MAKERSPACES IN THE PUBLIC SCHOOL LIBRARY 1

Makerspaces in The Public School Library

Cody J. Johnson

Lamar University

EDLD 5305
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Makerspaces in The Public School Library

Over the course of the past three years, makerspaces have become a topic of importance

in the field of education, making its rise to prominence in the digital strategies strand of The

NMC Horizon Report: 2015 K-12 Edition (Johnson, Adams Becker, Estrada, and Freeman, 2015)

and remaining in the report for two consecutive years thereafter (Adams Becker, Freeman,

Giesinger Hall, Cummins, and Yuhnke 2016; Freeman, Adams Becker, Cummins, Davis, and

Hall Giesinger, 2017). In all three reports, makerspaces were predicted to achieve widespread

adoption in one year or less. Johnson et al. (2015) noted that makerspaces are increasingly being

used by schools as a way of engaging learners at a creative level while developing higher-order

problem solving skills. In an attempt to implement this method of learning, many public school

libraries are in the process of being reshaped to incorporate makerspaces (Freeman et al., 2017).

This review will examine the literature available to define makerspaces and the

characteristics of makerspaces as it relates to the public school culture, goals makerspaces

attempt to achieve, how makerspaces are reshaping the public school library environment, and

the benefits and challenges makerspaces bring to the public school library. This review will

include literature related to makerspaces in typical public school grade levels from the range of

pre-kindergarten through twelfth grade. It is important to note this review will not cover the

various materials and equipment currently being used in makerspaces.

Definition, Characteristics, and Culture of Makerspaces

A clear and uniform definition for what constitutes a makerspace is not currently

available or plausible as each makerspace is unique to its setting or environment (Oliver, 2016).

Despite the various forms a makerspace may take, it typically involves a physical space
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containing shared resources (Oliver, 2016) in which students create and collaborate on projects

within a safe and creative environment (Smay & Walker, 2015), typically utilizing emerging

technologies (Freeman et al., 2017). Hsu, Baldwin, and Ching (2017) suggest the makerspace

environment must include the makers (those who are involved in experimental play), the

makerspace itself (a community of practice for makers featuring a variety of supplies), and

making, (activities focused around working and learning with technology as cited in Dougherty,

2013).

By not having a clear and uniform definition of what constitutes a makerspace, the

characteristics of a makerspace and the culture its environment creates would appear to be of

importance. Fleming (2016) alludes to this when she states, “A makerspace is a metaphor for a

unique learning environment that encourages tinkering, play, and open-ended exploration for

all.” Plemmons (2014) notes, “The makerspace culture embodies this idea of play, curiosity,

imagination, and creation.” It is from this type of attitude towards exploration that forms a

makerspace, despite the location, equipment, and resources available (Daley & Child, 2015).

Goals and Challenges of Makerspaces

While each makerspace may have its own unique goals set forth by the facilitators of the

environment and school administration, there are goals which are common to most, if not all,

makerspaces. Baker & Alexander (2018) state that despite the setup or situations unique to each

environment, makerspaces have the goal of “actively engage students in open-ended exploration

and learning.” Ownership of work created in the makerspace also comes about through this

culture which is established (Kurti R., Kurti D., & Fleming, 2014). Makerspaces also provide a

way to incorporate and engage students in STEM, an interdisciplinary mixture of science,

technology, engineering, and mathematical components (Hsu et al., 2017). This combination

fosters the change some schools are seeking as they try to combine many disciplines within

mixed environments (Freeman et al., 2017). This type of mixed venue is also ideal for

introducing students to complex disciplines such as engineering and recombing disciplines, such

as art, which have been separated or removed completely (Martinez & Stager, 2013; Freeman et

al., 2013). This avenue of learning also shifts the focus from the curriculum to the learner by

drawing upon the natural curiosities of students (Martinez & Stager, 2013).

The incorporation of makerspaces within a traditional environment, such as the library,

will be met with challenges as well. Plemmons (2014) states there are three barriers that can

impede the success of makerspaces within the public school library: time, funding, and the

unknown. Plemmons also goes on to say that while having this creative culture mindset is

important, there comes a point where funds will have to be spent to make this idea a reality.

Kurti et al. (2014) and Freeman et al. (2017) also note that while makerspace ideals are catching

on, there must also be a framework in place to validate that funds being utilized are producing

the desired learning results.

How Makerspaces Reshape the Function of Libraries

Libraries have always had a blended approach as they help students with reading and

research as well as assisting teachers with resources and projects (Smay & Walker, 2015). Smay

and Walker also note with the implementation of makerspaces, yet another bridge to the

curriculum is added. Due to the characteristics of makerspaces and the goals makerspaces

attempt to achieve however, the traditional physical environment of public school libraries as

well as the traditional view and mindset of how libraries operate and function require reshaping.
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Daley and Child (2015) not only suggest the library as the hub of makerspace activity, but also

that it is the ideal location due to the fact it is where information is stored, retrieved, shared, and

explored.

Information, however, is now being consumed differently with the increasing use of

technology and mobile devices rendering the traditional way of consuming information less

appealing to students (Plemmons, 2014). Using technology to replace traditional reading and

research may appear to render the vast amount of literature sitting on shelves in the library

useless. Blakemore (2018) indicates student literature in the library is an advantage, as it is the

ideal source for finding complex, real-world problems presented in a format school age children

can understand and relate to by giving them a springboard to begin the design process.

While reshaping the physical environment and function of the library may have the most

noticeable outward change, reshaping the role of the teacher-librarian may be the most crucial

(Freeman et al., 2017). Citing Todd (2006), Daley and Child (2015) note the role of that the

teacher-librarian is to work and celebrate with teachers and students, not only in the process of

finding information but in utilizing information as well. Plemmons (2014) also stresses the

importance of teacher-librarians staying connected to professional learning networks to stay

apprised of new developments in makerspaces.

Conclusion

As mentioned earlier, makerspace integration into the public school environment

is a relativity new phenomenon. Freeman et al. in 2017 predicted adoption time at one

year or less, placing makerspaces on the cusp of being integrated into the public school

community in some form or fashion soon, despite not having a clear and uniform

definition. On the other hand, the definition of a makerspace is not as important as the

creative culture it provides. This creative culture however, not only depends on the

reshaping of the physical environment, but also the mindset of the teacher-librarian and

the school community. With this shift in thinking also comes a shift in time management,

finances, and procedures to handle the potential unknown factors that may come about

with the high-achieving goals of makerspaces.

References

Adams Becker, S., Freeman, A., Giesinger Hall, C., Cummins, M., and Yuhnke, B.

(2016). NMC/CoSN Horizon Report: 2016 K-12 Edition. Austin, Texas: The New

Media Consortium. Retrieved from https://www.nmc.org/publication/nmc-cosn-

horizon-report-2016-k-12-edition/.

Baker, S. F., & Alexander, B. (2018). A major making undertaking: A new librarian

transforms a middle school library into a makerspace aligned to high school

career endorsements. Knowledge Quest, 46(5), 64–69. Retrieved from

https://knowledgequest.aasl.org/explore-international-school-librarianship-and-

expand-your-global-competence-with-may-june-issue/.

Blakemore, M. (2018). Problem scoping: Design thinking & close reading makerspaces

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Dougherty, D. (2013). The maker mindset. In M. Honey & D. E. Kanter (Eds.), Design,

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Fleming, L. (2016, May 13). Themed Making. Retrieved December 3, 2018, from

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