Makerspaces, libraries and education

In a previous post, I explored this idea that every student deserves a makerspace. In this post, I look at some of the most common myths I see regarding makerspaces. My Maker Story I first heard of

The maker movement is all about making learning meaningful through creating new solutions. Some of you may say to yourself, “My school doesn’t have a makerspace”… Or “I don’t have time to build in maker experiences with my students in our busy schedule.” I am here to share with you that you can design maker experiences while meeting CA CCSS standards in English language arts. During CUE BOLD I shared this lesson idea that bridges the maker movement and students deepening their learning about story structure and plot development. This is a lesson that can be utilized in any grade level.

Throughout my career, I’ve had the good fortune to work in various capacities as a librarian and with all levels of learners, from kindergarten through doctoral students. Presently, I’m a school librarian at North High School in Downers Grove, Ill., where I have the good fortune to be one of three full-time librarians in a school that serves 2,200 students. Additionally, I teach an online course called “Introduction to Libraries and the Information Age” at the College of DuPage in Glen Ellyn, Ill.

Whether or not technology is your favorite part of being a school librarian, there are simple ways to increase your value by connecting with teachers and offering assistance. Use your “librarian reference interview” skills to listen, ask questions, and offer suggestions.

As makerspaces spread and grow, how do we ensure that resources for making are equitably distributed?

The greater Pittsburgh region is home to more than 150 makerspaces, with schools, libraries, and after-school programs that provide area students with maker opportunities.

That has many questioning whether all students will receive the same access and resources. Equitable access and diversity—along many different lines—have come to the forefront of many ongoing discussions within the maker movement.

Blockchain is a hot topic—the buzzword of the year, according to The Guardian. The technology behind Bitcoin and other cryptocurrencies, blockchain promises a new, decentralized way of recording and storing data. Experts are speculating about its potential uses in business, law and education, and San José State University’s School of Information has received a $100,000 grant from the Institute of Museum and Library Services to find out whether blockchain could be useful for libraries.

“I heard about blockchain at a conference about two years ago,” says Sue Alman, the project’s co-principal investigator and a lecturer at San Jose State who teaches a course on emerging technologies. “There was a presentation from the Institute for the Future about using blockchain for credentialing—creating one authenticated source where an individual could store all their credentials. I thought, wouldn’t it be great if a library or information center could use that and people could store their credentials there?”

There’s no “typical” day for a library media specialist. In one school day, we can teach a class about fake news, help one student find the perfect resource for his research project, and guide another toward a “just-right” book series that appeals to her personal interests. For 21st-century media specialists, the idea of the library as a quiet space is out and creating new opportunities for deeper learning with students is in.

Our district, Hillsborough County Public Schools (HCPS) is the eighth-largest school district in the nation. We provide a wealth of educational opportunities for students and families that range from Head Start to adult-education programs within our 227 traditional public and magnet schools. We are a melting pot of urban, rural, and suburban areas. The word “diverse” doesn’t begin to describe our wide array of students and schools. It’s our job to make sure that at every school, every student has equitable access to high-quality reading, learning, and technological resources.

Third graders designed a makerspace for their school. Then they got their budget approved and built it.

Don't think outside the box…Think like there is no box. ~ Unknown

One of the most rewarding experiences in writing my second book, The Kickstart Guide to Making GREAT Makerspaces, was having the honor of being able to highlight and showcase GREAT makerspaces far and wide. In doing that research, I discovered some unconventional spaces that clearly have taken an out of the box approach to planning their makerspaces.

A look at how maker education is assessed—and how assessment is evolving to measure more than just content.

Designing library spaces and services that allow for open-ended dialogue, creative expression, and contemplative inquiry may support students seeking

Making with early elementary students is not only possible, but incredibly rewarding. Alice Baggett describes how the maker mindset has helped her students to own a growth mindset while having fun learning.

Making Culture is the first in-depth examination of K-12 education makerspaces nationwide and was created as part of the ExCITe Center's Learning Innovation initiative. This report reveals the significance of cultural aspects of making (student interests, real world relevance, and community collaboration) that enable learning. The research highlights how makerspaces foster a range of positive student learning outcomes, but also reflect some of the gaps in inclusion common in the STEM (Science, Tech, Engineering, and Math) fields. The report was co-authored by Drexel School of Education researchers Dr. Kareem Edouard, Katelyn Alderfer, Professor Brian Smith and ExCITe Center Director Youngmoo Kim.



Making Culture is the product of a year-long investigation visiting 30 K-12 education makerspaces across 12 metropolitan regions map conducted through in-depth interviews with students, instructors, and leadership alongside observation and study of each space and its programs.

Public library makerspaces also help teens who might be on the fringes of school social groups. “[We] give them a place where they feel like they belong,” Merlin says. “They’re here for the tech—and also here because it’s a safe space.”

In Merlin’s Creativity Lab, teens work together who might not otherwise cross paths at school. They especially feel proud to bring friends and show off what they know. “That thing on the wall?” they say. “I made it.”

Makerspaces like vocational shops and science labs are great additions to schools. They often contain the tools, machinery, and technologies associated with making — 3D printers, laser cutters, vinyl cutters, high tech robotics, vocational tech machinery. These are great for educational institutions and learners that can afford them. Problems occur when administrators, educators, learners, and communities come to believe that maker education is synonymous with these tools and spaces. First, they may be out of budget for schools especially those serving lower income populations. Second, the regular classroom teacher or librarian may be intimidated with these advanced tools and technologies. Finally, in order to prevent maker education in becoming the educational flavor of the month, administrators, educators, and libraries need to not be seduced by these high tech tools. The longevity and sustainability of maker education will depend on making it feasible, approachable, and accessible to the masses of educators.

Microsoft MakeCode brings computer science to life for all students with fun projects, immediate results, and both block and text editors for learners at different levels.

When designing a space, a couple things are clear, while you don’t need a lot of money to start you need a minimum of a clearly defined vision, mission and purpose. Whether you plan to ring in the New Year in a brand new makerspace or undergo a makerspace reboot, here are some tips collected from the STEAM Symposium experts and from the San Diego Maker community to get you going.

In her closing keynote at FabLearn a couple years ago, Leah Buechley turned a critical eye on the maker movement. If you don’t know Buechley’s work, she is arguably one of the maker movement’s central players, founding the former High-Low Tech group at the MIT Media Lab and inventing the LilyPad Arduino, among many other contributions. She is a champion of making, which makes her all the more thoughtful in her critiques. Buechley asks us to consider who gets to make and who is represented in the maker movement. I thought about her keynote a lot this fall as I moved through a range of conferences focused on digital literacies, design thinking, and making.