Out of the "Pizza Box" Makerspace
School libraries are continuing to grow and change into whatever students need, whether the newest novel, study spaces, meeting places, and creative spaces. No longer is the library a "quiet zone" to check out a book or display finished project, but a place that encourages students to create, discuss, and think outside of the box. Enter the MAKERSPACE!!!!
Not many public school libraries are going to be able to afford the luxury of various types of technology and 3D printers, like Moorefield-Lang describes. No matter what space is selected, many of Moorefield-Lang's points can be applied to "low-tech/low-cost" spaces, which includes planning. This is also supported by Brooke Brown's blog, Teach Outside the Box. introduced so many great ideas. In researching for this week's blog, this amazing site popped up with not only makerspace project ideas, but also organization, scheduling, and management ideas. So You Want to Start a Makerspace?
Britton's article supports the idea that "the beauty of the Maker movement, particularly in the library, is the that this is no set list of equipment or programming required to make the space successful" (Britton, 2012). This idea is supported by Lissa Blake's ISTE presentation. Her idea was not only low-cost, but appeals to two areas of interest: technology integration and arts/video media integration. The ISTE Blog, Pizza Box Green Screens: Set the Stage for Young Storytellers.
This maker's space involves (or can involve) pre-reading, set design, screenwriting/editing, art, music/soundtrack creation/editing, video production/editing, and post production steps. Through all of this, collaboration is at the heart of the project, but can also be individualized as needed. Ms. Blake's budget included donated pizza boxes, Starbucks green straws, green paint, green gloves, and other art supplies. Sylvia's Super Awesome Mini Maker Show also introduces paper craft, which could be used to integrate into the makerspace, but also to guide the makerspace. Students that are familiar with the space, either through training from the teacher librarian or an area of interest for themselves, can produce instructional videos to be watched before students begin a new makerspace activity.
Makerspaces can be as simplistic or difficult as the facilitator determines from a coloring space to welding. The goal is to get students imagining. The Pizza Box Green Screen can be adapted for a wide range of ages, as well as differing interest areas. Elementary students can recreate a scene from a book or present an original production. This space allows for learning to be fun and engaging for students of different ages and abilities. As Britton stated, "creating playful information-based spaces allows the learners to explore and engage with content on the learner's terms instead of on the instructor's terms" (Britton, 2012). Whatever the production, don't be scared off by thinking that only great spaces require high cost: Free & Cheap Makerspace Supplies. Low-tech/low-cost doesn't mean low-engagement.
Other Makerspace Guides and Resources:
The Importance of Giving Makerspaces - Makerspace: A Place for People Like Me
Resources
Britton, L.
(2012, October 1). The makings of maker spaces, Part 1: Space for creation, not
just consumption. Library Journal), 137(16), 20+. https://link.gale.com/apps/doc/A303350180/BIC?u=colu68650&sid=bookmark-BIC&xid=98cf78ae
.
Moorefield-Lang,
H. (2014). Makers in the library: Case studies of 3D printers and maker spaces
in library settings. Library Hi Tech, 32(4),
583-593. https://doi-org.pallas2.tcl.sc.edu/10.1108/LHT-06-2014-0056
Hello Liz,
ReplyDeleteI found the blog post that you shared to be very helpful. I like how Brown organized her points into "The 5 Ss of a Successful Makerspace," and how each of those five sections had their own subsections. It seemed very thorough but was still easy to follow. Like you, my interest is also piqued by the idea of integrating arts/video media into the makerspace. Creating pizza box green screens sounds like a really fun activity. It also seems like a great activity to promote collaboration among students and the faculty, as it utilizes skills learned in English, Art, Music, and Drama. I also like the idea of the students using the video production skills that they have learned to create instructional videos for other students. That kind of activity sounds like it would be fun, especially if the students making the video are given complete creative control over how the information is presented. I thought the papercraft video that you included was also interesting. It shows that you can really do a lot with just paper, scissors, and glue sticks.
-Jason Tucker