After hearing from my colleagues about how they might integrate communication and professional skills development into my design challenge, I have rounded out my Linoit board and am ready to issue this as a design challenge!
The new Linoit board includes consideration of who the designers might need to communicate with in order to make their mobile/pop-up Makerspace a reality. As I look at it, I realize I haven’t made it explicit that students must be included in this process as well! How can we design something intended for students to use without including their voice?
Additionally, this design challenge will include a seminar or workshop to help teach how to incorporate the Makerspace into lesson plans. Some teachers may think that a Makerspace is just a play-space, and this session will help them realize how much more it can be.
I’ve included both a screenshot and the link to the board below:
Screenshot of my Linoit board for the Makerspace Design Challenge
McMaster Libraries (2016). “How Library Stuff Works: Scholarly vs. Popular Sources” (video). Accessed July 15, 2021.McMaster University Libraries. https://www.youtube.com/watch?v=Yv-e9ZvsbOAÂ
Cloud Computing
Created by Katrina Crawshaw using Canva.com for Educators
Reference: Tanase, Mihai. (2010). Cloud Computing – How it all works. Accessed July 12, 2021. YouTube:Â https://youtu.be/TTNgV0O_oTg
Privacy
Created by Katrina Crawshaw using Canva.com for Educators
Problem: Teachers have not grown out of the traditional view of the library as a place to retrieve books.
A set of responses from a 7-Question survey to assess how teachers currently view their school library and what changes they might want to see (2021).
Reframe: Teachers with traditional views of the school library are underutilizing the space.
Developing relationships with teachers and administrators in order to reframe their existing understanding of the purpose of the library will help in the process of transforming school libraries into 21st century library learning commons (LLCs). Ample research supports that a LLC has direct correlations to improved student achievement and lifelong learning skills. (CSL, 2020)
Problem: Inflexible library scheduling prevents open access to resources like the Makerspace.
Currently, the library operates on a schedule, with classes rotating in as the TL covers prep times throughout the day. There are very few “open blocks” where students and teachers can informally use the space for pleasure reading, group work, teacher/TL collaboration, events, etc. The positioning of the Makerspace within the library also means that students and teachers are not able to access the materials whenever they need or want them.
Reframe1: Inflexible scheduling prevents open access to library resources.
Changing the library scheduling from fixed to flexible (or “mixed”) has a proven positive effect on student achievement (Haycock, 2002), and may allow the library to become more accessible to the flexible and diverse needs of students, teachers, and classes. By integrating a flexible schedule, the library space can then be used as it is needed. It is important to develop strong relationships with classroom teachers, administrators, and students so that they know to use the library as a research tool, a collaborative space, and a safe zone for self-regulation (Needham, 2003).
Reframe 2: A fixed Makerspace is not always accessible, given library scheduling constraints.
There are certainly advantages to having a permanent Makerspace, especially when library scheduling is flexible and allows students access to the space whenever inspiration strikes. Creating a mobile Makerspace allows teachers to bring the cart to their own space, reduces some accessibility challenges, and can also be a solution in schools with limited library physical space and budget (Craddock, 2015) (YALSA, 2014).
Let’s Focus:
I am going to focus on designing a mobile makerspace, because I think this is a challenge that many schools face. My hope is that the solutions to this challenge can be implemented immediately so that schools can benefit from the skills and processes developed when engaged in the design thinking process.
Design Challenge
Design a mobile, or pop-up, Makerspace that fits your school library budget, facilitates students using the design thinking process, and can be easily carted from one classroom to another. Be sure to include a plan for tracking and replacing materials as they are used, as well as a booking schedule so that teachers can easily reserve the cart as needed.
References:
Craddock, I. L. (2015). Makers on the move: a mobile makerspace at a comprehensive public high school. Library Hi Tech, 33(4), 497–504. https://doi.org/10.1108/LHT-05-2015-0056
Canadian School Libraries (CSL). 2020.  “Leading Learning:  Standards of Practice for School Library Learning Commons in Canada.” Available:  http://llsop.canadianschoollibraries.ca
There is still a long way to go before the libraries I have worked in thus far have dedicated Makerspaces that support transliteracies, collaborative learning, and the design thinking process. After reading pages 3-17 of Making in the Library Toolkit from Young Adult Library Services Association, I have put together a brief list of what my library has and what it would benefit from:
Already in Place
Possibilities for my School Community
DIY & Crafting
A collection of materials for “making” or crafting (cardboard, glue, mark-making, lego)
Using the library space to make things (cardboard robots, paper plate weaving)
Literacy programs
iPads/Chromebooks
Scratch & iMovies
Well-lit & spacious
Sharing photos & examples of student work in the hallways
Making with intent, collaboration, and design thinking
“Robotics, engineering, sewing, coding, carpentry, cooking, electronics, rockets, furniture making, anything that sparks curiosity and engages critical thinking…” (p.4)
“Investigate and construct a hybrid of fine arts, sciences, crafts, industrial technologies, foods, inventions, textiles, hobbies, service learning, digital media, upcycling, STEM/ STEAM, and DIY (do it yourself) and DIT (do it together) concepts.” (p.4)
Well-organized makerspace (or even pop-up/mobile makerspace)
Room reservation for specific groups/use-cases
Modularity
Makerspace sign
Monthly/weekly programming
“Stealth” program (p.9)
Documenting successes for reports
Branding
Since my experience has been brief (since October 2020) and coloured by the COVID-19 Pandemic, I am curious to see how these libraries shift once the current restrictions lift to allow both community engagement and cross-school collaborations.
What I am most excited to explore are community connections and engagement: workshops, storytelling, skills sharing, “open hack nights”, etc. Have you had any success or learning experiences with initiating community engagement in your school library?
Recent Comments