The Development of Makerspaces in School Libraries

By Angel Sloss

Introduction• In today’s society the implementation of advanced

technology being integrated into school media centers across the nation, always involves school administrators, teachers, librarians and all other various personnel in educator roles.

• Through careful planning, budgeting and advocating through federal agencies, school media centers can gradually reap the benefits of integrated technological advances within the center to support a challenging curriculum aligned with national and state standards.

Makerspaces• Such advances in technology can be used to create

integrated technology learning areas called Makerspaces.

• Makerspaces are DIY spaces where people can gather to create, invent, and learn.

Makers: History• Makerspaces first seem to appear around 2005 as part of

the much popular DIY (Do it yourself) movement.

• DIY (Do it yourself) movement : Spirited with the old view of the industrial revolution, “to make” and recycled into modern enrichment classes; such as, woodshop, computer classes, and art classes.

Makers: Purpose

The purpose of the maker is to create a comfortable environment for users to experiment, create and learn

within a controlled environment.

Makerspaces: Approach

Makerspaces allow students to explore objectives within the curriculum with a “hands on” approach.

Makerspaces & Tools

Often you will see such spaces include 3D printers, which are optional, to produce three dimensional products like

toys and robots; in addition to, tools for welding, building, software for the production of music; as well as, craft and

art supplies.

Makerspaces: Instruction and Creative Freedom

• The making environment is conveniently supported by, “local, state and national standards for creativity, productivity, thinking, learning, contributing and inquiry are met through makerspace activities” (Preddy, 2014, p. 5).

• Not only does is support CORE and STEM, but it also supports AASL Standards for the 21st Century Learner by engaging students to “think”.

Programming & Workshops

Makerspaces in the media center need to support the curriculum by hosting appropriate unit planned

programs & workshops. For example, a Biology unit that involves studying rocks

and minerals .

Examples of Unit WorkshopsStorytelling Unit involving telling stories through fun treats. Geometry Unit involving kite making .

Makerspaces & School Library Goals

• Display effort and participation by asking learners questions and allowing learners to investigate

answers with meaningful facts.

• Demonstrate adaption skills and allow students to adjust their focus and search for a variety of resources to achieve success.

School Library Goals Continued• Develop students into leaders and support self-

confidence when learners present to their peers.

• Allow for critical thinking to produce alternative conclusions.

New Milford High School Case Study

New Milford High School (NMHS) in New Milford, New Jersey’s space was very humble and students engaged in

simple tinkering that was unscripted.

New Milford High School• The librarian on staff accepted the challenge of

reinventing the library to transform it into a vibrant learning facility, and the principal offered full support and professional freedom.

• The transformation of the library space resulted in a thriving learning environment for students.

• Success also came from staff and faculty adopting a “hands off” approach to the makerspace, and transferring ownership over to the student body.

What did we learn? • There’s no limit to the types of workshops one could

create in the makerspace environment to fit curriculum needs.

• The school library media center is a perfect place for makerspaces to exist because it is a place where students come together to collaborate; fostering learning and the, “think, learn and build knowledge” mission of makerspaces.

Looking Back…

Makerspaces are very exciting and can be fun for all of those involved. School Libraries can support national and state standards for education in an innovative way that

includes the integration of high demand technology. Makerspaces allow for the transfer of ownership from

faculty to students; making students responsible for their learning.

ReferencesCanino-Fluitt, A. A. (2014). School Library Makerspaces. Teacher Librarian, 41(5), 21-27.

Fernandez, P. (2014). Through the Looking glass: envisioning new library technologies the possibilities and challenges of 3D Printing. Library Hi Tech News, Vol. 31 Iss: 5.

Gustafson, E. E. (2013). Meeting Needs: Makerspaces and School Libraries. School Library Monthly, 29(8), 35-36.

Kurti, R. S., Kurti, D. D., & Fleming, L. l. (2014). Practical Implementation of an Educational Makerspace. Teacher Librarian, 42(2), 20-24.

Moorefield-Lang, H. (2015). Making, Libraries, and Literacies. Library Media Connection, 33(4), 30-31.

Preddy, L. (2013). School library makerspaces: Grades 6-12.