The modern school library does not only hold books, but it is also a space of belonging that allows students to explore and learn. Students may be sitting at traditional tables working on research assignments or they can be coding robots between the shelves and debugging their programming with a partner until they are successful. School librarians are redefining their roles in the school community by blending traditional literacy and technology. With this redefinition, school librarians play a crucial role in equipping students with the essential skills that prepare them for the digital future.
Evolving Role of School Librarians
AI image generators typically produce an antiquated, stereotypical image of a school librarian: an older woman with glasses holding a book. However, that image is no longer representative of a school librarian. Traditional responsibilities of school librarians were (and still are) to promote reading, manage the collection, and support learning through research. However, with the increasing use of technology in education, the role of school librarians has also evolved. Modern school librarians are instructional partners with teachers. They are involved in the teaching and learning process by collaborating on resource curation, technology integration, co-teaching, and assessing student learning for student success.
The physical space of a school library has also evolved. School libraries should be the heart of the school, supporting the curriculum while serving as flexible learning environments. This flexibility does not just refer to movable furniture but also to fostering flexible and creative minds. Such adaptable spaces enable students and staff to engage in a variety of activities, creating an inclusive environment where everyone feels welcome.
The Library: Where Traditional Literacy and Technology Meet
According to the 2024 State of Computer Science Education report, 43 states have adopted K-12 computer science standards, forming a coherent progression of expectations for elementary, middle, and high school students (Code.org, CSTA, ECEP Alliance). However, only 11 states require students to take a computer science course to graduate from high school. This raises the question of how to ensure that students in lower grades meet these standards and who is responsible for teaching them. School libraries can play a crucial role in meeting these standards, providing a supportive environment to introduce and reinforce computer science education. It is important to note that in many states, the responsibility of teaching computer science is not the exclusive domain of one group or type of teachers. It is a shared responsibility between all teachers and librarians to incorporate computer science and digital fluency into their teaching practices.
As previously mentioned, the school library fosters adaptable and creative minds while ensuring equitable learning for all students in the school building. Computer science is a natural extension of this learning and equity work. At the elementary level, most libraries have a fixed schedule, which means they are usually part of a special class rotation. The fixed schedule allows the school librarian to see every student and supplement and support classroom learning. Librarians can introduce digital fluency and computer science in the library through computational thinking, digital citizenship, and basic coding.
Teaching Computer Science with Trade Books
Authors design trade books for general reading and enjoyment. They are not textbooks. However, classroom teachers can use them to supplement instruction and enhance learning. Trade books are what makeup school libraries! Using trade books builds background knowledge and vocabulary. “Reading out loud to children is a proven way to develop vocabulary growth and language expansion and plays a causal role in developing both receptive and expressive language capabilities. Reading out loud can also enhance children’s background knowledge of new concepts that may appear in both oral and written language” (Lyon, 2002). Even if the school librarian is not strong in computer science, reading trade books that discuss the subject can help students begin to understand computer science. Reading out loud to students also does not require new and shiny technology. Reading a narrative story can also help to explain abstract computer science topics in a way that students can understand. It is an unplugged activity that any school librarian can do with books from their collection.
When selecting nonfiction or fiction trade books for the school library, the books must reflect and broaden the perspectives of children. Trade books should be “windows, mirrors, and doors” that showcase diverse perspectives engaging in computer science. “Meaningful connecting STEM and literacy learning through purposeful book selection and intentional program design will provide windows and mirrors for children to see the diverse potential in these fields. From there, children can open the ‘sliding glass door’ to engage and envision the future” (Sableski, 2019). Seeing themselves reflected in the books contained in a library fosters a sense of connection and belonging.
Other Ways to Introduce Computer Science in the Library
The options are endless when blending traditional literacy and technology. School librarians can conduct hands-on computer science activities in the library if physical computing equipment is available. These activities can be done at all grade levels, bringing computer science to all in the school.
Book-to-code activities are ones that truly connect reading and computer science. There is a specific process, sequence, or order in computational thinking, just like a story has a sequence. Have students read a story or have one read aloud and then assign a coding project related to retelling the story. An example is having students put sound bites prerecorded on the Dash robot and coding it so the robot retells the story in the correct order. This activity covers the ELA standard of sequencing and the computer science standard of algorithms.
A makerspace in the library supports computer science by letting students explore technology freely. It can ignite interest in topics they did not know they enjoyed and provide access to otherwise unavailable technology. Makerspaces encourage critical thinking and learning through hands-on projects. There are few places left in a school where students can freely explore and learn without teacher interaction, and the makerspace is one of them.
The integration of traditional literacy and technology within the school library opens up a world of possibilities for students. By blending the old and the new, school librarians can cultivate engaging and inclusive learning environments that not only support academic success but also inspire creativity and innovation. As students navigate these enriching spaces, they are better prepared to face the digital future with confidence and curiosity, empowered by the foundational skills provided through thoughtful literacy and computer science education.
Works Cited
Code.org, CSTA, ECEP Alliance (2024). 2024 State of Computer Science Education. Retrieved from https://advocacy.code.org/stateofcs
Lyon, G. Reid. (2002). “Overview of Reading and Literacy Research.” In Patton, S. and Holmes, M., eds. Keys to Literacy. Washington, DC: Council for Basic Education.
Sableski, Mary-Kate. “Stretching STEM: Using Picturebooks to Connect STEM and Literacy.” Children in Libraries, vol. 17, no. 3, Fall 2019, pp 23–26.
Connect with the Author
Connect with author Eileen Anderson at the social channels below, and make sure to register for the 2025 Librarian Convention to catch her session “Artificial Intelligence: A New Literacy in Libraries and Education.”
Instagram/Threads: @Andersontechbrarian
Bluesky: @techbrarian.bsky.social
LinkedIn: www.linkedin.com/in/andersontechbrarian
Website: https://anderson-techbrarian.blogspot.com/
