By the Book: A Pedagogy of Authentic Learning Experiences for Emerging Makerspace Information Professionals

Abstract

Can LIS curricula dedicated to makerspaces provide an authentic learning experience for future librarians interested in makerspace-adjacent careers? This article presents a case study in which an authentic learning framework is applied to a newly developed LIS graduate-level course on makerspaces. We detail how one class project—entitled “Bibliocircuitry: Old Books, New Ideas”—challenged students to use their newly learned skills to upcycle a hardcover book into a personalized artifact. This article outlines emerging patterns and themes from an analysis of survey responses from 13 of the 15 students in the course. Findings reveal the project readily maps to authentic learning standards, encourages learning, and facilitates reflection (including the negotiation of uncertainty, overcoming debilitating perfectionism, and transformative joy). The study broadens curricular design interventions for LIS educators, highlights the need for deep learning with technologies, and offers an opportunity to narrow the preparation gap between information professionals and the technical and social competencies required in makerspaces. The implications of these findings for the field of LIS pedagogy emphasize the importance of an authentic learning project both to disrupt the absence of LIS maker curricula and to reimagine current one-shot, pressured, makerspace training.

Untitled

“…Makerspaces can have a significant role in transforming society by encouraging sustainable resource use, innovation, and entrepreneurship. They can serve as incubators for solutions to social and environmental issues and Melo & March (2023) highlights the need for deep learning through technology. For example, in Jordan, specific sustainable development activities in makerspaces established as learning spaces significantly contribute to improving higher education, economic development, and laying a solid foundation for the future.…”