The Maker Movement and Learning in School Libraries

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The Maker Movement and Learning in School Libraries
verantwortlich
Kimberly Hirsh
veröffentlicht
2020
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Preprint
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sid-179-col-lissa
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author_facet Kimberly Hirsh
Kimberly Hirsh
author Kimberly Hirsh
spellingShingle Kimberly Hirsh
The Maker Movement and Learning in School Libraries
maker movement
fab labs
makerspaces
learning
Library and Information Science
making
bepress
school libraries
Social and Behavioral Sciences
LIS Scholarship Archive
author_sort kimberly hirsh
spelling Kimberly Hirsh maker movement fab labs makerspaces learning Library and Information Science making bepress school libraries Social and Behavioral Sciences LIS Scholarship Archive http://dx.doi.org/10.31229/OSF.IO/UNGXK http://osf.io/ungxk/ Makerspaces and making activities are proliferating in school libraries. The practitioner literature is replete with books (Preddy, 2013b), blog posts (Hamilton, 2012a, 2012b), conference papers (Houston, 2013), and articles (Buerkett, 2014; Canino-Fluit, 2014; Craddock, 2015; Daley & Child, 2015; Graves, 2014; Houston, 2013; Kurti, Kurti, & Fleming, 2014a, 2014b; Loertscher, 2012, 2014, 2015, 2015; Moorefield-Lang, 2015a, 2015b; Preddy, 2013a; Range & Schmidt, 2014; Thompson, 2014) describing how school librarians can leverage the “Maker Movement” to increase engagement, enhance inquiry-driven learning, and build community in their school libraries. While this abundance of practitioner literature indicates that there is a bottom-up demand for information about how to make the most of school library makerspaces, there is also a top-down push for creating these spaces for learning. This emphasis is evident in President Obama’s Educate to Innovate program (“Educate to Innovate,” n.d.) and its collaboration with the Maker Education Initiative, the Institute of Museum and Library Services Learning Labs in Libraries and Museums program (Association of Science-Technology Centers & Urban Libraries Council, 2014), and the Young Adult Library Services Association’s creation of a Making in the Library Toolkit (Young Adult Library Services Association, 2014). In one survey of youth-oriented makerspaces, 39% of respondents indicated that their makerspaces were located in schools (Peppler, Maltese, Keune, Chang, & Regalla, 2015a). Litts (2015) points out that, while there is both popular demand and institutional support for makerspaces, “Researchers and practitioners are co-opting making as a learning activity without fully understanding the communities and cultures in which [it is] practiced” (p. 54). An emerging body of empirical literature has begun to address this disconnect; this literature review and the proposed study contribute to this body of literature by investigating whether school library makerspaces are rooted in the community and culture of the larger Maker Movement. The Maker Movement and Learning in School Libraries
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title The Maker Movement and Learning in School Libraries
title_unstemmed The Maker Movement and Learning in School Libraries
title_full The Maker Movement and Learning in School Libraries
title_fullStr The Maker Movement and Learning in School Libraries
title_full_unstemmed The Maker Movement and Learning in School Libraries
title_short The Maker Movement and Learning in School Libraries
title_sort the maker movement and learning in school libraries
topic maker movement
fab labs
makerspaces
learning
Library and Information Science
making
bepress
school libraries
Social and Behavioral Sciences
LIS Scholarship Archive
url http://dx.doi.org/10.31229/OSF.IO/UNGXK
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description Makerspaces and making activities are proliferating in school libraries. The practitioner literature is replete with books (Preddy, 2013b), blog posts (Hamilton, 2012a, 2012b), conference papers (Houston, 2013), and articles (Buerkett, 2014; Canino-Fluit, 2014; Craddock, 2015; Daley & Child, 2015; Graves, 2014; Houston, 2013; Kurti, Kurti, & Fleming, 2014a, 2014b; Loertscher, 2012, 2014, 2015, 2015; Moorefield-Lang, 2015a, 2015b; Preddy, 2013a; Range & Schmidt, 2014; Thompson, 2014) describing how school librarians can leverage the “Maker Movement” to increase engagement, enhance inquiry-driven learning, and build community in their school libraries. While this abundance of practitioner literature indicates that there is a bottom-up demand for information about how to make the most of school library makerspaces, there is also a top-down push for creating these spaces for learning. This emphasis is evident in President Obama’s Educate to Innovate program (“Educate to Innovate,” n.d.) and its collaboration with the Maker Education Initiative, the Institute of Museum and Library Services Learning Labs in Libraries and Museums program (Association of Science-Technology Centers & Urban Libraries Council, 2014), and the Young Adult Library Services Association’s creation of a Making in the Library Toolkit (Young Adult Library Services Association, 2014). In one survey of youth-oriented makerspaces, 39% of respondents indicated that their makerspaces were located in schools (Peppler, Maltese, Keune, Chang, & Regalla, 2015a). Litts (2015) points out that, while there is both popular demand and institutional support for makerspaces, “Researchers and practitioners are co-opting making as a learning activity without fully understanding the communities and cultures in which [it is] practiced” (p. 54). An emerging body of empirical literature has begun to address this disconnect; this literature review and the proposed study contribute to this body of literature by investigating whether school library makerspaces are rooted in the community and culture of the larger Maker Movement.
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author Kimberly Hirsh
author_facet Kimberly Hirsh, Kimberly Hirsh
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description Makerspaces and making activities are proliferating in school libraries. The practitioner literature is replete with books (Preddy, 2013b), blog posts (Hamilton, 2012a, 2012b), conference papers (Houston, 2013), and articles (Buerkett, 2014; Canino-Fluit, 2014; Craddock, 2015; Daley & Child, 2015; Graves, 2014; Houston, 2013; Kurti, Kurti, & Fleming, 2014a, 2014b; Loertscher, 2012, 2014, 2015, 2015; Moorefield-Lang, 2015a, 2015b; Preddy, 2013a; Range & Schmidt, 2014; Thompson, 2014) describing how school librarians can leverage the “Maker Movement” to increase engagement, enhance inquiry-driven learning, and build community in their school libraries. While this abundance of practitioner literature indicates that there is a bottom-up demand for information about how to make the most of school library makerspaces, there is also a top-down push for creating these spaces for learning. This emphasis is evident in President Obama’s Educate to Innovate program (“Educate to Innovate,” n.d.) and its collaboration with the Maker Education Initiative, the Institute of Museum and Library Services Learning Labs in Libraries and Museums program (Association of Science-Technology Centers & Urban Libraries Council, 2014), and the Young Adult Library Services Association’s creation of a Making in the Library Toolkit (Young Adult Library Services Association, 2014). In one survey of youth-oriented makerspaces, 39% of respondents indicated that their makerspaces were located in schools (Peppler, Maltese, Keune, Chang, & Regalla, 2015a). Litts (2015) points out that, while there is both popular demand and institutional support for makerspaces, “Researchers and practitioners are co-opting making as a learning activity without fully understanding the communities and cultures in which [it is] practiced” (p. 54). An emerging body of empirical literature has begun to address this disconnect; this literature review and the proposed study contribute to this body of literature by investigating whether school library makerspaces are rooted in the community and culture of the larger Maker Movement.
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spelling Kimberly Hirsh maker movement fab labs makerspaces learning Library and Information Science making bepress school libraries Social and Behavioral Sciences LIS Scholarship Archive http://dx.doi.org/10.31229/OSF.IO/UNGXK http://osf.io/ungxk/ Makerspaces and making activities are proliferating in school libraries. The practitioner literature is replete with books (Preddy, 2013b), blog posts (Hamilton, 2012a, 2012b), conference papers (Houston, 2013), and articles (Buerkett, 2014; Canino-Fluit, 2014; Craddock, 2015; Daley & Child, 2015; Graves, 2014; Houston, 2013; Kurti, Kurti, & Fleming, 2014a, 2014b; Loertscher, 2012, 2014, 2015, 2015; Moorefield-Lang, 2015a, 2015b; Preddy, 2013a; Range & Schmidt, 2014; Thompson, 2014) describing how school librarians can leverage the “Maker Movement” to increase engagement, enhance inquiry-driven learning, and build community in their school libraries. While this abundance of practitioner literature indicates that there is a bottom-up demand for information about how to make the most of school library makerspaces, there is also a top-down push for creating these spaces for learning. This emphasis is evident in President Obama’s Educate to Innovate program (“Educate to Innovate,” n.d.) and its collaboration with the Maker Education Initiative, the Institute of Museum and Library Services Learning Labs in Libraries and Museums program (Association of Science-Technology Centers & Urban Libraries Council, 2014), and the Young Adult Library Services Association’s creation of a Making in the Library Toolkit (Young Adult Library Services Association, 2014). In one survey of youth-oriented makerspaces, 39% of respondents indicated that their makerspaces were located in schools (Peppler, Maltese, Keune, Chang, & Regalla, 2015a). Litts (2015) points out that, while there is both popular demand and institutional support for makerspaces, “Researchers and practitioners are co-opting making as a learning activity without fully understanding the communities and cultures in which [it is] practiced” (p. 54). An emerging body of empirical literature has begun to address this disconnect; this literature review and the proposed study contribute to this body of literature by investigating whether school library makerspaces are rooted in the community and culture of the larger Maker Movement. The Maker Movement and Learning in School Libraries
spellingShingle Kimberly Hirsh, The Maker Movement and Learning in School Libraries, maker movement, fab labs, makerspaces, learning, Library and Information Science, making, bepress, school libraries, Social and Behavioral Sciences, LIS Scholarship Archive
title The Maker Movement and Learning in School Libraries
title_full The Maker Movement and Learning in School Libraries
title_fullStr The Maker Movement and Learning in School Libraries
title_full_unstemmed The Maker Movement and Learning in School Libraries
title_short The Maker Movement and Learning in School Libraries
title_sort the maker movement and learning in school libraries
title_unstemmed The Maker Movement and Learning in School Libraries
topic maker movement, fab labs, makerspaces, learning, Library and Information Science, making, bepress, school libraries, Social and Behavioral Sciences, LIS Scholarship Archive
url http://dx.doi.org/10.31229/OSF.IO/UNGXK, http://osf.io/ungxk/