Making Making Work!

I am fortunate to have a strong partner in my school’s Instructional Technology Specialist (ITS) and incredible support from my district Educational Technology Specialist.  They provide exceptional support for student and staff technology needs – from hardware to software - and I am able to focus my energies on supporting the curricular and extracurricular literacy needs and interests of my students and teachers in the library (which is good because that work takes alllllllllllll my time).  A side effect of this situation is that the makerspace is not my space but the domain of our ITS.  That said, I am always looking for ways to collaborate with and support the work of my fellow teachers, and my ITS is no exception.

The makerspace is entered from the door on the far left!

Over the summer, we moved into a new school building, which provided us with dedicated space for a makerspace.  Our previous building did not offer space for an easily accessible makerspace, even one on wheels.  Now we have a gorgeous room in the library that is just waiting for maker magic to happen.  And because the dedicated makerspace is physically located adjacent to the library, the potential for collaboration is strong!

In preparation for the move, over the past year, my ITS and I have collaborated on acquiring supplies for the anticipated makerspace.  I have curated a collection of books to support my ITS’s learning goals in the makerspace including books on coding, crafts, and other maker topics.  When visiting a giant annual local consignment sale, I picked up bargain sets of K’Nex and Snap Circuits along with snapping up graphic novels for my readers.  Thanks to our move, I harbored our donated 3D printer in my bedroom closet over the summer to keep it safe.  In addition, I served as Treasurer on the PTO Board and assisted her with managing grant funds and purchasing supplies, so am aware of some of the technology going into the makerspace, like a CriCut machine.

As we explored makerspaces this week, my kneejerk reaction was the thought “the makerspace isn’t MY space, tech isn’t MY thing, and I don’t get to dictate how either are used” as well as “we are in the middle of a pandemic and I am ALREADY overwhelmed without thinking about making!”  BUT, as I read, I was particularly struck by the consistent theme of student agency, which completely ties in with my philosophy on the library as a learning commons. 

“Making is an inquiry-driven social activity" (Canino-Fluit, 2014, p. 21) that is engaged in “on the learner’s terms instead of on the instructor’s terms” (Britton, 2012, para. 7).  Angevine and Weisgrau caution (2015) that makerspaces should focus on student-directed activities that “is personally meaningful and embodies the students’ lived experience” (para. 8).  This theme had me visiting the blogsphere for guidance.

Enter the Renovated Learning blog!  Check out this engaging blog on all things makerspace here:  http://www.renovatedlearning.com/blog/.

Author Diana Rendina is a library media specialist in Tampa, Florida and the author of two books on makerspaces (Rendina, n.d.).  I appreciate her practical approach to makerspaces, and as someone looking to support my ITS in establishing a new space in our new building, I particularly appreciate her post on best practices for student exploration, which you can explore here: http://www.renovatedlearning.com/2019/09/16/open-exploration-part-2/

Since we are at the beginning of establishing our makerspace, I plan to share these helpful best practice ideas about logistics and procedures from Rendina with my ITS:

1. Tools and materials:  Rendina focuses on what best serves student needs.  My ITS and I are already considering this, but it’s good to have the reinforcement.
   
   
2. Storage and organization:  One great thing about a brand spanking new building?  Brand spanking new storage options!  Thankfully, my ITS and I are in good shape on this best practice as well with a range of flexible storage and organization options.
   
   
3. Maker culture:  As I note above, I am a strong supporter of the library as a learning commons and of collaboration.  My ITS is as well, so I think we are on our way with establishing the type of culture that will support our makerspace once it is up and running.
   
   
4. Slightly structured open exploration:  Just as my readings this week argue, Rendina supports as much free exploration for students as possible.  My ITS and I will keep in mind Rendina’s suggestions for passive design challenges and center-style exploration stations as we plan for activities in the makerspace.
   
   
5. Logistics and procedures:  Perhaps my most important take-away from this article is the emphasis on thinking about how things will work on a practical level  Specifically, my ITS and I will consider the implementing the following specific policies for our new makerspace:

a.       When will it be open?

b.       What supervision is required (or not)?

c.       Do students need a pass with a specific stated task?

d.       Can student work be saved and, if so, how? 

I appreciate the head’s up on issues that need to be addressed up front and expectations that need to be set to make sure that all students have an engaging experience in the makerspace.  I also appreciate that Rendina’s post makes this planning task for our new makerspace something manageable and easily understandable!

But if thinking about makerspaces while managing a virtual library experience during a pandemic still makes you, like me, feel a little overwhelmed, then you should also check out these two posts by Rendina:

http://www.renovatedlearning.com/2015/04/02/defining-makerspaces-part-1/

Remember that your makerspace is YOUR makerspace.  It doesn’t have to be high tech or all things trendy and expensive.  It just has to be what serves the needs of your community.  Whew.

And, if it’s REALLY overwhelming:

http://www.renovatedlearning.com/2020/07/27/you-have-permission-to-not-do-all-the-things/

Know that right now, especially, you have permission to NOT do all the things.  Take a breath!  Give yourself space!  Sometimes the only thing to be making is a moment of calm.

Happy making!

 

References

Angevine, C., & Weisgrau, J. (2015, September 24). Situating makerspaces in schools. Hybrid Pedagogy. https://hybridpedagogy.org/situating-makerspaces-in-schools/

Britton, L. (2012, October 1). Making space for creation, not just consumption.  The Digital Shift.  http://www.thedigitalshift.com/2012/10/public-services/the-makings-of-maker-spaces-part-1-space-for-creation-not-just-consumption/

Canino-Fluit, A. A. (2014). School library makerspaces. Teacher Librarian, 41(5), 21-27.

Rendina, D. (n.d.). About Diana. Renovated Learning. http://www.renovatedlearning.com/about-diana/

Rendina, D. (2020, July 27). You have permission to NOT do ALL the things. Renovated Learning.  http://www.renovatedlearning.com/2020/07/27/you-have-permission-to-not-do-all-the-things/

Rendina, D. (2019, September 16). Open exploration in a makerspace: Best practices. Renovated Learning. http://www.renovatedlearning.com/2019/09/16/open-exploration-part-2/

Rendina, D. (2015, April 2). Defining makerspaces: What the research says. Renovated Learning. http://www.renovatedlearning.com/2015/04/02/defining-makerspaces-part-1/