Library and Information Science Research - Using design-based implementation research approach to create computational thinking assessment tools for youth programs in public libraries

Sep 12, 2026

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Methodological innovations across social sciences are expanding how research targets real-world challenges. This study demonstrates the value of the Design-Based Implementation Research (DBIR) approach in public libraries to address a persistent practice problem: the lack of assessment tools for evaluating youth Computational Thinking (CT) programs. Results from a three-year, three-phased DBIR study describe design and implementation of a suite of tools, identifying CT outcomes, challenges, and recommendations for measuring impacts and supporting sustainable solutions.

LanguageEnglish

CategoryPresentations

FormatPDF

Pages9

Reading Time3 min

AccessFree to download

Introduction

Problem statement

Library and Information Science Research 45 (2023) 101240 Contents lists available at ScienceDirect Library and Information Science Research journal [homepage:](homepage: www.elsevier.com/locate/lisres)[ www.elsevier.com/locate/lisres](homepage: www.elsevier.com/locate/lisres) | Using design-based implementation research approach to create computational thinking assessment tools for youth programs in public libraries | | | | | --- | --- | --- | --- | | Nitzan Korena, *, David Weintropa, b, Mega Subramaniama
a College of Information Studies, University of Maryland, 4161 Fieldhouse Drive (Patuxent Building), College Park, MD 20742, USA b College of Education, University of Maryland, 4161 Fieldhouse Drive (Patuxent Building), College Park, MD 20742, USA | | | | | A R T I C L E I N F O | | A B S T R A C T | | | Keywords:
Design-based implementation research Assessment
Computational thinking Public libraries Methods paper | | Methodological innovations across social sciences are opening new avenues for conducting research designed to address real-world challenges. The benefits of utilizing the Design-Based Implementation Research (DBIR) approach in public libraries to resolve a persistent problem of practice, a lack of assessment tools to evaluate youth Computational Thinking (CT) programs, is demonstrated. Findings from a three-year, three-phased study utilizing the DBIR approach to design and implement a suite of assessment tools to assess CT programming in public libraries are presented. Guided by the four principles of the DBIR approach, this research produced new knowledge, including identifying CT program outcomes, challenges, and recommendations for designing and implementing assessment tools to measure the impact of public libraries’ CT programming. Findings underscore the DBIR approach as a strategy for engaging with practitioners and helping shift their perspectives by resolving practice problems and facilitating the design of sustainable solutions. | | 1. Introduction In recent years, Computational Thinking (CT) has emerged as a skill for “all youth to succeed in our technology and information-rich world”(Weintrop et al., 2021). The last decade has seen a rapid growth in programs and projects across formal and informal settings that emphasized the importance of learning CT skills (Tsai et al., 2021). Following this trend, libraries are offering CT programs for youth, developing CTrelated professional development initiatives for their staff (Braun & Visser, 2017; Taylor et al., 2018), and are becoming essential venues in which youth from all backgrounds are introduced to foundational CT concepts, skills and dispositions (Braun & Visser, 2017). However, previous research mapping the landscape of CT assessments in various educational settings (Tang et al., 2020) did not identify any CT assessment tools designed for public libraries, often because existing CT assessment approaches are not suitable for these settings (Weintropet al., 2021). Given the lack of CT assessments for library settings, library staff struggle to determine if their CT programs are successful and instead rely on measures of attendance and retention to show the impact of their programs (Subramaniam et al., 2022), which do not provide insight into learning or attitudinal outcomes. This gap in assessment tools for measuring CT-related outcomes requires national attention, as various CT programs are offered to youth in public libraries, and resources are dedicated to these programs, with little way of understanding their impacts (NASEM, 2021). 1.1. Problem statement The lack of assessment tools to assess CT in public library youth programs is a persistent problem of practice that library staff face. A lack of robust, effective, and easily deployed assessments leads to several challenges for libraries. For example, staff seeking to justify programming or secure funding for new programs rely on quality measures to demonstrat

FAQs

What problem does the study focus on in public library CT programs?

The study addresses the persistent lack of robust, effective, and easily deployed assessment tools for measuring computational thinking outcomes in public library youth programs.

How does the research use the Design-Based Implementation Research (DBIR) approach?

It uses DBIR to design and implement a suite of CT assessment tools through a three-year, three-phased process guided by DBIR principles.

What outcomes and recommendations does the research provide?

The findings identify CT program outcomes and implementation challenges, and they offer recommendations for designing and implementing assessment tools to measure the impact of public library CT programming.

Sep 12, 2026

Upload by Noah