Makerspaces in Academic Libraries: Opportunities for Teaching and Learning

Radniecki, Tara; Klenke, Chrissy; Purpur, Erich

doi:10.21125/iceri.2016.1009

Cited by 5 publications

(2 citation statements)

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“…Challenges beyond initial space and staffing requirements in creating and developing an academic library makerspace service, as identified by Lee (2017), included the cost of new technologies and how the space will be governed and shared. A case study from the DeLaMare Science and engineering library at the University of Nevada Reno libraries (Radniecki and Klenke, 2017) showed how the service repurposed existing library instruction models to include teaching on 3D modelling and scanning, design, and intellectual property. However, challenges were found here.…”

Section: Critical Makingmentioning

confidence: 99%

Insights from a cultural-historical HE library makerspace case study on the potential for academic libraries to lead on supporting ethical-making underpinned by ‘Critical Material Literacy’

Curry

2022

Journal of Librarianship and Information Science

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This article explores the tensions and contradictions in the potential success of maker-learning in Higher Education (HE) as supported in academic library makerspaces. Insights are formed from an in-depth, Cultural-Historical Activity Theory framed case study on a well-established North American HE academic library-based makerspace service. Lessons are drawn from the organisational tensions that emerged as challenges in its development. Participants were from the library service, students and academics from different disciplines that make significant use of the library makerspace. The ‘relational agency’ and ‘common knowledge’ of academic librarians in bringing together academic and student perspectives on the utility of maker-learning is found to be key. Maker-learning is observed to be an intertwined embodied/haptic, social/dialogic and rational/critical expansive cross-disciplinary system in a Zone of Proximal Development. Evidence of attempts to address the themes of inclusivity, diversity and sustainability to achieve ethical-maker-learning outcomes are discussed and developed. The article then expands on Ratto’s Critical Maker pedagogy utilised by the case study library service. I conclude with the proposal of a potentially transformative new concept for supporting cross-disciplinary maker-learning systems, ‘Critical Material Literacy’ (CML), whereby technical and material awareness connects with progressive concerns for people and the planet. This new theoretical concept is designed to start proactively addressing the key case study themes, with academic librarians becoming critical agents in creating ethical-maker knowledge hubs.

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Section: Critical Makingmentioning

confidence: 99%

Insights from a cultural-historical HE library makerspace case study on the potential for academic libraries to lead on supporting ethical-making underpinned by ‘Critical Material Literacy’

Curry

2022

Journal of Librarianship and Information Science

View full text Add to dashboard Cite

show abstract

“… Unique learning environments that are motivated by advancing technology, sharing about projects, and remaining centered on making, in all its' form [2];  Spaces that utilize a variety of tools, equipment, and methods focused on resourcefulness, as inspired and attributed to the Maker Movement [3];  A bridge between universities and industry, most notably in Science, Technology, Engineering and Math (STEM) fields [4];  Hackerspaces, hack labs and fab labs, which are open and accessible to a community of people who share tools, machines, and knowledge [4];  Neutral spaces where discovery, innovation, and collaboration become daily occurrences [5]; and  The next generation classroom [6].…”

Section: Defining a Makerspacementioning

confidence: 99%

Board 147: Learning in Academic Makerspaces: Preliminary Case Studies of How Academic Makerspaces Afford Learning for Female Students

Tomko

Nagel

Aleman

et al.

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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is a Ph.D. graduate student in the George W. Woodruff School of Mechanical Engineering at the Georgia Institute of Technology under the guidance of Dr. Julie Linsey. She completed one semester in her graduate studies at James Madison University with Dr. Robert Nagel as her advisor. Her B.S. degree in Mechanical Engineering is from the University of Pittsburgh where she also worked as a Field Telecommunications Intern for three consecutive summers at EQT, a natural gas company headquartered in downtown Pittsburgh, PA. Megan's research interests correspond to identifying ways to teach students how to become better designers and learners through creative and non-traditional means.

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Academic makerspaces as a “design journey”: developing a learning model for how women students tap into their “toolbox of design”

Tomko

Newstetter

Aleman

et al. 2020

AIEDAM

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An academic makerspace, home to tools and people dedicated to facilitating and inspiring a making culture, is characterized by openness, creativity, learning, design, and community. This nontraditional learning environment has found an immense increase in popularity and investment in the last decade. Further, makerspaces have been shown to be highly gendered, privileging men's and masculine understandings of making. The spike in popularity warrants deeper analysis, examining the value of these spaces for women and if learning is occurring in these spaces, specifically at higher education institutions. We implemented a phenomenologically based interviewing process to capture the making experiences of 20 women students, recruited through purposive and snowball sampling. By eliciting the narratives of women students, we captured how making, designing, and creating evolved through gendered experiences in the university makerspace. Each interview was transcribed and resulted in around 868 pages of single-spaced text transcriptions. The data were analyzed through multiple cycles of open and axial coding for common themes and patterns, where makerspaces create a culture of learning, facilitate students’ design journey, and form a laboratory for creativity. These themes forwarded the creation of a learning model that showcases how design and learning interact in the makerspace. This work demonstrates that women students are engaging learning and inspiration; developing confidence and resilience; and learning how to work with others and collaborate.

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Makerspaces in Academic Libraries: Opportunities for Teaching and Learning

Cited by 5 publications

References 0 publications

Insights from a cultural-historical HE library makerspace case study on the potential for academic libraries to lead on supporting ethical-making underpinned by ‘Critical Material Literacy’

Insights from a cultural-historical HE library makerspace case study on the potential for academic libraries to lead on supporting ethical-making underpinned by ‘Critical Material Literacy’

Board 147: Learning in Academic Makerspaces: Preliminary Case Studies of How Academic Makerspaces Afford Learning for Female Students

Academic makerspaces as a “design journey”: developing a learning model for how women students tap into their “toolbox of design”

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