Making, Makers, and Makerspaces: A Discourse Analysis of Professional Journal Articles and Blog Posts about Makerspaces in Public Libraries

Willett, Rebekah

doi:10.1086/686676

Cited by 76 publications

(66 citation statements)

References 15 publications

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“…Take, for example, maker or hackerspaces. These community‐led science clubs, based on a German model of open spaces where people gather to adapt, play with or otherwise creatively hack technology and pursue engineering projects, have been criticized as spaces of White, male privilege, open in name only (Fox, Ulgado, & Rosner, ; Willett, ).…”

Section: Examining Equity In Two Out‐of‐school Science Learning Contextsmentioning

confidence: 99%

Social justice and out‐of‐school science learning: Exploring equity in science television, science clubs and maker spaces

Dawson

2017

Science Education

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Section: Examining Equity In Two Out‐of‐school Science Learning Contextsmentioning

confidence: 99%

Social justice and out‐of‐school science learning: Exploring equity in science television, science clubs and maker spaces

Dawson

2017

Science Education

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“…Material selection criteria as project requirement, potential value, financial saving, quality, personal preference and ease of use (Section 3.1.1) have been reported in other studies [108,123]. The common usages of upcycled products (i.e., home DIY, gift-giving, selling) (Section 3.1.1) have been recounted in existing literature on craft and maker movement [124][125][126][127]. The predominant use of home for upcycling (Section 3.1.2) is in line with traditional and contemporary home-based craft [128,129].…”

Section: Discussionmentioning

confidence: 99%

Developing Interventions for Scaling Up UK Upcycling

2019

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Upcycling presents one of many opportunities for reducing consumption of materials and energy. Despite recent growth evidenced by increasing numbers of practitioners and businesses based on upcycling, it remains a niche activity and requires scaling up to realise its potential benefits. This paper investigates UK household upcycling in order to develop interventions for scaling up upcycling in the UK. Mixed methods were used in four stages: (a) Interviews to gain insights into UK upcycling; (b) a survey to discover key factors influencing UK upcycling; (c) intervention development based on the synthesis of interviews and survey; and (d) use of a semi-Delphi technique to evaluate and develop initial interventions. The results showed approaches to upcycling (e.g., wood, metal and fabric as frequently used materials, online platforms as frequently used source of materials), context for upcycling (e.g., predominant use of home for upcycling), factors influencing UK upcycling with key determinants (i.e., intention, attitude and subjective norm), important demographic characteristics considering a target audience for interventions (i.e., 30+ females) and prioritised interventions for scaling up (e.g., TV and inspirational media and community workshops as short-term high priority interventions). The paper further discusses implications of the study in terms of development of theory and practice of upcycling.

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“…Author version. Final version available at: https://doi.org /10.1145/3335055.3335062 Pursuing these goals involves a belief that libraries should be more like kitchens and less like grocery stores [28]; that is, they should be places of creation rather than consumption. In this way, makerspaces contribute to the reorientation of libraries away from a mainly book-centered approach and to attracting new users and collaborators [15,23].…”

Section: Library Makerspacesmentioning

confidence: 99%

Scaffolding of Learning in Library Makerspaces

Einarsson

Hertzum

2019

Proceedings of the FabLearn Europe 2019 Conference

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Makerspaces have spread to libraries in recent years, to promote equitable access to technologies, expand services, and encourage participation and learning. In this paper, scaffolding of learning is studied from the perspective of library makerspace practitioners. On the basis of interviews in six Danish libraries, we analyze formal, non-formal, and informal activities and identify seven ways of scaffolding. Three challenges are discussed: (a) fostering community while ensuring inclusion in informal activities, (b) avoiding to stifle creativity in short-term activities, and (c) finding the role of the library in formal activities. We propose actions to overcome these challenges, such as encouraging scaffolds across formal, non-formal and informal learning activities and addressing the educational role of the library.

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Making, Makers, and Makerspaces: A Discourse Analysis of Professional Journal Articles and Blog Posts about Makerspaces in Public Libraries

Cited by 76 publications

References 15 publications

Social justice and out‐of‐school science learning: Exploring equity in science television, science clubs and maker spaces

Social justice and out‐of‐school science learning: Exploring equity in science television, science clubs and maker spaces

Developing Interventions for Scaling Up UK Upcycling

Scaffolding of Learning in Library Makerspaces

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