“I Am an Engineering Person, I Just Don’t Call It That”: Rural Library Professionals’ Engineering Identities-in-Practice

Abstract

Educators' self-perception as individuals who could engineer influences their motivation and support they provide during engineering learning.This study examines ways to support engineering identity development of library professionals and position them as educators for children's engineering learning.Drawing from the theory of identities-in-practice and the concept of boundary crossing, this study conducts a case study to investigate how rural library professionals developed traces of emerging engineering identity.By examining nine library professionals' engagement over two years in a three-year project to co-design and facilitate an online engineering program for children and their parents, this study contributes to the understanding of how public library professionals perform boundary crossing practices to position themselves as engineering learners and educators.The study further illuminates the potential of public libraries to serve as transformative spaces for engineering engagement and encourages public libraries to redefine library professionals' roles.

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