Graves, C. (2014). Teen experts guide makerspace makeover. Knowledge Quest, 42(4), 8-13. Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=llf&AN=94845347&site=ehost-live&scope=site
This article describes makerspaces, particularly their benefits. Unlike library programs that are offered at particular times and are thus limited in terms of availability, makerspaces are more accessible, as they are always available (Graves, 2014). Outside the bounds of the school library and its hours of operation, virtual makerspaces can always be accessed by students who possess the necessary technology themselves. Graves (2014) also states that a makerspace is a “nurturing, positive environment” (p. 12). School library makerspaces therefore increase students’ access to technology, provide them with ongoing learning opportunities, and can lower their stress levels, as makerspaces are low-pressure areas where activities are meant to be enjoyable and are not tied to grades.
Not only does the article make a strong case in advocating for the inclusion of makerspaces in libraries, but, significantly (and perhaps unusually), the author also highlights the importance of obtaining student input as to the resources that should be made available in the makerspaces (Graves, 2014). This way, the makerspaces will accurately reflect students’ information needs and wants and better enable them to meet their personal and academic goals.