Makers be Making: The Wonders of Makerspaces

 

 

Moorefield-Lang and Coker express that a makerspace is a “unique and intentional opportunity for creative, self-directed learning which supports tinkering, allows for failure as part of the process, and encourages students to work together” (2019, p.371). Makerspaces align with standards and content, when needed, and align with engagement and fun. These environments are open to the possibility of new discoveries, friendships, and collaboration along with “a focus on people: building up the capacity of people to do more within a collaborative, warm, and

welcoming culture” (Fontichiaro 2019, p. 51). As a future librarian, it is up to me to make sure I am challenging my students and giving them the safe space to think out loud. Therefore, a perfect tool to use is a 3D printer. 

Lamand explains that, “3D printing can be one of the most memorable experiences they’ll have in school. There’s something truly exciting and rewarding about discovering something that needs fixing or improving, finding the design for creating it, uploading the specs, and watching as the part or piece is brought to life in three dimensions” (2021). 3D printers allow students to have more freedom to design their own activities, observe their results, and it allows the teacher to get an idea on how well they are learning certain skills. This device allows students to think critically and problem solve in a fun and engaging way. Lamand (2021) states several examples in which 3D printers can be used: 

• Biology: students can print replicas of different animals and place them in their corresponding ecosystems.
• Math: students can print a stable device for rolling projectiles to measure their velocity and acceleration.
• Media: students can print props to be the focal points or background visuals in videos.
• English: students can print objects for use in various ways and then spend some time journaling about the printing journey and how they overcame challenges.

But, how are they used in a library’s makerspace? Lamand (2021) expresses that 3D printing used in a makerspace not only gives them a different environment than the usual classroom environment, but it shows them that they can work on their thinking, collaboration, problem solving skills, and designing outside of the traditional setting. 

Please jump over to this link to read more about how you can use 3D printers in your makerspace. Lamand also suggests cheaper models that are still beneficial: https://www.eduporium.com/blog/eduporium-weekly-integrating-3d-printing-in-education/ 

References

Fontichiaro, K. (2019). What i’ve learned from 7 years of the maker movement in schools and libraries. Library Makerspace. https://learn-us-east-1-prod-fleet02-xythos.content.blackboardcdn.com/5dd6acf5e22a7/22827908?X-Blackboard-S3-Bucket=learn-us-east-1-prod-fleet01-xythos&X-Blackboard-Expiration=1679875200000&X-Blackboard-Signature=3bVUKXZ9bYAXjBF7Ujsrh87E2erD2Yz7jCI4hiKtmH4 

Larmand, A. (2021). Eduporium weekly | Integrating 3D printing in education. Eduporium. https://www.eduporium.com/blog/eduporium-weekly-integrating-3d-printing-in-education/ 

Moorefield-Lang, H., & Coker, M. (2019). How to make a maker librarian. https://learn-us-east-1-prod-fleet02-xythos.content.blackboardcdn.com/5dd6acf5e22a7/48079472?X-Blackboard-S3-Bucket=learn-us-east-1-prod-fleet01-xythos&X-Blackboard-Expiration=1679875200000&X-Blackboard-Signature=5DS6gX5fkSfsx7l6bMhjEhEv9khEw98Yr7B4BPL90gE 

Say What You Want, But Think About It First

 Hey Everyone!!!

Lets talk about something that is VERY important! 

Cyberbullying has been an ongoing issue around the world. Several individuals, middle school to grown adults, experience it everyday. Faucher et al. (2015) states that the classical definition of bullying is the, “repeated aggressive behaviors that are intended to cause harm to a victim with relatively less power to defend themselves” (p. 112). Several students and faculty experience this in several contexts, “within physical and online classrooms, through email, on message boards, in residences, in faculty meetings, on list-serves, in teaching evaluations, on professor-rating websites, in online gaming websites, etc” (Faucher et al., 2015, p. 113). Which can lead to various degrees of self loathing, self harm, and sometimes the taking of one's life because the bullying becomes too much to handle. Therefore, when I read about the Digital Citizenship Project, I loved the idea of the older school generation coaching the younger school generation about what is and what isn’t cyberbullying. 

In the sample mentoring exchange provided below, it showcases the importance of knowing what is cyberbullying and making an individual aware that they can hate cyberbullying, but should be aware of how they respond to situation because they can, in return, participate in cyberbullying: 

(Orech, J. (2012). How it's done: Incorporating digital citizenship into your everyday curriculum. Tech & Learning, 33(1), 16-18.)

What Can We Do To Prevent Cyberbullying? In my school district, we participate in the OLWEUS program which includes lessons from Common Sense. There are 4 lesson plans on cyberbully that can be modified for older students. The topics are labeled as, “Putting a STOP to Online Meanness”, “Is It Cyberbullying?”, “Upstanders and Allies: Taking Action Against Cyberbullying”, and “Online Dishibition and Cyberbullying” (Citiation). Here is the link: https://www.commonsense.org/education/articles/teachers-essential-guide-to-cyberbullying-prevention 

What I love to do is the Digital Footprint assignment. This allows students to literally write or draw all the apps they use onto a footprint. It makes them aware of what they use and if they are actually using it for good or cyberbullying. It also makes them aware that they need to protect their privacy and once they post the content, even if they delete it, it is still out there to be found. 

Link to lesson:  https://www.commonsense.org/education/digital-citizenship/lesson/the-power-of-digital-footprints 

References

Common Sense Media. (2023). The power of digital footprints | Common sense education.            Commonsense.org. https://www.commonsense.org/education/digital-citizenship/lesson/the-power-of-digital-footprints 

Faucher, C., Cassidy, W., & Jackson, M. (2015). From the sandbox to the inbox: Comparing the acts, impacts, and solutions of bullying in k-12, higher education, and the workplace. Journal Of Education And Training Studies, 3(6), 111-125.

Orech, J. (2012). How it's done: Incorporating digital citizenship into your everyday curriculum. Tech & Learning, 33(1), 16-18. 

Wilkey, E. (2019). Teachers' essential guide to cyberbullying prevention | Common sense education. Commonsense.org. https://www.commonsense.org/education/articles/teachers-essential-guide-to-cyberbullying-prevention 

Follow My Instagram Page! @whslibrary

 Hey everyone! 

Today, I am showing you my Instagram account for my “School”! 

Welcome to Waters Middle School!

Home of the Mighty BlueBirds!

I chose to use Instagram because I am very familiar with this tool. I not only use it for personal use, but my students created a class pet page for my sock monkey, Gerald, and I use it to advertise for my sticker shop located on Redbubble along with a book review account. 

With this page, I plan to show content that is related to events, study habits, book talks (possibly submitted from other students), a book of the week, technology resources, avid reader spotlight, fun and engaging resources for my lovely special education kiddos and advocacy for the GSTA club.

Instruction/Collaboration:

This Instagram page will be used to showcase technology resources that several teachers and students can use in the classroom. I plan to post, at least 3 times a week, a resource that can be used throughout several content areas. Instagram also has several tools that you can apply surveys and questions to your story. I would use this feature to collaborate with teachers and students that pertains to what they need help with or would want to see more of in the library. 

Communication:

Instagram is a walking advertisement board. This page will show events that are going on within the school and in the library. It will also show book talks about books that I or other students have read to engage reluctant readers. I would love to have teachers send in student names for the Avid Reader Spotlight post that will come out once a week. This will allow that particular student to feel appreciated and noticed for their love of books and possibly be a person of contact on books to read. Thus, I would also love to post a book of the week. It can be voted on or maybe I read a book that needs to be advertised for its role in middle school culture and development. 

Advocacy:

There are 2 groups that are very near and dear to my heart: Special Education kiddos and students who are a part of the LGBTQIA community. This page will help display the importance of equality and equity. Special Education kiddos love learning just as much as any student in the building. Therefore, I will encourage them to share with me the books they love for book talks, displaying their love for reading on my avid reader spotlight posts, and I will offer a program for them to come in with their teachers where there will be fun games and quick engaging lessons. Furthermore, it is my plan to set up the library as a safe place for the LGBTQIA community. All are welcome! I will try to make as many displays as I can and run a program called, “Being an Ally in a Safe Space” in which I take the Safe Space Kit from GLSEN and make sure that students and any staff that would love to participate are educated on how to be a proper ally and stop the bullying within the school. 

Here is my first post: