Evidence to Support Maker Education
“Information doesn’t just travel in one direction as it has so often in the past. It now has much greater potential for multidirectional flow. Seen in this light, it is clear that Maker spaces fit into the core mission of the library, as long as we embrace flows of information that are contained and carried in vehicles other than books,” (Mitchell, 2014, para. 2)
Interdisciplinary Practice
A Makerspace is an evolutionary step in library facilities’ design and programming. It is a destination for thinking, learning, doing, creating, producing, and sharing; a space that takes advantage of multiple learning styles. It is a place to reinvent old ideas with new conceptual frameworks, utilize advancements in thinking and doing, and 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. In this space, which can be physical and/or virtual, the intersection of formal and informal learning can include designing, playing, tinkering, collaborating, inquiring, mentoring, experimenting, problem solving, and inventing, (Loertscher, Preddy & Derry, 2013, p. 48)
Maker Spaces encourage students to pull from their knowledge and skills in all subject areas and to investigate and question across the disciplines to find answers to their problems. This practice closely aligns with ‘real world’ problems where subjects are not silo-ized or self-contained but bleed together and overlap in messy ways.
Innovative/Creative Thinking
Society is changing with the advent of technology. We no longer live in a world where knowledge is the ultimate tool for success; at this point, it is more important for students to have a deep understanding of skills and ways of thinking that can help them employ new technology and ideas in beneficial ways. Increasingly, employers are seeking people who use their original thinking in diverse ways. Dale Dougherty explains how schooling is perhaps failing to provide students with what they need:
The rigid academic system is short-changing all students, even though an elite few seem to do well by academic standards. However, there is increasing skepticism that even those who succeed academically are not the kind of creative, innovative thinkers and doers that we need,” (n.d., p. 1)
The Maker Movement challenges students to problem solve and to think in unconventional ways in collaboration with others. As Loertscher, Preddy & Derry (2013) attest: “makerspaces seem to be popular because they bring out the best in all of us—evidence that we can all contribute. We can contribute to a better world and grow through the creative genius associated with problem solving,” (p. 51).
Self-directed/Personalized Learning
If a school library has a Maker Space it can be “the place where young people can excel at being independent, learning autonomously, and doing unofficial and unassigned learning,” (Loertscher, Preddy & Derry, 2013, p. 51). Maker education is based upon constructivist teaching that is personalized and student directed; the teacher acts as facilitator to a student selected inquiry that develops student knowledge and thinking (Kurti, Kurti & Fleming, 2014, para. 1). Students are not directed to follow a set pattern of instructions; they choose a path and must figure out how to navigate it to reach an end goal, “this kind of transformation, this kind of personal and social change, is what making is about,” (Dougherty, n.d., p. 2). Curriculum in Canada is changing and a focus on personalized learning is evident (see: British Columbia, Alberta). School libraries can be at the forefront of promoting personalized learning by creating and fostering Maker Spaces.
Technology
Technology is an integral part of our world. Many Canadian schools provide limited access to learning about technology and connected applications. A Maker Space could present students with an alternative forum for exploring programming, robotics, game design, and smart phone app development which in turn could cultivate interest in tech based subjects (Peppler & Bender, 2013, p.26). With positive exposure to and experimentation with 3D printers and accessible electronics, a more diverse range of students could potentially develop interest in Science and Emerging Technology careers. “Maker spaces promote learning through play; have the potential to demystify science, math, technology, and engineering; and encourage women and underrepresented minorities to seek careers in those fields,” (Britton, 2012, para, 2).
Community
The Maker Space forum will also provide students who are already experts in certain areas to showcase their knowledge and talents. The collaborative nature of the Maker Movement could potentially aid in creating a broader, stronger sense of community, particularly if outside of school resources are accessed. The school library could become a community centre because “maker activities organically invite cross-generational and cross-cultural participation, ranging from parents with expertise in fixing or modifying cars, to grandparents who sew or crochet, to aunts and uncles who carve at home in a woodshop,” (Peppler & Bender, 2013, p. 27). Also, “Maker culture not only builds a dynamic learning environment and helps to grow community through the library but also allows for unique production of local information,” (Mitchell, 2014, para. 2).
Maker Faires or Days provide opportunities for the wider community to come to the school and make connections with staff and students. When local businesses and maker mentors become invested in the school maker program, students benefit.
Steven Johnson discusses Where Good Ideas Come From
Marc Teusch discusses Makerspaces and The Future of Education