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2016, Integration of formal and informal contexts, for a better learning and a better teaching - UNESCO-UNIR ICT & Education Latam Congress 2016 Proceedings
Across disciplines, the practice of education continues to evolve; supporting organizations such as the library are responding by reworking existing and developing new practices. With roots grounded deeply in constructivist learning theory, the emerging practice of makerspaces in libraries is proving an effective step in that evolution. Examples of associated active learning activity at one such library, an early adopter and first mover among academic libraries in adopting and integrating makerspace in libraries, are presented. The product of leveraging technology as catalyst for active learning and engagement within and beyond the physical commons of the library, a blending of formal and informal learning, accented by increased innovation and entrepreneurship across disciplinary and organizational boundaries, appears a natural result.
ICERI2016 Proceedings
The Library in Support of the Next Generation Classroom: Considerations and Lessons Learned2016 •
Over the past decades much has shifted across the landscape of higher education. In the library, print resources are transitioning transitioned to electronic formats and availability, leaving classroom instructors questioning the ongoing relevance of the physical library to the academic mission. This paper explores new and emerging roles of the library in support of the next generation classroom, tracing the evolution of one academic science and engineering library, and sharing lessons learned while transforming an underutilized branch library into a vibrant hub of collaborative and problem-based learning. Within the physical commons of the library, equipped with non-traditional technology such as 3D printers and laser cutters, and staffed with personnel skilled at leveraging that technology in support of active learning and engagement, a depth of learning can occur in parallel with classroom instruction. The adjunct spaces and resources of the library become intertwined with the classroom, augmenting and amplifying the efforts of both. Emergent best practices are identified, along with promising results of early collaborations between the library and the classroom.
Makerspaces in the Early Years: A Literature Review. University of Sheffield: MakEY Project.
Makerspaces in the Early Years: A Literature Review (2017)2017 •
Alicia Blum-Ross, David Hyatt, Sabine Little, George Marusteru, Margrét Elísabet Ólafsdóttir, Fiona Scott, Skulina Hlif Kjartansdottir, Svava Pétursdóttir
This literature review has been produced as part of the following project: Makerspaces in the Early Years: Enhancing Digital Literacy and Creativity (MakEY): http://makeyproject.eu. This project has received funding from the European Union’s Horizon 2020 Research and Innovation Programme under grant agreement No. 734720.
To the uninitiated new and non-traditional library resources, such as those commonly found in a makerspace, can often seem abstract, intimidating, or even unrelated to the library mission. The University of Nevada's DeLaMare Science and Engineering Library set out to engage its on-campus library colleagues to increase awareness and understanding of the new technologies being offered in support of active learning and discovery. The science and engineering library is experimenting with an ongoing series of inreach/outreach workshops that enable other library faculty and staff from across the greater library organization to experience their non-traditional services and resources. A first pop-up maker technology workshop took place in June 2015 and was composed of three sessions including an introduction to 3D printing and modeling, digital design literacies, and lendable technologies. A survey was distributed to attendees for feedback. Anecdotal evidence suggest the event was successful, offering a potentially powerful mechanism for engaging and informing library staff about non-traditional resources and technology.
Based on constructivist philosophy which focuses on enabling learners to generate knowledge through interaction with physical objects, the idea of makerspace was initiated. The main essence of makerspace is to stir creativity, innovations and motivate learners towards designing and inventing. This paper is an exposition on the place of makerspace as a new approach to pedagogical activities. The 21st century is immersed in information and communication technology revolution which has necessitated a new way of learning. New generation of learners are referred to as digital natives who are naturally gravitated towards new innovations. This paper relies on recent scholarly publications to point out intricacies of makerspace, the need for educators to embrace it, the new role for educators and other stakeholders in education and the need to manage this change in the educational system. The paper also points out the challenges that this new wave encounters in areas where adoption has taken place and the benefits of adopting makerspace. Conclusion is however made that change is constant and the idea of makerspace may be the new shift that will totally revolutionize the academic world. It is suggested that Faculty and Management need to encourage studies to evaluate accruable benefits of makerspace.
Focusing on current discussions about public library makerspaces, this article reveals how common themes are being discursively constructed in relation to the future of public libraries, maker cultures, and informal learning. The analysis highlights tensions and questions that emerge through the discursive construction of making, makers, and makerspaces in the field of library and information studies. The article employs discourse analysis to examine professional library journal articles and blog posts published from 2011-2014 which focus on makerspaces in public libraries. The first part of the article reviews literature in relation to the history of ‘maker movements’ and research on informal learning. These areas provide the context for the analysis of makerspace discourse in the second half of the article. The analysis highlights the importance of viewing public library makerspaces as connected with the mission of providing access to resources to meet the needs of diverse communities.
2016 •
This study investigated a Makerspace professional development program, the Makers' Guild, provided to teachers within north Texas over the course of a semester. The research employed a constructionist approach delivered via 2D and 3D technologies during STEM instructional activities within a creative space. Participants reported statistically significant increases in self-reported competence in technology integration, confidence levels toward integrating World Wide Web, Emerging Technologies for Student Learning, Teacher Professional Development, and attitudes toward math, technology, science, and STEM careers.
The purpose of this paper is to discuss the design, implementation, and pilot of a Mobile Makerspace at a private, southeastern liberal arts institution that did not have a campus-wide makerspace. In an effort to give students in a residential hall access to maker tools and technologies and also meet the needs of a campus-wide writing initiative, a team of administrators and staff worked to build and design programing for the “MobileMaker,” a pop-up Mobile Makerspace. The authors explain how the equipment was chosen based on a variety of user skill levels. The technical specifications of the MobileMaker are also detailed, which includes 3D printing and crafting tools, and a variety of electronics. In addition, they explain how a mobile cart was modified to house and secure the equipment so it could be stored in an unsecured area. The team experienced several challenges with the MobileMaker project, including the overall durability of the mobile cart and the lack of a dedicated staff to manage the equipment. The authors conclude that mobility and security were mutually exclusive with the mobile design that was chosen. Greater mobility was sacrificed to achieve greater security via locked doors and compartments that added weight to the cart. While the goal of increased student access to maker tools and technologies was met, the level of access was often limited due to staffing limitations. An unanticipated outcome of the project was the conversations that were generated about the need and demand for a dedicated makerspace open to the entire campus community.
In September of 2014 the Rutgers University Art Library implemented a Lego® playing station to help stimulate creativity and innovation within the libraries. This paper will look at the creation, implementation, and impact of this project. The author will discuss a collaborative project with 100 freshman from the Department of Landscape Architecture who experienced the Lego Playing Station as a means to learn more about the libraries and Information Literacy.
In this article, we introduce the case of a makerspace program that provides a systemwide approach to making rather than a singular face-to-face or online place. This makerspace, called Bubbler, extends across a public library system of a mid-sized Midwestern city (Madison, Wisconsin) and incorporates nine neighborhood libraries and numerous community spaces. Since 2011, Bubbler has come to be known as a physical place, a series of programs, and an approach to working with patrons of all ages. We aim to chronicle the development of Bubbler, describe its core features, provide examples of these features in action, and discuss victories and challenges associated with designing a systemwide makerspace in public libraries. We conclude by asserting that the library now includes making as a core service based on a model of diversity and inclusion that aligns with the basic tenets of public libraries.
THE SCHOOL LIBRARY AS A LEARNING ENVIRONMENT
UPDATED CONFERENCE PROCEEDINGS FOR THE 31ST NSLA ANNUAL CONFERENCE2016 •
Journal for Learning through the Arts
Lakind, A. (2017). Public Libraries as Sites of Collision for Arts Education, the Maker Movement, and Neoliberal Agendas in Education. Journal for Learning through the Arts, 13(1). http://dx.doi.org/10.21977/D913133234 Retrieved from https://escholarship.org/uc/item/84r228xm2017 •
2014 IEEE Frontiers in Education Conference (FIE) Proceedings
Making it together, locally: A making community learning ecology in the Southwest USA2014 •
Bulletin of the Association for Information Science and Technology
3D Printing and Digital Fabrication Technologies in Libraries and Museums: Considerations and Potential Impacts2015 •
2018 •
Reference and User Services Quarterly
Lakind, A., Willett, R., Halverson, E. (2019). "Democratizing the Maker Movement: A Case Study of One Public Library System’s Makerspace Program." Reference and User Services Quarterly, 58 (4): 234-245.2019 •
Researching Invention Education
RESEARCHING INVENTION EDUCATION A White Paper2019 •
Additive Manufacturing
Invited review article: Where and how 3D printing is used in teaching and education2019 •
The NMC Horizon Report > 2014 Higher Education Edition
The NMC Horizon Report > 2014 Higher Education Edition2014 •
Journal of Librarianship and Information Science
Makerspaces and boundary work: the role of librarians as educators in public library makerspacesJournal of Education for Library and Information Science. 56(2)
Competencies for Information Professionals in Learning Labs and Makerspaces.2015 •
The Brookings Institution
Learning to Leapfrog: Innovative Pedagogies to Transform EducationEuropean Journal of STEM Education
Promoting Positive Technological Development in a Kindergarten Makerspace: A Qualitative Case Study2018 •
International Journal of Social and Economic Sciences
Makerspace or Maker(-): Making Culture as an Alternative Society to Mass Consumption2018 •
International Symposium on Academic Makerspaces
Best Practices for Creating and Leading Active-Learning Workshops in Academic MakerspacesGlobal Journal of Arts Education
Makerspaces and scientific creativity level of middle school students