The State of Library Makerspaces

Wang, Fangmin; Wang, Weina; Wilson, Sally; Ahmed, Namir

doi:10.23974/ijol.2016.vol1.1.12

Cited by 29 publications

(15 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In the US and abroad, formal and informal learning spaces are becoming progressively more technology-rich and oriented toward STEM (science, technology, engineering, and mathematics) learning and 21 st century skills development (Bellanca, 2010;Breiner et al, 2012;Burke, 2014;Chang et al, 2015;National Research Council, 2013). As digitally-enriched learning approaches become more prevalent in education, schools are investing more money into dedicated STEM learning spaces and classrooms (Wang et al, 2016). It is urgent to understand the learning benefits of these novel learning spaces and materials.…”

Section: Introductionmentioning

confidence: 99%

Promoting Positive Technological Development in a Kindergarten Makerspace: A Qualitative Case Study

Strawhacker

Bers

2018

European Journal of STEM Education

View full text Add to dashboard Cite

As education communities grow more interested in STEM (science, technology, engineering, and mathematics), schools have integrated more technology and engineering opportunities into their curricula. Makerspaces for all ages have emerged as a way to support STEM learning through creativity, community building, and hands-on learning. However, little research has evaluated the learning that happens in these spaces, especially in young children. One framework that has been used successfully as an evaluative tool in informal and technology-rich learning spaces is Positive Technological Development (PTD). PTD is an educational framework that describes positive behaviors children exhibit while engaging in digital learning experiences. In this exploratory case study, researchers observed children in a makerspace to determine whether the environment (the space and teachers) contributed to children's Positive Technological Development. N = 20 children and teachers from a Kindergarten classroom were observed over 6 hours as they engaged in makerspace activities. The children's activity, teacher's facilitation, and the physical space were evaluated for alignment with the PTD framework. Results reveal that children showed high overall PTD engagement, and that teachers and the space supported children's learning in complementary aspects of PTD. Recommendations for practitioners hoping to design and implement a young children's makerspace are discussed.

show abstract

Section: Introductionmentioning

confidence: 99%

Promoting Positive Technological Development in a Kindergarten Makerspace: A Qualitative Case Study

Strawhacker

Bers

2018

European Journal of STEM Education

View full text Add to dashboard Cite

show abstract

“…Similarly, a high proportion of makerspaces are part of public library systems, meaning they are subject to local government decisions and municipal funding related to that realm. While support and resources can arrive in the form of direct financial contributions, more often it takes the form of in-kind support, including the provision of space in municipal libraries, website hosting or advertising (Davies, 2017;Wang, et al, 2016). As we discuss below, the availability of stable funding has considerable implications for the ability of makerspaces to provide programming, purchase equipment and attract new members.…”

Section: Makerspaces In Canada's Industrial Heartlandmentioning

confidence: 99%

Manufacturing space for inclusive innovation? A study of makerspaces in southern Ontario

2021

View full text Add to dashboard Cite

The popular discourse on making and makerspaces is laden with optimistic narratives suggesting that makerspaces act as key institutions that support more inclusive and sustainable forms of local economic development. Despite their popularity, we know little about how makerspaces actually support entrepreneurship and innovation and even less about how they advance the goals of environmental sustainability and social inclusion, particularly in the Canadian context. In an effort to redress these gaps, this paper uses a unique database of makerspaces, complemented with findings from in-depth case studies, to examine the practices of makerspaces in southern Ontario (Canada). Our study finds that while makerspaces offer access to technologies and basic skills training, we find limited evidence that makerspaces generate the promised economic or social outcomes so often attributed to them. Moreover, we find very limited evidence that makerspaces actively seek to be socially inclusive in their membership and programming or encourage environmentally sustainable practices. In other words, the potential of makerspaces, in their current form, to contribute to more inclusive and sustainable forms of local economic and community development is not yet fully realized.

show abstract

“…We also believe that in thinking of research as a teaching-learning process, with all the documentation and explanations that entails, we may in turn enhance the research itself, improving experimental design and reproducibility. [85][86][87] . We hope to see even more of this intersectional work in coming years, and expect that much of it will arise in libraries.…”

Section: Connections Between Open Approachesmentioning

confidence: 99%

Building capacity through open approaches: Lessons from developing undergraduate electrophysiology practicals

McKiernan

Gómez

2021

F1000Res

View full text Add to dashboard Cite

Background: Electrophysiology has a wide range of biomedical research and clinical applications. As such, education in the theoretical basis and hands-on practice of electrophysiological techniques is essential for biomedical students, including at the undergraduate level. However, offering hands-on learning experiences is particularly difficult in environments with limited resources and infrastructure. Methods: In 2017, we began a project to design and incorporate electrophysiology laboratory practicals into our Biomedical Physics undergraduate curriculum at the Universidad Nacional Autónoma de México. We describe some of the challenges we faced, how we maximized resources to overcome some of these challenges, and in particular, how we used open scholarship approaches to build both educational and research capacity. Results: We succeeded in developing a number of experimental and data analysis practicals in electrophysiology, including electrocardiogram, electromyogram, and electrooculogram techniques. The use of open tools, open platforms, and open licenses was key to the success and broader impact of our project. We share examples of our practicals and explain how we use these activities to strengthen interdisciplinary learning, namely the application of concepts in physics to understanding functions of the human body. Conclusions: Open scholarship provides multiple opportunities for universities to build capacity. Our goal is to provide ideas, materials, and strategies for educators working in similar resource-limited environments.

show abstract

The State of Library Makerspaces

Cited by 29 publications

References 2 publications

Promoting Positive Technological Development in a Kindergarten Makerspace: A Qualitative Case Study

Promoting Positive Technological Development in a Kindergarten Makerspace: A Qualitative Case Study

Manufacturing space for inclusive innovation? A study of makerspaces in southern Ontario

Building capacity through open approaches: Lessons from developing undergraduate electrophysiology practicals

Contact Info

Product

Resources

About