How to Makerspace.

Ward-Sell, Krista

Topic: Makerspace model

Fontichiaro, K. (Dec 1, 2016) Inventing products with design thinking, balancing structure with open-ended thinking. Teacher librarian. Retrieved from :


A good article summarizing the experience of a librarian who needed to institute a framework for makerspace design procedure. She uses the following framework in an iterative fashion. 

Identify a problem,

Research, Observe, Interview, 

Synthesize and focus



Test, Adjust, Test again


Each of the steps include a detailed description of the behaviors the author is encouraging in her students. During the Research, Identify, and interview section, for example, she describes an information inquiry that includes not only traditional research, but observation of the problem in context with users, and interviews with people who actually encounter the problem. 


Not for a scholarly audience, but a casual reader who is unfamiliar with the makerspaces will get a thorough grounding in the topic and a workable model for how to run a makerspace. Fontichiaro writes about her experiences in an engaging way, sharing about how her students were trying to build a bridge and not making any progress. “Building a bridge to nowhere.” My experience with kids working in a makerspace has taught me that the ideal of a self directed space where kids direct their own learning is unworkable without some structure. They do need a framework to explore within to help them focus their ideas. This model serves very well in that capacity.

Makerspaces and Education

Mahajan, Deepti


Rubinstein05/15/2018, K. (n.d.). Making Space for Makerspaces. Retrieved from

This article is written by a teacher in New jersey and talks about how she set up a makerspace and what she learnt about it. She discusses how the maker spaces promote the inquiry and design thinking in the students and is a very inquiry based model of teaching and learning. The article also mentions her observations in the class and her findings from the study. She talks a lot about how this maker movement is encouraging the students to work and learn collaboratively. It also teaches them problem solving and creativity. The makerspaces provide an opportunity to be innovative and creative and working collaboratively.

This was a very informative article as it discusses how the teacher learned new things while developing this maker space for her students. It also gives the readers information about how the maker movement can be helpful in education. The observation checklist gives the educators a good tool to evaluate their learning commons or maker spaces.


Free to Make

Bradley, Rebecca


Dougherty, D. & Conrad, A. (2016) Free to make: How the maker movement is changing our schools, our jobs, and our minds. Berkeley, CA: North Atlantic Books.
Dale Dougherty is the founder and CEO of Maker Media, Inc, which launched a magazine called “Make” in 2005 and Maker Faire in 2006. Since then the Maker Movement has exploded around the world. In this book, Dougherty describes the “Maker Mindset” and who, what, where, and how people are exploring this exciting trend with hundreds of concrete real-life examples. Of particular interest to me is the chapter titled “Making is Caring” in which Dougherty states that the “Maker Movement asks us not only what technology can do but what good people can do as a community to use such tech tools to take care of ourselves and others.”

I found this book to be an excellent historical overview of the Maker Movement and a good starting point for teacher-librarians and librarians who wish to create a Makerspace of their own. It is thorough, easy to read, and highly inspirational.