Topic: Makerspace model
Fontichiaro, K. (Dec 1, 2016) Inventing products with design thinking, balancing structure with open-ended thinking. Teacher librarian. Retrieved from :https://web-a-ebscohost-com.libaccess.sjlibrary.org/ehost/pdfviewer/pdfviewer?vid=1&sid=1e171560-7df2-430b-affc-db382986428a%40sdc-v-sessmgr01
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.