School Libraries, Make or Die?

 School Libraries, Make or Die?

"Activity for kids - Active Ageing Carnival 2010 with Public Libraries" by ArtistIvanChew is licensed under CC BY 2.0

Blog Post by Tina Taggert 

There is a trend of adding makerspaces into school libraries. The question is: Is this merely a fad or is it necessary for school library survival? School librarians traditionally have ben primary collaborators with classroom teachers. However, this has been in decline as we moved toward teaching in our specialties, which has led to teaching in isolation.

Having a basic understanding of what a makerspace is would help in understanding the problems facing library usage and may act as a conduit between libraries and classroom teachers. "Makerspaces take many forms but generally involve a physical space with shared resources to pursue technical projects of personal interest with the support of the maker community "(Oliver, 2016). Other sources define makerspaces as the "new frontier in librarianship, a new step in the evolution of libraries" (Kuon, 2018). According to the American Libraries Association (ALA), a makerspace aligns with the core values of librarian of any type, especially for school libraries.

1. Core Value: the library is a safe space for all students.
2. Core Value: the librarian is a collaborator and instructional partner for all educators.
3. Core Value: School librarians prepare all students for a lifetime of learning. 
4. Core Value: School librarians protect the students right for information.
5. Core value: School librarians advocate for school libraries and personal/intellectual growth.(Martin, 2015)

If one takes into account and considers all learning strategies, clearly makerspaces incorporate Kinesthetic, Aural, Visual and Verbal learning styles.  Layering this with the library core values and being student driven, offers the most comprehensive techniques to accomplish lifelong learning.

The counter argument is that the makerspace is not a necessary piece for a library, as there are teachers integrating this philosophy in the classroom and that it takes away the librarian's time and valuable skills in literacy to have a makerspace. BUT if the librarian has no understanding of what the makerspace philosophy is; how can she/he collaborate with a teacher that is implementing this in their classroom.  Currently libraries are doing this in isolation without collaborating with teachers, which means that they are not attaching it to the bigger assignment/idea. "We hear that the only way libraries and librarians will survive, is if they sign on to Makerspaces! Many librarians are being renamed 'innovation specialists' and their roles have been changed to those of facilitators for digital learning" (Bailey, 2018). Without connection to a larger part of learning should libraries take on the Makerspace ethos?  There is no simple answer to this question, but if one of the core values is to prepare students for a lifetime of learning, then exposer to creating and exploration should be part of the a library.

Are makerspaces a new fad or a tech up-grade?

Mock shop class at ILGWU Local 91, October 21, 1966 by Kheel Center is licensed under CC by 2.0  

Everything old is new again. "Creative education" has been around a long time, since the early 1900's (Kennedy, 2016). But at the inception of creative education, computer/programming technology had not been invented yet.  So what was the original creative education exactly? They were: Shop, art, and home economics- classes that most do not see in their schools today. These former classes and skills have been moved to the vocational schools that specialize in these areas, leaving a void in creative education. Now Science, Technology, Engineering, Arts and Mathematics (STEAM) that are taking their place in our schools, creating opportunities for a maker culture. As more and more technology like 3D printers and robots come down in price, the more they can be found in schools, allowing schools to get back to creative education. The use of these tools should be in the library. Making them centrally available for the student population Students can come to the library during non class periods to use the makerspace materials and new technologies. Teachers can collaborate with librarians to enhance their lessons with the use of maker technologies.

Is it realistic to expect every library to become a makerspace?

A system that does not have a professional librarian often puts a person that has little to no education in the position of running a library. She/He has been set up to be a 'rock and read' librarian. This person takes the students, reads them a story, lets them pick out a book, checks out their books, and sends the students on their way. They shelve books when it is possible, do recess and lunch duty and are paid as an ed tech. Their programs allow the teachers to have a common planning time and provide an extra pair of hands for crowd control. In short, this is an administrative dream.  This is a model that a lot of schools in Maine are moving to. (MASL Survey) In this model, it does not make sense to have a makerspace in the library since the purpose of this model is not to educate but to free up time.

When is it realistic to expect the library to have a makerspace?

"Proposal Writing: Weblogs as Social Machines in Libraries?" by Michael Stephens is licensed under CC BY-NC-SA 2.0

Look at a program with a professional librarian, we can turn to Megan Blakemore, one of the guest speakers for EDT 531. Her strategy of collaboration with teachers enhances the lessons that the students receive. She allows the students to explore and uses the library as a place of learning through inquiry and analysis. Another professional librarian, Julie Williams, started a program in her school by writing a grant for B-bots, creating mats for the bots so that her students in a K-4 school, learned the basics of computational thinking and tech programing skills. The Perloff's came to her school to see how the bots were being used, observed her program and gave her Dot and Dash robots. Julie then added those to her program. She tried to make a case for having an Ed Tech to cover the library so that she could go into more classrooms to co-teach but her district would not do that. The library had to be closed when she went into classrooms. Despite this, her program grew. She taught the students to check out their own books, and classroom teachers would stay with their students in the library to ensure that they found books and had library time. Both are examples of dynamic library programming. This is not an administrative dream, but a kid-centered program with a professional librarian. 

What is the breakdown of having a makerspace in the library?

A makerspace in the library makes the library a destination for thinking, doing and learning, a student driven space, which uses the librarian core values. Makerspaces allow for connections between making and literacy (Blakemore, 2018). A library is a place to learn and explore whether it is through books, web exploration, or makerspace creating. "Libraries are and have always been an intersection of formal and informal learning which can include designing, playing, tinkering, collaboration, inquiring, mentoring, experimenting and problem solving" (Kuon, 2018) A library is always a place where students can take command of their own learning. Becoming a center for creating knowledge is the next step in a growing library. "librarians are not there to judge or give answers but to help facilitate exploration of any subject matter" (Blakemore, 2018).

"Librarian action figure" by Paul L Dineen is licensed under CC BY 2.0

Is a librarian reinventing libraries to make itself viable? 

What's in a name?  

School libraries were once a vital part of the educational fabric of our schools. The librarian was expected to purchase books and resources for the teachers and make sure that those books and resources were well maintained and current. We all remember the SHHHushing librarian stereotype. Librarians changed their title to distance themselves from the stereotype.  We became the Library Media Specialist (LMS), Library Media Information Specialist (LMIS), teacher librarian, or now innovation specialist. It should not matter what we are called, as long as we are considered respected members of the school community.

The core values in being a librarian focus on putting students first and having kid-centered programming. Makerspaces do this in a big way. The current trend in establishing makerspaces in libraries can be just something new in the hands of any person whether or not they have adopted the core values of being a librarian. They could be someone who does not have the training in Library science to understand how the core values apply to makerspaces. Education itself is being reinvented, things like genius hour and STEAM programming are new but they are not new educational practice. Maker education is not new either because there were classes in shop, home ec, different art offerings that gave students an opportunity to learn in a different manner, and let them create.  They would conceive ideas and explore in a true DIY manner. The tools have changed; today they can create with circuits, 3D printers, and robots. They can create with paper, cardboard, duct tape and glue. They can learn to sew and paint, all while connecting with their peers. They can meet at the library for formal and informal learning which should include designing, playing, tinkering, collaborating, inquiring, mentoring, experimenting, and problem solving.

Resources for Creating a Makerspace Library

Young Adult Library Services Association This is a sub organization of American Library Association. Their mission statement: Our mission is to support library staff in alleviating the challenges teens face, and putting all teens-especially those with the greatest needs- on the path to successful and fulfilling lives.

The Daring Librarian:Middle school librarian and blogger, supports library makerspaces. 

Renovated Learning: Independent school librarian 6-12 school in Florida, she is a self professed crafter and has a background in both public and school libraries.

Pinterest: The creation/inspiration of all things imaginable. 

Cornerstone for teachers: National board certified teacher that has created a resource for teachers that want to build a growth mind set.

Book resources (I am a librarian after all)

Big book of makerspace projects: Book full of inexpensive projects for students.

Worlds of Making: Best practices for establishing a Makerspace for you school: Step by step guide for creating and maintaining a makerspace.

Maker Lab Outdoors Projects that focus on the outside and the environment.

Awesome Science Experience for Kids: Experiments that kids can do that will get them excited for science and chemistry. 

Big book of Hacks: DIY projects from Popular Science magazine.

The Makerspace Librarian's sourcebook: Everything libraries need to know about the major topics, tools and technologies relevant to makerspaces today.

References

Bailey, N. (2018, October 9). Maker movements should not endanger school libraries, librarians and reading. Retrieved November 2, 2018, from Nancy Bailey Education Website: https://nancyebailey.com/2018/10/09/maker-movements-should-not-endanger-school-libraries-librarians-and-reading/

Blakemore, M. (2018, March/April). Problem scoping design thinking and close reading. Knowledge Quest, 46(4), 66-69. https://doi.org/2034276536

Ghikas, M. (2014, June 13). American libraries association supports makerspaces in libraries. Retrieved November 11, 2018, from American Libraries Association website: http://www.ala.org/news/press-releases/2014/06/american-library-association-supports-makerspaces-libraries

Kennedy, R. (2016, May 25). Froebel, Montessori and Steiner champions of children. Retrieved November 6, 2018, from Private School Review website: https://www.privateschoolreview.com/blog/froebel-montessori-and-steiner-champions-of-children

Kuon, T. (2018). Makerspaces: Creating motivating, engaging work spaces for you library. In R. Herzberg (Ed.), Makerspaces: Creating motivating, engaging work spaces or your library (pp. 1-113). Bellevue, WA: BER.

Martin, A. M., & Panter, S. L. (2015, March/April). The paradox of our proffession. Knowledge Quest, 43(4), 55-61. https://doi.org/1720060620

Mathewson, T. G. (2017, August 9). The future of many school libraries is anchored to makerspaces. Retrieved November 11, 2018, from EducationDive website: https://www.educationdive.com/news/the-future-of-many-school-libraries-is-anchored-to-makerspaces/445541/

Oliver, K. (2016, February 26). Professional development considerations for makerspace leaders, part one: Addressing "What?" and "Why". Tech Trends, 60(2), 160-166. https://doi.org/10.1007/s528-016-0028-5