Pedagogy of the Makerspace

  1. Quinn, Bonnie
  2. ID
  3. Fleming, L. (2018, May 1,). Pedagogy, Not Passing Trend. School Library Journal, 64, 33.
  • This article discusses the importance of makerspaces being an educational philosophy, not a fad and stresses that they are for open ended exploration for everyone.  To keep makerspaces relevant, they need to be sustainable and require reflection.  The differences between STEM labs and makerspaces are noted. The connection between makerspaces and literature is featured.

Laura Fleming does a great job explaining what makerspaces really can be and convincingly asserts that they are more than a passing trend.  She adequately explains how to keep makerspaces relevant by encouraging readers to constantly refine and grow their programming.  I agree with her assertion that a true makerspace is more than students making 30 of the same project, and that it is possible and even advantageous to bring literature into the makerspace.  Laura Fleming is a great advocate for the makerspace.

Swartzwelder, Cassandra

Topic: Inquiry and Design (ID)

Robinson, C. (2018). A short guide to Genius Hour makerspaces. Science Scope, 41(9), 18-21.Retrieved from: http://web.b.ebscohost.com.libaccess.sjlibrary.org/ehost/pdfviewer/pdfviewer?vid=1&sid=1e3b183f-12b0-4e2c-873e-d02168cce2cd%40sessionmgr103

The article discusses combining genius hour with makerspaces in the classroom. Even though they are two separate terms they are fitting. Robinson (2018) defines genius hour as “a portion of time students can use to work independently on their own projects and passions” (p. 18).  The article goes on to define a makerspace as “a physical location where students have the opportunity to explore their own interests, learn to use new tools and materials, and develop creative projects” (Robinson, 2018, p.18). The combination of the two provides students with a time in which they can work on their own project in a physical location (makerspace). In return this allows the classroom teacher to focus and help students who need individual support.

The author discusses the importance and the impact of combining both genius hour with classroom makerspaces. Robinson argues that connecting the two will help students establish the skills needed for common core standards. This is a concern for many classroom teachers who already have enough on their plate. The article also does a great job of outlining tips for creating your own genius hour makerspace. There is also a list of helpful resources.