Broadening Participation Through Engagement in the Maker Space Movement

Pines, Edward; Sullivan, Patricia A.; Nogales, Luke

doi:10.18260/p.23634

Cited by 8 publications

(4 citation statements)

References 2 publications

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“…7. An emerging context in which to perform project-based learning is the Maker Space, where typically a variety of materials-such as textiles, cardboard, production tools, and high-end digital fabrication technology (such as 3D printers, sensors, and computerization tools)-provide a place where open-ended projects can be designed, prototyped, and constructed (Halverson and Sheridan 2014;Holman 2015;Pines, Sullivan, and Nogales 2015).…”

Section: Authors In Srimentioning

confidence: 99%

Getting to Work: Unlocking Women's Potential in Sri Lanka's Labor Force

Solotaroff¹,

Joseph²,

Kuriakose³

et al. 2017

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This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. Nothing herein shall constitute or be considered to be a limitation upon or waiver of the privileges and immunities of The World Bank, all of which are specifically reserved.

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Section: Authors In Srimentioning

confidence: 99%

Getting to Work: Unlocking Women's Potential in Sri Lanka's Labor Force

Solotaroff¹,

Joseph²,

Kuriakose³

et al. 2017

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“…Prior studies have focused on different venues including universities [16]- [18], public libraries [19]- [21], community spaces [19], [22]- [28], museums [19], [22], [29] and schools [30]- [39]. Yet, despite the overwhelming discussion of making and makerspaces in library practitioner publications [1]- [9], an empirical study of makerspaces in school libraries has not yet been conducted.…”

Section: Introductionmentioning

confidence: 99%

Makerspaces in Pre-K–12 School Libraries: A Preliminary Empirical Analysis

Mersand¹

2019

Proceedings of the 2019 AERA Annual Meeting

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An increasing number of schools are allocating resources to create and maintain makerspaces in classrooms and libraries. Despite the widespread discussion of the benefits of making and makerspaces in school library publications [1]-[9], empirical research identifying what specific effects making and school library makerspaces have on students, teachers and the school community is scarce. Through the use of survey and secondary data, this study begins to fill this void by examining empirical data to determine the prevalence and characteristics of makerspaces in PK-12 public school libraries in New York State. Findings reveal differences in educator, library and school building characteristics that may contribute to the creation of a school library makerspace.

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“…Edward Pines and colleagues [5] explored the possibilities of "Broadening Participation Through Tngagement in the Maker Space Movement" and shared the lessons they learned in using makerspace activities as a partnering component to traditional engineering curriculum. They contribute an interesting discussion on how to balance the interests of the various stakeholders and students' investment of time in their extracurricular Maker activities.…”

Section: Making In the Classroommentioning

confidence: 99%