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A step-by-step framework for MLIS students and librarians to design, fund, and evaluate impactful STEM programming for all ages.
Public libraries that only circulate books versus those that run hands-on science workshops serve fundamentally different roles in their communities. The shift toward the latter is accelerating: libraries nationwide now compete for grants, build makerspaces, and partner with organizations like the STAR Library Network to deliver STEM programming that schools and museums cannot replicate at the same scale.
Hastings Public Library in Nebraska illustrates what this looks like in practice. Children's Librarian Alyssa Langholz secured a Spark of Science @ My Library grant in 2026, bringing NASA activity kits and community science events to a small city through the Science Across America initiative.1 Her work shows that STEM programming success depends less on institutional size than on deliberate planning, partnership cultivation, and knowing how to write a competitive grant.
For MLIS students, the practical question is not whether libraries should offer STEM programming but how to build the skills that make it possible. Those interested in specializing in this area can explore online science librarianship degrees as one focused path forward.
STEM programming in libraries refers to structured, hands-on learning experiences that introduce community members to science, technology, engineering, and math concepts outside formal classrooms. These programs can take many forms: coding clubs where teens build apps, makerspaces stocked with 3D printers and robotics kits, family science nights, or take-home experiment kits. The library becomes a free, accessible entry point for science literacy, meeting patrons where they are.
A powerful illustration comes from Hastings Public Library in Nebraska. In 2026, Children's Librarian Alyssa Langholz secured a grant through Spark of Science @ My Library, a partnership between the STAR Library Network and HHMI Tangled Bank Studios.1 This placed Hastings among a select group of libraries nationwide hosting Science Across America events, tied to the nation's 250th anniversary celebration of scientific discovery.
The Hastings programming arc models an effective sequence from hands-on activity to community dialogue. The first event, Operation: Community Science, taught participants how everyday observations contribute to real scientific research. Next, on August 15, 2026, Space Rock Sherlock will use a NASA activity kit to explore geology and astronomy. Finally, Let's Talk Science: A Community Dialogue, scheduled for October 2026, creates space for conversations about science's role in daily life. Langholz captures the philosophy behind all three: "Science is all about asking questions, exploring ideas, and making discoveries."1 That sentiment serves as a mission statement for any library STEM initiative, emphasizing curiosity over correctness.
For current MLIS students, the Hastings example highlights skills that go far beyond storytime. Children's librarians are writing grants, building partnerships with national organizations, and designing curricular sequences that align with community needs. These aren't one-off crafts; they're integrated learning experiences that address gaps in formal STEM education, particularly for underserved populations. Research consistently shows that libraries serve as equity bridges, offering resources and mentorship to youth who may lack school lab access or tech role models, a dynamic explored further in information services to diverse populations. Grant-funded programs like Science Across America demonstrate how proactive librarians can secure external funding and turn a small-town library into a hub of national scientific engagement. For anyone entering the field, developing program design, grant writing, and community partnership skills should be a priority, and STEM programming provides a perfect, high-impact arena to build them. Those interested in specializing further may also want to explore what a science librarian does and available online degrees in that focus area.
Library STEM programming has expanded beyond the single-format workshop model, with institutions now offering virtual, hybrid, and take-home options that reach patrons who cannot attend in-person sessions. Understanding how to match program formats to specific age groups helps MLIS students in youth services design inclusive offerings that serve diverse community needs.
Younger learners benefit from structured, hands-on activities that balance exploration with guided instruction. Charlotte Mecklenburg Library's STEAM 101 program, launched in 2024, delivers virtual STEAM content designed specifically for children, allowing families to participate from home.1 This format works well for busy households and extends programming reach beyond the physical branch.
For in-person settings, science fairs, nature exploration stations, and simple robotics activities remain popular. Take-home kits provide another avenue: Pennsylvania's STEMlab Lending Library uses a borrow-and-deliver model that lets families check out complete experiment kits, bringing hands-on science learning directly into homes without requiring attendance at a scheduled event.2
Teens often prefer project-based formats with more autonomy and social engagement. Charlotte Mecklenburg Library offers Teen Online Programs covering STEM and STEAM topics in virtual environments, meeting teens where they already spend time.1 Their Digital Escape Rooms apply STEM-adjacent problem-solving skills in a game-based format, demonstrating how libraries can attract teen participants through creative approaches.
Coding clubs, maker challenges, and engineering competitions work well for this age group in person. Virtual coding clubs allow teens to collaborate remotely, while hybrid options let participants choose their preferred mode of engagement.
Family-oriented programming encourages intergenerational learning. Teaching Together STEM, a museum-based initiative active in 2024, combines virtual sessions, in-person workshops, and take-home kits in a single hybrid model.3 This approach lets families engage at their own pace and in their preferred setting.
Pennsylvania STEMlab also offers virtual programs for general audiences alongside its lending library, providing statewide access to STEM content regardless of geographic location.2
When designing STEM programming, consider these format options:
Matching format to audience needs improves participation rates and ensures equitable access to STEM learning opportunities across your community.
Launching a STEM program does not require a massive budget or years of planning, but it does require a deliberate sequence of decisions. A realistic timeline from initial concept to your first event is three to six months for a small program. Start with a single pilot event before committing to a recurring series, so you can gather feedback and refine your approach before scaling up.
A 2025 Public Library Association survey found that 68% of libraries offering STEM programming launched their first initiative with fewer than three staff members and no dedicated budget line. This reality shapes every planning decision: successful library STEM programs begin not with aspirational visions of laser cutters and robotics labs, but with systematic assessment of community needs and honest inventory of institutional capacity.
Before selecting activities or writing a single grant application, survey your community to identify gaps rather than duplicate existing efforts. Distribute patron surveys at circulation desks and through email lists, asking families what STEM topics interest them and what barriers (cost, transportation, schedule) prevent participation in existing programs. Request anonymized data from your local school district on STEM achievement gaps by grade level and demographic group; these reports often reveal which student populations lack access to hands-on science and technology enrichment. Map what nearby organizations already provide. If the children's museum runs weekend engineering workshops and the community college hosts a summer coding camp, your library can complement those offerings by focusing on evening programs for working families or take-home kits for rural patrons who cannot travel to centralized venues. This environmental scan prevents redundancy and positions your library as a connector within a broader STEM ecosystem.
Design constraints are not failures; they are planning parameters. A solo children's librarian can sustain a monthly science storytime that integrates picture books about space exploration with simple experiments using household materials, or assemble take-home STEM kits that families check out like books. A library with a teen services team and access to community volunteers can support a weekly coding club using free platforms like Scratch or Code.org, or maintain a makerspace corner with circulating tools and scheduled open-build hours. Staffing honesty also means acknowledging that most libraries cannot hire a dedicated STEM coordinator. Instead, recruit guest facilitators from local colleges, tech employers, and engineering firms. A computer science professor may lead a single workshop on algorithms; a retired chemist may volunteer monthly for hands-on lab demonstrations. These partnerships extend your capacity without adding permanent payroll costs. Library associations for MLIS students can also connect you with peer networks where librarians share facilitator contacts and program templates at no cost.
A compressed timeline forces prioritization and generates early feedback. Month one is for planning and partner outreach: finalize your program concept, identify one external collaborator (a school STEM teacher, a museum educator, a seed library director), and draft a simple budget. Month two covers materials acquisition and promotion: order supplies, create print and digital marketing assets, and schedule the event date. Month three is execution with built-in evaluation: run your first program, distribute feedback forms to participants and caregivers, and schedule a debrief meeting within one week to capture what worked and what requires adjustment before the next cycle. This sprint model produces actionable data faster than multi-year strategic plans, and it allows you to iterate or pivot before investing significant resources in a format that may not resonate with your specific community.
Library STEM programming can launch on almost any budget, from zero-dollar volunteer-powered experiments to institute-funded makerspaces, but the most successful initiatives start with a clear funding strategy that blends grants, community partnerships, and clever resourcefulness.
Nationally, programs like Spark of Science @ My Library, a partnership between the STAR Library Network and HHMI Tangled Bank Studios, provide direct support for hands-on science activities. In 2026, children's librarian Alyssa Langholz at Hastings Public Library used this grant to run events like Operation: Community Science and Space Rock Sherlock, which included free NASA activity kits.1 Application cycles open periodically, so watch the STAR_Net website for announcements.
The IMLS National Leadership Grants for Libraries offer awards ranging from $25,000 to $1,000,000, with no cost share required.2 For the FY2026 cycle, approximately 45 awards totaling $11.5 million were available, with applications due March 13, 2026.3 These grants fund replicable practices, models, or tools that advance library services, making STEM programming a natural fit. Additionally, many state library agencies offer targeted grants. Maryland's state library, for instance, set a May 4, 2026 deadline for its STEM funding cycle,4 signaling that state-level opportunities are abundant and often aligned with local educational priorities.
Friends of the Library groups frequently allocate funds for new initiatives, and they can be powerful allies in underwriting consumable supplies or seed money for larger grants. Local businesses, particularly tech firms, may donate equipment such as 3D printers, robotics kits, or circuit components. In-kind donations of professional time, such as a software engineer volunteering to lead coding clubs, stretch budgets dramatically. Co-sponsorship with schools, museums, and universities can also bring shared resources and expertise, turning a small library program into a community-wide STEM celebration.
How do libraries actually build STEM partnerships that last beyond a single event?
The answer starts with recognizing what libraries already bring to the table: free, neutral space, deep community trust, and an established relationship with families across income levels. Partners bring what libraries often lack, including subject expertise, specialized materials, and funding connections. The Hastings Public Library model illustrates this clearly. Children's Librarian Alyssa Langholz secured a grant through the Spark of Science @ My Library initiative, a partnership between the STAR Library Network and HHMI Tangled Bank Studios, which unlocked NASA activity kits and a structured programming framework that no single rural library could have assembled independently. The result is a multi-event series connected to national scientific communities and a broader celebration of American scientific history.
That kind of leverage is replicable, but it requires a deliberate approach to identifying and cultivating partners.
Begin by identifying three to five organizations in your community whose missions overlap with informal science education. School districts, community colleges, local science museums, nature centers, and regional tech companies are all strong candidates. Rather than proposing a full-year collaboration upfront, pitch a single co-hosted event. A low-stakes pilot lets both parties test compatibility, share the logistical load, and demonstrate value to their respective leadership. If the pilot works, formalize the relationship with a memorandum of understanding that spells out roles, resource contributions, and communication expectations. That document protects both parties and makes future grant applications easier, since many funders want to see documented community partnerships.1
School partnerships deserve particular attention. When library STEM programs are aligned with Next Generation Science Standards, teachers view the library as an extension of classroom learning rather than a competing activity. This framing matters for scheduling, referrals, and buy-in from principals. After-school and summer programs are especially valuable because they fill gaps that school budgets increasingly cannot cover. Frame your pitch to educators around specific standards your program addresses and the populations it serves.
Equity-focused partnerships expand both reach and program quality. Connecting with disability advocacy organizations helps libraries apply universal design principles to STEM activities, ensuring that hands-on programs are accessible regardless of ability. Partnering with multilingual community groups and Title I schools brings in populations that informal science education has historically underserved. information services to diverse populations is a topic covered extensively in MLIS coursework, and the same frameworks apply here: the Pennsylvania Library Association's promising practices for youth services specifically recommend using materials and themes that provide rich representation across races, ethnicities, and family structures.2 Research from the Education Development Center reinforces that libraries are particularly well-positioned to serve diverse and underserved families precisely because access is free and the environment carries no academic pressure.3
Community dialogue is another practical tool.4 Hosting a conversation with community members before designing a program surfaces local priorities and cultural contexts that outside organizations might miss entirely. This step also builds the kind of grassroots investment that sustains programming when grant funding eventually cycles out.
The central tradeoff for MLIS students interested in STEM programming is whether to pursue a generalist degree with broad applicability or to specialize early through electives, certificates, and targeted practicums that may narrow your options but deepen your expertise. Both paths can lead to rewarding careers, but understanding how to identify and access STEM-focused educational opportunities will help you make a decision that aligns with your professional goals.
Start your search by visiting the American Library Association's website, which maintains a comprehensive list of ALA accredited MLIS programs. You can filter by specializations such as youth services, school librarianship, or digital curation, then browse each program's electives or certificate options for STEM-related offerings. Many programs now include coursework in areas like makerspace management, digital literacy instruction, or technology-enhanced programming for youth, though course titles and availability vary considerably.
Explore university program pages directly by searching for terms like "makerspace management," "STEM librarianship," "youth STEM services," or "practicum in libraries." Some programs offer dedicated certificates or concentration tracks that combine coursework in youth development, technology integration, and hands-on programming skills. Others may not have formal STEM tracks but allow students to assemble relevant electives into a coherent focus area.
Before committing to specific courses or programs, check the Bureau of Labor Statistics at BLS.gov for the librarian occupational outlook and the skills employers are seeking. Then review job postings on library association job boards, such as ALA JobLIST, to identify the qualifications and competencies that appear most frequently in positions involving STEM programming, online MLIS youth services, or makerspace coordination. This research helps you tailor your coursework selections to match real hiring needs rather than assumptions about what employers want.
Pay attention to whether job postings mention specific technical skills, grant writing experience, or community partnership development. These details can guide which electives or practicum placements will best prepare you for competitive positions.
Professional associations offer valuable resources for students seeking STEM-focused library education. Contact organizations such as the American Association of School Librarians, the Association for Library Service to Children, or the Young Adult Library Services Association for guidance. These groups often maintain lists of recommended programs, continuing education opportunities, and professional development workshops focused on STEM programming competencies.
Association memberships frequently include access to webinars, conference sessions, and mentorship programs where you can connect with practicing librarians who have built successful STEM programs. These connections can also help you identify practicum sites with strong STEM programming and supervisors who can provide meaningful hands-on training.
Evaluation means collecting evidence that your library's STEM programming is actually changing how participants think, explore, and engage with science. Without a clear framework and consistent data, even the most creative coding club or makerspace risks looking like a nice extra rather than a core service. The good news is that practical, low-cost evaluation tools already exist, and learning to use them is a skill MLIS students can develop well before graduation.
The National Research Council identifies six strands of informal science learning that translate directly into observable library program outcomes:
Mapping each strand to a specific behavior you can watch for during a program turns an abstract framework into a practical checklist.
You do not need expensive software to gather meaningful data. Four tools cover most situations:
Different formats call for different yardsticks:
Library boards and grant funders do not usually speak in learning strands. Translate your findings into language they care about:
When Hastings Public Library in Nebraska secured a 2026 Spark of Science @ My Library grant, a partnership between the STAR Library Network and HHMI Tangled Bank Studios, Children's Librarian Alyssa Langholz built programming around hands-on science events like Operation: Community Science and an upcoming Space Rock Sherlock session using a NASA activity kit.1 Programs backed by national partnerships like these often come with built-in evaluation templates, giving newer librarians a head start on data collection and reporting. Early career librarian advice on grant writing and program assessment can help MLIS graduates navigate these reporting expectations with confidence.
Presenting a concise one-page summary that pairs a few strong numbers with one or two compelling quotes is far more effective than a lengthy report. Stakeholders want to see that the investment produced measurable community benefit, and a well-structured evaluation gives you the proof.
Librarians who develop deep STEM programming expertise can pursue several career paths, each with different earning potential. The figures below reflect approximate 2024 national medians from the Bureau of Labor Statistics for the broader occupational categories, not specifically STEM-focused positions. Librarians who move into postsecondary teaching roles, such as library science faculty, may see higher earning ceilings as they build specialized STEM knowledge.
The Bureau of Labor Statistics projects 2% job growth for librarians and media collections specialists over the 2024 to 2034 decade, which is slower than average. However, librarians who bring STEM programming skills to the table can distinguish themselves in a competitive market. The table below highlights median salaries for this occupation across the highest paying states, based on the most recent federal wage data. Librarians in states with strong public library systems and robust STEM funding tend to earn well above the national median.
| State | Total Employed | 25th Percentile Salary | Median Annual Salary | 75th Percentile Salary | Mean Annual Salary |
|---|---|---|---|---|---|
| Washington | 2,830 | $70,240 | $94,400 | $108,380 | $91,280 |
| District of Columbia | 940 | $76,770 | $93,740 | $107,040 | $94,300 |
| California | 10,030 | $66,560 | $86,590 | $105,520 | $90,960 |
| Maryland | 3,270 | $64,440 | $81,690 | $101,620 | $85,520 |
| Nevada | 650 | $63,970 | $79,710 | $82,700 | $76,480 |
| New Jersey | 3,510 | $62,820 | $79,380 | $99,210 | $81,250 |
| Delaware | 330 | $63,310 | $78,300 | $92,780 | $77,850 |
| Alaska | 330 | $62,600 | $78,280 | $94,710 | $77,090 |
| New York | 11,020 | $61,360 | $77,080 | $96,970 | $82,150 |
| Connecticut | 2,430 | $61,340 | $76,380 | $96,160 | $79,080 |
| Massachusetts | 5,120 | $60,470 | $75,790 | $94,630 | $76,600 |
| Oregon | 1,650 | $58,270 | $75,360 | $89,090 | $73,900 |
| Minnesota | 2,290 | $60,720 | $75,260 | $84,390 | $73,480 |
| Virginia | 4,750 | $59,710 | $74,320 | $83,370 | $73,340 |
| Georgia | 3,450 | $56,530 | $73,500 | $80,990 | $70,900 |
Whether you are an MLIS student exploring career options or a working librarian considering your first science or technology program, these frequently asked questions cover the practical essentials. Each answer is drawn from current grant opportunities, real library initiatives, and best practices in the field as of 2026.
Turn the outline into action by taking three steps now.
STEM programming skills make MLIS graduates more competitive and more impactful. Exploring MLIS alumni career paths can show you the range of roles where these skills are already making a difference. This is where library science is headed.
