Makerspaces

Makerspaces are becoming increasingly popular in K-12 schools. Districts are implementing the spaces, spending much money on initial start-up materials and technology, as well as money on the maintenance and up-keep of the materials and space. As districts look and begin to implement these unique spaces, it is imperative to view the literature available. Very limited literature exists regarding makerspaces. As more literature is added the the filed, the strength for or against makerspaces will be exemplified.

For practitioners, it is important to consider the following when preparing to implement a makerspace:

• Consider the type of makerspace: physical, technological, or combination. A physical makerspace will allow for hands-on creation, but will also require replenishing of materials on nearly a weekly basis. Technological makerspaces allow for digital creations, but can possibly lack a true hands-on experience. A combination makerspace allows for the flow between the physical and digital creation. It will also relieve some stress on physical materials and allow for more global sharing.
• Consider the learning theory for instruction: Will your makerspace instruction be grounded in problem based learning? Constructionism? How would you prefer to approach instruction? No matter the theory as instructional model, provide professional development on the theory to all staff, not just the librarian show ill be running the space.
• Consider professional development needs: Librarians will need professional development on the use of and meaning of the makerspace. All staff should have professional development on the equipment, purpose and instructional model of the space.

For additional information and a guide to the research, see my makerspace research webpage.

What other ideas do you have for successfully implementing makerspaces in the K-12 learning space?  Leave your comment below