New York Public Library

ABSTRACT Henryk Arctowski, a renowned scientist and explorer, was among the first individuals to spend a winter in Antarctica. He earned international recognition as an explorer, meteorologist, and a pioneer in climate change research. His wife, Arian Jane, was his closest associate in his scientific work, taking charge of his extensive correspondence, files, and records. She also distinguished herself in charitable work. After residing in Belgium, they moved to the United States, where they lived from 1909 to 1920. During much of this time, Arctowski worked at the New York Public Library. Starting as a cataloger at the Astor Library in 1910, he later became the founding Chief of the Science Division, a position he held from 1911 to 1919. This article explores his contributions to the Library and sheds light on other activities he and his wife pursued during this period.

This qualitative study explores the lived experiences of racialized and immigrant youth in public libraries, focusing on a sense of belonging. The research team conducted 18 observations, two focus groups, surveys (n=79), and interviews (n=17). Findings were then explored with a co-design team of seven racialized youths. Data analysis identified four key themes influencing belonging: accessibility, safety, inclusion (subthemes: familiarity, representation, and acceptance), and agency. Findings reveal that youth value safe, familiar, and inclusive environments where they feel represented and accepted. They also highlight challenges such as limited agency and racial discrimination. Ultimately, the findings emphasize the importance of fostering environments where youth are engaged, empowered, and heard so they can help shape public spaces where they feel truly valued. This paper also offers recommendations for ways public libraries can encourage a sense of belonging for immigrant and racialized youth and directions for future research.

ABSTRACT This article represents the first-ever attempt to create a biographical dictionary of the New York Public Library’s employees and volunteers who contributed their time and expertise to the development, cataloging, description, and service of the Library’s Slavic and East European collections, from their origins at the Astor and Lenox Libraries to the present day.

The computer science education research community has thought deeply about how students learn computational thinking (CT) as it relates to other domains of computer science (CS; e.g. programming) and core content areas (STEM, humanities), but less work has examined the role of CT in pathways to computer science for K-5 teachers. This panel examines the experiences of practitioners - educators, administrators, and curriculum designers--who have both experienced and supported others in incorporating CT in elementary school settings as a pathway to or component of computer science education. All panelists have worked with teachers not previously trained to teach CS and have encountered the many opportunities and difficulties of bringing CS to in-service teachers. They will reflect on the multiple ways educators grapple with CT: as an entry point to computer science, as a way to enrich core disciplines, and as a way to support equitable practice - for example, several of the panelists have experiences leveraging CT and other domains of CS to support the expression and development of emergent bilingual students. The panel will explore ways in which CT and its associated language and strategies for problem solving may provide a particularly helpful onramp to CS generally, including integration with other disciplines and with language about academic skills more generally.

Control and Prevention (CDC)data, more than 30% of US adolescents experienced poor mental health during the COVID-19 pandemic.Although