The Unspace Case: Developing a Maker Movement in a Multipurpose, Flexible Space, Library Setting

Abstract

This paper presents the ongoing design, development, and implementation of a K-16 maker movement centered around a joint public school/university library whose minimal dedicated space has expanded opportunities for public participation, partnerships, and shared resources. As the library sought to circulate STEM resources for K-9 teachers and students in 2011, University instructors were seeking opportunities for preservice teachers to interact meaningfully with authentic, technology-rich environments. These separate endeavors coalesced over time to form a robust community of various school, university, and public stakeholders focused on mathematics and science learning. Because the space was not bound to a single physical location, proponents were able to leverage various resources, mobile tools, and settings to explore and apply STEM knowledge, construct products, and attract new and returning users. This design case articulates how the maker movement provides curricular programming while maintaining a playful atmosphere that encourages personal exploration regardless of age and ability.

Welcoming Newcomers to Makerspaces

“…Between 2011 and 2018, the authors organized space in a public library housed within a College of Education to double as a multipurpose, flexible-use, makerspace (Kvenild et al 2017;Shepherd et al, 2015Shepherd et al, , 2017. Additionally, the authors leveraged makerspaces on and around campus to gain greater access to STEM resources.…”

Adding Reach and Ownership with Paper Airplane Circuits

“…Projects were disassembled and returned for continued circulation within a few days of check-out. We worried that lack of ownership would reduce enthusiasm and diminish maker mindsets over time as explorations ceased, projects were disassembled, and components returned (Shepherd et al, 2017). Exploration was also limited to the availability and included components of commercial kits.…”

“…After multiple discussions, we began designing activities with basic components readily available online (e.g., CR2032 batteries, aluminum foil, LEDs, transparent tape). These activities were piloted in 9-week electives and after school clubs (see Shepherd et al, 2017 for details on the piloted activities).…”

“…Over several years, a university library jointly housed within a college of education and a K-8 public school (with ~220 pupils admitted on a lottery system) served as a space for students, pre-and in-service teachers, university faculty, and community partners to explore STEM content, provide formal and informal learning experiences, and circulate related resources (Kvenild et al, 2017;Shepherd et al, 2015Shepherd et al, , 2017. Circulation materials included several stand-alone kits (e.g., LEGO, Raspberry Pi computers, and Makey-Makeys).…”