Table 1
Pilot citizen science kits.
| KIT NAME | CITIZEN SCIENCE PROJECT | TOOLS |
|---|---|---|
| Measuring Light in the Night | Measure light pollution using simple sky observations and light meters. | Light meter |
| Zombee Hunting | Track the spread of parasitic “zombie flies” affecting honeybees. | Fly trap |
| Explore Biodiversity | Document biodiversity through photography and digital submissions on iNaturalist. | Clip on lenses |
| Stream Mapping | Monitor stream location and temperature to assess water flow. | Thermometer |
| Monitor Air Quality | Measure particulate matter and document environmental observations. | AirBeam monitor |
Table 2
Conceptual frameworks mapped onto implementation activities.
| FRAMING | IMPLEMENTATION |
|---|---|
| Spread and access (Coburn 2003) | The initiative expanded from six Arizona libraries (2017–2019) to more than 900 libraries across 49 states (2021–2024). This expansion was facilitated by open-access digital resources, replicable program models, and national partnerships with the American Library Association (ALA), Association for Rural and Small Libraries (ARSL), STAR Net, Night Sky Network, Girl Scouts, and others. However, aligning with Cox et al.’s equity-centered scaling framework, dissemination was intentionally adaptive rather than prescriptive. Toolkits and templates were designed for contextual modification, enabling libraries to localize projects, integrate translated materials, and highlight regionally relevant issues such as pollinator health or water quality. |
| Depth of learning and practice (Knowles et al. 2015) | To cultivate depth, the initiative invested in professional learning experiences grounded in adult learning theory. Activities included self-paced online training modules (“Foundations of Citizen Science” and “Libraries as Community Hubs for Citizen Science”), monthly community-of-practice calls, and a professional development webinar series attended by more than 2,000 participants. These opportunities reflected Knowles’ assumptions that adult learners are motivated by internal goals, learn best through problem-centered approaches, and build understanding through reflection and peer exchange. Webinars, for example, were structured around real challenges (e.g., integrating citizen science into summer reading or managing kit circulation systems) and featured librarian-led case examples to support situated learning. This approach deepened both conceptual understanding and the integration of citizen science into library operations. |
| Shift in ownership and local agency (Coburn 2003; Cox 2024) | A significant evolution from earlier phases reflected Coburn’s shift in ownership. Whereas ASU and SciStarter had previously produced and distributed standardized kits, Phase III transitioned toward library-led kit creation and adaptation. Using SciStarter’s open “kit-building guides,” participating libraries independently sourced materials, selected regionally relevant projects, and collaborated with community partners such as 4-H clubs, Girl Scouts, and local astronomy groups to customize kits to member needs. This shift distributed leadership, cultivated local ownership, and reinforced Cox et al.’s call for shared power in equitable scaling. Libraries became co-designers and implementers rather than recipients—illustrating a maturation of practice from adoption to institutional embedding. |
| Sustainability and systems integration (Coburn 2003) | Sustainability was conceptualized as both institutional and networked. The project embedded citizen science within existing library infrastructures —circulation systems, programming calendars, and statewide networks —ensuring persistence beyond the grant period. Drawing on adult learning literature that links sustained engagement to ongoing reflection and community support, the initiative fostered continuity through the Citizen and Community Science Library Network, which grew to more than 1,200 members across 900 organizations. Peer mentoring, open educational resources, and cross-network partnerships provided the conditions for continuous learning and collective adaptation, key markers of long-term sustainability within Coburn’s framework. |
Figure 1
Theory of Change for Libraries as Community Hubs for Citizen Science.
Table 3
Phases I and II findings.
| METRICS | DETAILS |
|---|---|
| Librarian satisfaction | Phases I and II: 24 librarians (67%) reported being “Satisfied” or “Very satisfied” |
| Total kit circulation | 223 times (2017–2020) across pilot libraries |
| Top 5 most-used kits | 1. iNaturalist—79 loans 2. Zombee Hunting—68 loans 3. Globe at Night—45 loans 4. Air Quality—20 loans 5. Stream Mapping—11 loans |
| Patron self-reported outcomes | Awareness: M = 4.42/5 Interest: M = 4.33/5 Knowledge: M = 4.17/5 Confidence in data collection: M = 3.67/5 Confidence in data interpretation: M = 3.58/5 |
| Repeat borrowing | 92% of patrons indicated they would borrow a kit again |
| Participation demographics | Strong participation among women, a historically underrepresented group in STEM |
| Patron feedback | “I think it’s great. I was really surprised…I was thinking…you get the monitor, you’re going to download the app on your own phone and all that. But it came with the phone, which I thought was a considerable investment…I was really impressed with the quality of the kit.” |
| Librarian feedback | “It’s obvious that professionals were involved in creating materials…I really appreciate the quality.” |
Table 4
Description of library activities by category.
| CATEGORY | DESCRIPTION/EXAMPLES |
|---|---|
| Kit-based and take-home resources |
|
| In-person and programmatic engagement |
|
| Community partnerships and events |
|
| Observations on engagement |
|
| Alignment with library purpose (29 librarians, 2023 Survey) |
|
Table 5
Virtual professional development evaluation findings.
| METRIC | DETAILS |
|---|---|
| Webinar series | 12 webinars (2021–2023) |
| Registrations | 2,185 registrants |
| Overall ratings | 99% were rated “good,” “very good,” or “excellent” (N = 199) |
| Participant familiarity | Beginner-level familiarity ranged from 15% to 63% (N = 199) |
| Confidence gains | 80–100% (N = 199) felt confident discussing citizen science with patrons/community 86–100% (N = 199) could direct patrons to SciStarter resources |
| Skills development | 54–75% (N = 199) increased confidence in building, cataloging, and promoting kits 60–96% (N = 199) reported enhanced skills in planning, hosting, and tailoring programs |
| Interest and engagement | 74–100% (N = 199) reported increased interest in citizen science 68–89% (N = 199) gained knowledge of participation opportunities (e.g., Pollinator Palooza, Boost Your Eclipse Programming) |