Project Recap

In partnership with rural libraries, this project examined how different forms of support strengthen local STEAM learning ecosystems and expand opportunities for youth in rural communities.

Project Description

Rural communities have unique assets for STEAM learning, including close-knit networks, connections to the natural world, and public libraries that serve as trusted community hubs. At the same time, rural libraries face real challenges: limited staff and resources, and communities where youth may have fewer opportunities to explore STEAM interests compared to urban peers.

From 2020-2024, ILI partnered with rural libraries in a project funded by the National Science Foundation and led by the Space Science Institute’s National Center for Interactive Learning, in collaboration with the American Library Association, Twin Cities Public Television, and the Education Development Center. Participating lLibraries received traveling exhibits, created exploration spaces, and outreach kits, and engaged in professional development to strengthen their capacity to offer STEAM learning.

Through working closely with libraries at different starting points — some launching their first science programs, others expanding established offerings — a key insight emerged: Not all libraries need the same support. We learned to recognize where a library is starting from by looking at how many opportunities exist, how visible and accessible they are, and how strong the community connections are. These factors shape what’s possible and what support will actually help.

For libraries just beginning to offer STEAM programming, impacts were often highly visible. Librarians reported increased confidence, new partnerships emerged, and libraries became recognized as local hubs for STEAM learning. At one, a 9-year-old who loved Legos joined her library’s new robotics team and became a leader, developing an interest in robotics she hadn’t known she had. Meanwhile in lLibraries with more established programs, support often strengthened existing networks and expanded reach, even if the project’s contribution was less distinct from ongoing efforts.

This work demonstrates that rural libraries can play powerful roles in young people’s STEAM learning. However, the nature and visibility of impact vary based on local context. Understanding a community’s starting point clarifies what type of support will be most useful. In some settings, success looks like transformation; in others, it looks like expansion. Both are meaningful when aligned with community needs.