The Maker Movement and Learning in School Libraries

Bibliographic Details

Title
The Maker Movement and Learning in School Libraries
Authors and Corporations
Kimberly Hirsh
Year of Publication
2020
Type of Resource
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rft.atitle The Maker Movement and Learning in School Libraries
rft.genre article
rft.date 2020-09-16
x.date 2020-09-16T20:38:39Z
abstract 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.
authors Array ( [rft.au] => Kimberly Hirsh )
doi 10.31229/OSF.IO/UNGXK
languages eng
url http://dx.doi.org/10.31229/OSF.IO/UNGXK
http://osf.io/ungxk/
x.subjects making
Social and Behavioral Sciences
school libraries
makerspaces
maker movement
Library and Information Science
learning
fab labs
LIS Scholarship Archive
bepress
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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 making Social and Behavioral Sciences school libraries makerspaces maker movement Library and Information Science learning fab labs LIS Scholarship Archive bepress 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, making, Social and Behavioral Sciences, school libraries, makerspaces, maker movement, Library and Information Science, learning, fab labs, LIS Scholarship Archive, bepress
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
topic making, Social and Behavioral Sciences, school libraries, makerspaces, maker movement, Library and Information Science, learning, fab labs, LIS Scholarship Archive, bepress
url http://dx.doi.org/10.31229/OSF.IO/UNGXK, http://osf.io/ungxk/