The Makerspace Learning Environment

The library makerspace is a promising canvas for active learning through making and taking apart. It’s ideal for differentiating activities and spaces—with some intention and empathetic thinking on the part of the educators at the helm. In planning and implementing these exciting pathways for learning through makerspaces, we would do well to remember the advice of Karla Collins.

In May 2016’s issue of School Library Connection, Dr. Collins offered an apt and memorable comparison between her honed skill of navigating a library space versus the less familiar feeling to her of operating in the setting of a gym. With this frank picture setting up a discussion of designing spaces and instruction to meet diverse needs, she reminded us that students may not feel the same sense of welcome and wonder that we librarians almost instinctively get when stepping into a library. By considering those aspects of an instructional setting that might make some students feel uncertain, unsafe, or less ready to participate, we can take steps to remove barriers to learning. This is critical in a makerspace, where the rules and expectations may be less defined than what students know from other learning environments.

Click to Enlarge +The Makerspace Learning Environment

How might an authentic experience with, say, building a circuit, bring out different strengths or needs than studying a diagram? Perhaps the student adept at comprehending meaning from a text has never played around with wires or batteries, and maybe doesn’t “light up” at the chance to try. I can understand that student—because that’s me! Even in an EdCamp makerspace I visited, where all learning is encouraged, I gravitated toward the art supplies, not the science materials that are often the star attraction of makerspaces. Similar to what Dr. Collins described with a library versus a gym, a barrier of unfamiliarity limited my confidence. I know glue and cardboard and scissors. I don’t know Lego robots.

Even with educators’ best intentions, learning isn’t a given amidst the cool stuff and freedom of the makerspace. Librarians and teachers must consider the nuanced set of demands placed on learners. Look for ways to draw students in or ask students directly when appropriate. Prepare to coach, model, and guide, and try to identify some gateways, those more approachable or familiar experiences to start. For me, the gateway was that table of fabric scraps and yarn, and the suggestion of the facilitator who had set up a few example projects. I fashioned a little nametag for my laptop, and almost immediately started to sense a little confidence and creative energy. Feeling more relaxed than when I entered the room and happy that “I made something!”—I headed for the circuits.

Works Cited

Collins, Karla. “Reaching All Learners in the School Library.” School Library Connection May 2016.