disclaimer: I have a quiz reflection template I have used with students before. Unfortunately, due to district policy changes, I cannot currently access that to place it here.)

Task 2- Due on [Insert due date here]

1. Read both Using Coding Apps to Support Literacy Instruction and Develop Coding Literacy and Going Rogue to Teach Code: A school librarian offers strategies for teaching every age group
2. Create either a Venn Diagram or Chart in a program of your choosing [i.e. Canva, Google Slides, Google Docs, etc.] that compares and contrasts both articles. Include a minimum of 3 items per section; maximum of 5. 
3. Write a paragraph (5-9 sentences) reflection on what these differences reveal about the relevance and application of coding to the library space. How can you apply these to a future library program?
4. You may submit early. If you do, I will read and pre-grade your assignment to provide feedback. Your goal is to score 80% or higher. Otherwise, you will be given a chance to redo until you have achieved that goal. 

Task 3- Due on [Insert due date here]

1. Using your knowledge of computational thinking, plan a library program. 
2. Choose an age group. 
3. Choose a skill or goal that computational thinking/ coding can help you achieve with learners.
4. Organize your program with an introduction, demonstration, exploration, and closure. 
5. Include resources and materials that you will need. 
6. You may submit early. If you do, I will read and pre-grade your assignment to provide feedback. Your goal is to score 80% or higher. Otherwise, you will be given a chance to redo until you have achieved that goal. 

Disclaimer: This part of the WebQuest is "evaluation." This is the success criteria of the assignment. For the sake of brevity and the fact that this is not a WebQuest I will necessarily be using, my "rubrics" are going to be checklists. 

Task 1

1. Did you read the article? 
2. Did you score 80% or higher on the quiz?
3. When talking with your teacher, are you able to explain what computational thinking is clearly and concisely? 
4. If not, did you complete the reflection with in-depth answers and thinking, addressing your areas of struggle?  

Task 2

1. Is there a minimum of 3 items per category (article 1, article 2, similarities)? 
2. Are the items mentioned relevant to the overall topic? 
3. Are the items explained as to their importance to readers in understanding or applying coding to the library space? 
4. Does the reflective response clearly and concisely explain the relevancy of coding to library programs? 
5. Does the reflective response demonstrate the student's considerations of coding in the library effectively? 

Task 3

1. Is there a clear, measurable goal presented for the program? 
2. Is it clear what age group this program is for? 
3. Does the program have a logical set up? [Is there a clean flow of ideas and steps on how this program will work?]
4. Does the program have all of the necessary items/ resources listed? 
5. Does the program make clear the importance of computational thinking and coding? 
6. Does the program effectively make room for examples, demonstration, and collaboration? 

At the end of this WebQuest, you should be able to: 

1. Explain what computational thinking is. 
2. Explain how teaching coding affects computational thinking. 
3. Create a library program to teach coding and computational thinking to learners. 

For more information, please see Hour of AI (Hour of Code) website for more details on coding. 

References

BBC. (2019). Introduction to computational thinking. BBC. BBC Bitesize. https://www.bbc.co.uk/bitesize/guides/zp92mp3/revision/1

Hour of AI. (2025). The hour of AI – a global movement to inspire future learners. Csforall.Org. https://csforall.org/en-US/hour-of-ai

Hutchison, A., Nadolny, L., & Estapa, A. (2015). Using coding apps to support literacy instruction and develop coding literacy. The Reading Teacher, 69(5), 493–503. https://doi.org/10.1002/trtr.1440

Matteson, A. (2018, April 5). Going rogue to teach code: A school librarian offers strategies for teaching every age group. School Library Journal. https://www.slj.com/story/going-rogue-to-teach-code-a-school-librarian-…

Thore, H. (2026). Module 10 lecture ISCI 761 [Google Slides]. https://docs.google.com/presentation/d/1XDq6XySn97SY8T2ia8gA_Gqy9IIkacZ…