Document Type

Poster

Publication Date

Spring 4-22-2016

Abstract

Spurred by technological advances and the demand for STEM programs in the curriculum and the workplace, schools are actively creating makerspaces furnished with the tools needed to create new knowledge and products through experimentation and hands on learning. “Makerspaces feature low barriers to content access and high ceilings of opportunity and achievement” (West-Puckett). This project provides an overview of the purpose of a library makerspace and why this is this experiential learning is not constructed around a specific curriculum. Student choice without the fear of judgment is what gives birth to inquiry-based passion projects that are relevant and meaningful. Students become active learners developing breadth and depth in learning and retention.

Tangible evidence of “test score gains and better long-term understanding, particularly in STEM subjects” exists. (Martinez and Stager). Research demonstrates that these gains are achieved in a variety of makerspace venues. Makerspaces can be low tech, high tech, or somewhere in-between. The significance is that school library makerspaces provide an active integration of design thinking and free exploration. The goal for all educational institutions is to increase student achievement and engagement. An analysis of research clearly demonstrates the important connection between teacher librarians and student achievement. This project will show that school library makerspaces provide additional opportunities for teacher librarians to help students discover their voice and pursue their passions.

Keywords

makerspace, STEM, inquiry, constructivism, student engagement

Rights

Copyright © 2016 Naomi Yaddof

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URL

https://ir.uiowa.edu/slis_student_pubs/9