{"id":33970,"date":"2026-01-13T07:44:55","date_gmt":"2026-01-13T13:44:55","guid":{"rendered":"https:\/\/www.tsl.texas.gov\/ld\/librarydevelopments\/?p=33970"},"modified":"2026-01-13T07:44:55","modified_gmt":"2026-01-13T13:44:55","slug":"robotics-arlington-public-library","status":"publish","type":"post","link":"https:\/\/www.tsl.texas.gov\/ld\/librarydevelopments\/2026\/01\/13\/robotics-arlington-public-library\/","title":{"rendered":"Turning Robotics Programming Into an Immersive Adventure at Arlington Public Library"},"content":{"rendered":"\n

When Marla Boswell talks about robotics at the Arlington Public Library<\/a>, she does not describe it as a class. She describes it as an experience. After more than 25 years working with tweens and teens, Boswell has learned that the most effective learning happens when kids are fully engaged, curious, and having fun.<\/p>\n\n\n\n

Boswell began her career in youth services in 2000 and now works primarily with tweens, teens, and a large homeschool population. Although robotics has become one of her most popular offerings, it was never part of her original plan.<\/p>\n\n\n\n

\u201cI never thought I would be doing robotics,\u201d Boswell said. \u201cBut I\u2019ve really enjoyed it.\u201d<\/p>\n\n\n\n

That enjoyment shows in the way her programs are designed. Rather than relying on lectures or step by step instructions, Boswell builds each robotics session around challenges, games, and friendly competition<\/a> that pull students into the learning process.<\/p>\n\n\n\n

Learning Alongside the Students<\/strong><\/h2>\n\n\n\n

Boswell\u2019s journey into robotics began more than a decade ago when a colleague who taught the program left suddenly. At the time, she was not a librarian yet and had no formal background in robotics. She had only been helping with setup and cleanup. Instead of letting the program fade away, Boswell decided to step in and learn.<\/p>\n\n\n\n

\u201cI didn\u2019t feel capable yet,\u201d she said. \u201cBut I decided I was going to try.\u201d<\/p>\n\n\n\n

She found a weeklong STEM training for educators at Texas Tech University and attended at her own expense. The course was intensive, eight hours a day for a full week, but it gave her the foundation she needed to build something of her own. From there, she created an original robotics curriculum that has evolved over the years.<\/p>\n\n\n

\n
\"Teenage<\/a><\/figure>\n<\/div>\n\n\n

\u201cI kind of made my own curriculum,\u201d Boswell said. \u201cEach session is different depending on how quickly the students learn.\u201d<\/p>\n\n\n\n

Her eight week robotics courses for homeschool students using LEGO Mindstorms EV3 robots introduce concepts gradually, starting with basic movement and building toward sensors, engineering challenges, and problem solving games. Activities range from navigating taped mazes on the floor to Battlebots-style challenges, catapult builds inspired by Angry Birds, and even a robotics version of Twister using color sensors. Math and engineering concepts are embedded throughout, but students experience them through play.<\/p>\n\n\n

\n
\"Two<\/a><\/figure>\n<\/div>\n\n\n

From Practice to Competition<\/strong><\/h2>\n\n\n\n

Recently, Boswell launched a four week competition class for returning students who were already familiar with EV3 robots. The class culminated at an in-house robotics competition that tested both technical skills and teamwork.<\/p>\n\n\n\n

Using a diner themed game mat, students programmed their robots to deliver menu items represented by straws to numbered tables. Teams had two minutes per round to complete tasks, with points deducted for errors such as missed stops or dropped items. Sportsmanship was also scored, reinforcing the importance of collaboration and respect.<\/p>\n\n\n

\n
\"Patrons<\/a><\/figure>\n<\/div>\n\n\n

\u201cWe look at how they work together, not just what the robot does,\u201d Boswell said.<\/p>\n\n\n\n

The competition brought a wide range of emotions. There was excitement, disappointment, and perseverance. One student competed alone when her teammates did not show up, but she stayed the course with encouragement from Boswell and completed the challenge on her own.<\/p>\n\n\n\n

\u201cThat\u2019s part of the learning, too,\u201d Boswell said. \u201cFiguring out how to keep going.\u201d<\/p>\n\n\n\n

Lasting Impact Beyond the Program<\/strong><\/h2>\n\n\n\n

Boswell also leads a Robo Junior program for children ages five to eight, using Ozobots, Spheros, and Dash and Dot robots. While the technology may be older, she says it is still effective for younger learners. Demand for the program is especially high during the summer months.<\/p>\n\n\n\n

Funding for robotics programming has come primarily through grants and donations, including early support from the Gene and Jerry Jones Foundation and more recent contributions from the Friends and Foundation of the Arlington Public Library<\/a>, which made it possible to purchase new Spike Prime robots<\/a>.<\/p>\n\n\n\n

\"Teenaged<\/a><\/figure>\n\n\n\n

<\/p>\n\n\n\n

The impact of the program extends far beyond the library walls. Boswell recalls one former student who went on to major in mechanical engineering and now works with robotic systems in the medical field.<\/p>\n\n\n\n

\u201cA couple of years later, her mom came in and told me,\u201d Boswell said. \u201cThat really stuck with me.\u201d<\/p>\n\n\n\n

For Boswell, robotics programming is about more than technology. It is about creating immersive learning adventures that spark curiosity, build confidence, and show young people what is possible when libraries invest in hands-on experiences.<\/p>\n\n\n\n


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When Marla Boswell talks about robotics at the Arlington Public Library, she does not describe it as a class. She describes it as an experience. After more than 25 years working with tweens and teens, Boswell has learned that the most effective learning happens when kids are fully engaged, curious, and having fun. Boswell began…<\/p>\n","protected":false},"author":66,"featured_media":33555,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_s2mail":"","footnotes":""},"categories":[1010,59,15],"tags":[1254,1203,1043,1044,931,998],"class_list":["post-33970","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-digital-literacy","category-public-libraries","category-technology","tag-arlington-public-library","tag-robotics","tag-steam","tag-stem","tag-technology","tag-texas-public-libraries"],"_links":{"self":[{"href":"https:\/\/www.tsl.texas.gov\/ld\/librarydevelopments\/wp-json\/wp\/v2\/posts\/33970","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.tsl.texas.gov\/ld\/librarydevelopments\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.tsl.texas.gov\/ld\/librarydevelopments\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.tsl.texas.gov\/ld\/librarydevelopments\/wp-json\/wp\/v2\/users\/66"}],"replies":[{"embeddable":true,"href":"https:\/\/www.tsl.texas.gov\/ld\/librarydevelopments\/wp-json\/wp\/v2\/comments?post=33970"}],"version-history":[{"count":4,"href":"https:\/\/www.tsl.texas.gov\/ld\/librarydevelopments\/wp-json\/wp\/v2\/posts\/33970\/revisions"}],"predecessor-version":[{"id":33979,"href":"https:\/\/www.tsl.texas.gov\/ld\/librarydevelopments\/wp-json\/wp\/v2\/posts\/33970\/revisions\/33979"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.tsl.texas.gov\/ld\/librarydevelopments\/wp-json\/wp\/v2\/media\/33555"}],"wp:attachment":[{"href":"https:\/\/www.tsl.texas.gov\/ld\/librarydevelopments\/wp-json\/wp\/v2\/media?parent=33970"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.tsl.texas.gov\/ld\/librarydevelopments\/wp-json\/wp\/v2\/categories?post=33970"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.tsl.texas.gov\/ld\/librarydevelopments\/wp-json\/wp\/v2\/tags?post=33970"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}