LEAP into Science: A Museum-Library Partnership to Support Science and Literacy
Julia Skolnik & Dale McCreedy
Since 2007, The Franklin Institute and The Free Library of Philadelphia have proudly
collaborated in a partnership funded by the National Science Foundation called LEAP into
Science: A National Museum-Library Partnership. These two community educational
institutions, located across the street from one another in the heart of Philadelphia, make fitting
partners. The Franklin Institute (TFI) has a rich history of engaging the public in new and
exciting science and technology through internationally recognized exhibitions and programs,
lectures and discussions, community outreach initiatives, and partnerships both regionally and
nationally. The Free Library of Philadelphia (Free Library) is one of the most widely used
educational and cultural institutions in Philadelphia, with abundant collections and enrichment
programs happening in their 53 branches throughout the city.
LEAP into Science aims to increase the capacity for science teaching and learning of afterschool
providers who have critical access to children, promote engagement and achievement in science
and literacy for children and families by linking children’s books and science activities, gain an
understanding of the ways in which science and literacy can be connected in order to enhance
learning, as well as learn how museums and libraries can partner together to support science and
literacy learning in the community. This project combines TFI’s expertise in science education
and professional development with the Free Library’s citywide Literacy Enrichment Afterschool
Program (LEAP) and expertise in youth literacy, to develop a replicable and sustainable set of
resources for engaging children and families in STEM content and children’s literature. These
resources are designed to inspire exploration and questioning, providing opportunities for
children and families to think like scientists and investigate scientific phenomena with familiar
materials and relevant children’s fiction and nonfiction books.
Science and Literacy
There is a strong and mutually beneficial connection between learning science process skills and
acquiring literacy skills. Process skills such as observation, communication, prediction, and
classification link the two areas. A student, for example, will develop the skills to predict the
outcome of a story in the same way that she develops the skills to predict what might happen in a
scientific exploration. Drawing conclusions is integral to both science and reading. Likewise,
science and literacy learning emphasize the need to communicate what one has found out.
Scientific exploration provides young learners with concrete experiences upon which they build
language skills by communicating with others about what they have seen, heard, and
discovered.1 These critical thinking skills are essential in both scientific thinking and reading
comprehension, especially for young learners whose language and communication skills are
emerging.
LEAP into Science highlights the role of both fiction and informational texts in engaging children
and families in science learning and explorations. Storybooks and fiction tend to be more heavily
favored over informational texts for reading with young children in classrooms and at home.2 By
exposing children and families to multiple types of literature, they gain familiarity and comfort
with a variety of books, hopefully leading to expanded reading opportunities and improved
science understanding and achievement. LEAP into Science leverages children’s literature as a
significant access point for connecting to science content and inquiry learning for children in
grades K-4, parents, and informal educators.
Science in Afterschool
LEAP into Science also addresses a need for supporting afterschool providers’ capacity to
support STEM engagement and achievement within their communities. Relevant studies
emphasize the importance of out-of-school time for learning about science and technology, and
clearly demonstrate that attitudes about science formed as a child via informal education
experiences are the most salient factor in determining a career choice in science. 3 A recent report
on learning science in informal environments by the National Research Council showed that
these out-of-school time science learning experiences are what trigger children’s enduring
interest in science, and can significantly improve understanding of science in traditionally
underrepresented populations in STEM fields.4
Despite this evidence in support of informal science educational experiences, most afterschool
programs lack the necessary resources for effective science programming, especially in lowincome populations.5,6 Specifically, staff members responsible for facilitating science learning
often have little or no science teaching expertise or experience to support these efforts.7 By
taking advantage of significant and influential adults in children’s lives and identifying strategies
for engaging them in the joys of science exploration, LEAP into Science builds these individuals’
capacity to be competent science learners and facilitators.
LEAP into Science in Philadelphia
In Philadelphia, LEAP into Science has engaged children and families in science and literacy
learning primarily through the Free Library’s afterschool program called LEAP. It is a drop-in
enrichment and homework help program offered free of charge in 52 of the 53 branches citywide,
staffed by adult afterschool leaders (ASLs) with assistance from college student associate leaders
(ALs) as well as high school student teen leadership assistants (TLAs). The LEAP program was
designed to offer children a safe, no-cost place to go after school where there was a structure of
support for school learning and achievement. Children who attend the afterschool program are
under no obligation to attend or even sign in, and there are no expectations related to frequency
of participation. Prior to the addition of science to the LEAP program through this project (hence
LEAP “into Science”), there were weekly programs organized by afterschool staff and teen
volunteers, but science was rarely involved. Instead, arts and cultural programs were most
frequently offered. Although the afterschool program was based in a library, books were rarely
introduced as an integral part of these activities. Together, TFI and the Free Library decided to
begin implementing LEAP into Science by embedding science and books into the existing
weekly workshop program structure.
Over the course of the project, TFI has developed strong inquiry-based science curricular
resources linked to children’s books, and offered professional development for Free Library staff.
These staff generally have limited experience in science and sometimes in education, so LEAP
into Science trainings have been geared toward enabling library staff to feel comfortable with
questioning and scientific exploration, as well as with the books and science activities.
Specifically, the resources developed for LEAP into Science include:
a) Twelve afterschool workshops for children grades K-4, all incorporating inquiry-based
hands-on science activities with one or more relevant children’s books
b) Six family workshops that invite families to participate in partner-based science and
reading activities
c) Science bookmarks and home exploration cards that encourage families to continue science
exploration and reading at home
d) Training workshops and resources for program facilitators
This collection of resources incorporates a variety of science themes, some of which focus more
on the nature of science and science process, while others emphasize science content. Science
process themes include distinguishing evidence from inference, the importance of creativity for
inventions, as well as data collection skills like measurement and classification. Science content
themes include topics that children would encounter in their daily lives such as balance, sound,
wind, light, shadows, magnets, habitats, and water.
In addition, there are several literacy themes that are carried through the program. LEAP into
Science workshops are designed to allow children to relate information extracted from text to
scientific inquiry, activate prior knowledge and integrate it into their explorations, and
collaborate with peers to problem-solve. Books are used in the workshops to read for a purpose
and apply information garnered to support investigation of the topic. The reading activities help
children locate a particular set of facts or relevant information, visualize a set of circumstances,
identify with a character, or make an inference.
From 2007-2009, TFI worked closely with afterschool leaders from three library branches in
Year 1 and then six in Year 2 to begin pilot testing workshops designed for children in these
afterschool settings. Family workshops, intended for all families but with a particular focus on
engaging families of the afterschool participants, were intended to build links between the LEAP
program and home-based science learning. Afterschool staff received 2-3 professional
development trainings per year in new afterschool and family workshops as they were developed.
Upon observations and feedback from these sessions, activities were revised and improved for
optimal engagement of children and families in library contexts.
In 2009-2010, the focus moved to broader implementation of resources in increasingly more
branches throughout the city, engaging both new and returning afterschool leaders and
Philadelphia communities in LEAP into Science programs. While there was high interest and
participation in the program in the afterschool setting, the family audience proved more
challenging to reach. Limited library funds for staff and programs presented obstacles to utilizing
trained LEAP staff to offer science programs during times when families could attend such as
evenings and weekends. To address this challenge, Children’s Librarians were invited to receive
training in facilitating LEAP into Science family programs at their branches beginning in 2010.
This approach continues to receive support here in Philadelphia.
To date, 46 library afterschool leaders, 56 high school and college student library leadership
assistants, and 7 Children’s Librarians in Philadelphia have received science and literacy
professional development through LEAP into Science. Participating library branches vary in
racial and ethnic group representation, and socioeconomic status. These dedicated library staff
have facilitated over 350 programs in 47 branches for nearly 3000 people throughout
Philadelphia.
Impact in Philadelphia
The Institute for Learning Innovation (ILI) is providing comprehensive evaluation and research
services in support of LEAP into Science. Between August 2010 and June 2011, ILI completed
an extensive summative evaluation study of LEAP into Science as implemented in Philadelphia. 8
Preliminary findings based on the program implemented in Philadelphia show impacts on LEAP
staff (ASLs, ALs, and TLAs) and librarians. To assess program impacts for participating ASLs
and ALs, a retrospective questionnaire was administered to all LEAP staff in 2010 – both those
who participated in LEAP into Science and those who did not. Most of the questionnaire sample
was comprised of 42 ASLs (89%) – 5 (11%) were ALs. The amount of time staff had been in the
Free Library’s LEAP program varied – 19% (9) had just joined in the last year, 32% (15) had
been in the program for two or three years, 23% (11) had been in the program for three or four
years, and 26% (12) had been in the program for five years or longer. Across all background
variables, no significant differences were found between LEAP staff who participated in LEAP
into Science and those staff who were not involved in the program.
To assess the impact of LEAP into Science on staff’s science interest, beliefs, and practices,
multiple different scales were used. Two different analyses were conducted. First, ILI
researchers examined the mean ratings of the LEAP into Science participants, comparing ratings
prior and after joining LEAP into Science. Second, ILI researchers examined post-program mean
ratings between the treatment and control groups, or between those LEAP staff who participated
in LEAP into Science and those LEAP staff who did not.
ASLs and ALs who participated in LEAP into Science for at least one year had significantly
higher ratings for general interest in science (see Table 1), leisure interest in science, enjoyment
of science teaching, science teaching efficacy beliefs, and teaching science as inquiry after having
participated in the program. When compared with ASLs and ALs who had not participated in
LEAP into Science, ASLs and ALs who did participate in the program showed significantly
higher ratings for general interest in science, science teaching efficacy beliefs, and teaching
science as inquiry. There was no significant difference between participants and non-participants
for leisure interest in science, and the sample size was problematic for enjoyment of science
teaching.
Table 1. LEAP Staff’s Interest in Science
(scale = 0-4, 0 being strongly disagree, 4 being strongly agree)
* Significant, p<.05
^ Insufficient sample size
To assess whether or not LEAP into Science has influenced the nature of strategies used by staff
in their LEAP program facilitation, two comparisons were conducted (see Table 2).
Retrospective responses from ASLs and ALs who participated in LEAP into Science were
compared for before and after participating in the program, as well as compared with responses
from ASLs and ALs who did not participate in LEAP into Science. Results showed a positive
significant increase from pre- to post-program in strategies including encouraging children to ask
questions, encouraging children to test their assumptions, and using a children’s book to
facilitate science learning. ILI researchers compared ratings between treatment and control
groups, hypothesizing that LEAP into Science staff may be more likely to use these strategies
than staff not involved in the program. There were no differences found between the two groups.
A follow-up study to investigate the extent to which these strategies are actually employed by
participating and non-participating LEAP into Science facilitators could further clarify this
finding.
Table 2. Strategies used by LEAP staff
(scale = 1-7, 1 being never use, and 7 being always use)
* Significant, p<.05
^ Insufficient sample size
National Implementation Pilot Effort
Another central goal of LEAP into Science is to demonstrate how museums, libraries, and other
community organizations across the country can partner together to enhance the capacity of
urban communities to engage children and families in science and literacy. In 2011, LEAP into
Science invited applications from around the country to pilot the resources within a variety of
contexts and partners, including museums, libraries, and/or other community-based organizations
that serve children and families in informal settings. Ten sites with diverse locations, audiences,
and types of partnering institutions were selected. Partnering institutions include 9 libraries, 8
museums, 3 school districts, 2 out-of-school time (OST) providers, 2 universities, a public
television affiliate, a State Department of Education, and a non-profit organization (see Table 3).
Twenty-eight representatives from these expansion site partners attended the LEAP into Science
Expansion Conference in Philadelphia in July 2011, where they received program materials and
professional development to promote children’s science learning, literacy, and achievement at
their sites.
Since July, sites are communicating regularly through monthly conference calls and a coconstructed wiki site. Program flexibility has emerged as one if its most important characteristics,
allowing some unique implementation strategies to emerge. For example, pilot sites have
integrated LEAP into Science resources into museum field trips, parent workshops designed to
fostered home-based science and reading, family workshops during parent-teacher conferences,
and workshops in elementary classrooms designed to support skill development for state testing
in science and literacy.
Evaluation and research efforts of this national expansion are underway to investigate the
sustainability of LEAP into Science in engaging children and families in science and literacy
through the various partnership models represented in this national cohort. Research in the
coming year will focus on two overarching questions related to the expansion process: 1) In what
ways do expansion sites make the program their own, adapting it to fit specific needs and
interests in their institution and in their community?; 2) What affordances and constraints
influence the expansion process, and how do those sites address those affordances and
constraints? A case study methodology will be employed in three sites, with data collection
including multiple methods such as observations, semi-structured interviews, and web-based
questionnaires. Using cross-case and within-case analysis techniques, ILI researchers will
provide rigorous and systematic data to answer the key research questions.
Conclusion
Apparent in the initial years of LEAP into Science in Philadelphia was the natural fit between
libraries and museums. Both serve children and families as primary audiences and seek to
promote an educational and engaging cross-generational experience. Through expansion efforts,
however, it is clear that the resources developed for LEAP into Science have applicability to
multiple afterschool contexts and/or additional partners committed to science and literacy
learning. LEAP into Science provides a unique model of uniting institutions with varying areas of
expertise in education in the common purpose of engaging the local community in science and
literacy. By creating new ways of working collaboratively within communities and integrating
resources and knowledge about issues of literacy and science learning, LEAP into Science
achieves two goals. First, it offers professionals from a variety of informal worlds the
opportunity to benefit from the cross-fertilization of knowledge and practice and sustained
collaboration. Secondly, it offers strategies for leveraging the capacity of afterschool educators
and parents to support engagement in reading and STEM activities in their communities.
LEAP into Science National Expansion Partners:
COLORADO, Lafayette
WOW! Children’s Museum
Lafayette Public Library
ILLINOIS, Rockford
Discovery Center Museum
Rockford Public School District #205
NEW JERSEY, Westfield
New Jersey School-Age Care Coalition
New Jersey Department of Education, Office of Student Support Services
NEW MEXICO, Albuquerque
New Mexico Museum of Natural History & Science
Rio Rancho Public Library
Albuquerque/Bernalillo County Libraries
NEW YORK, New York City
Queens Library, Children’s Library Discovery Center
New York Hall of Science
OHIO, Cleveland
Cuyahoga County Public Library
Great Lakes Science Center
Case Western Reserve University, Center for Science & Math Education
OREGON, Portland
Multnomah County Library
Impact NW
Multnomah County Schools Uniting Neighborhoods (SUN) Service System
PENNSYLVANIA, York
Martin Library/York County Library
School District of the City of York
York College, Department of Education
SOUTH CAROLINA, Columbia
EdVenture Children’s Museum
Richland County School District One
UTAH, Salt Lake City
Natural History Museum of Utah
Salt Lake City Public Library
KUED (PBS Affiliate TV Station)
Table 3. Distribution of LEAP into Science Partnerships
Notes
Carolyn P. Casteel & Bess A. Isom, “Reciprocal Processes in Science and Literacy Learning,” The
Reading Teacher 47 (1994): 538-545.
2
Linda J. Caswell & Nell K. Duke, “Non-Narrative as a Catalyst for Literacy Development,” Language
Arts 75 (1998): 108-117.
3
Robert H. Tai, Christine Q. Liu, Adam V. Maltese, & Xitao Fan, “Planning Early for Careers in Science,”
Science 312 (2006): 1143-1144.
4
National Research Council, “Learning Science in Informal Learning Environments: People, Places, and
Pursuits,” The National Academies Press (2009).
5
Bernadette S. Chi, Jason Freeman, & Shirley Lee, “Science in After-School Market Research Study,”
Lawrence Hall of Science, University of California (2008).
6
Harvard Family Research Project, “Demographic Differences in Youth Out-of-School Time
Participation: A Research Summary,” Harvard Graduate School of Education (2007).
7
Jason Freeman, Rena Dorph, & Bernadette Chi, “Strengthening After-School STEM Staff Development,”
Lawrence Hall of Science, University of California Berkeley (2009).
8
Jessica J. Luke, Jeanine E. Ancelet, & Claudia Figueiredo, “LEAP into Science: Year 3 Evaluation
Report,” Institute for Learning Innovation (2010).
1
Julia Skolnik, MSEd is a Project Associate-Curriculum Specialist at The Franklin Institute in
Philadelphia, PA. She can be reached at jskolnik@fi.edu.
Dale McCreedy, PhD is the Director of Gender and Family Learning Programs at The Franklin
Institute in Philadelphia, PA. She can be reached at mccreedy@fi.edu.