Chapter 16 Mobile Makerspaces by Kim Martin, Mary Compton, and Ryan Hunt; Chapter 17 Sustainability: Keeping the Library Makerspace Alive by Sharona Ginsberg; Chapter 18 The Future of Library Makerspaces by Eric Johnson

As I wrapped up reading this book it occurred to me that I’ve begun our school library’s makerspace but there is so much more to add, to do! My brain keeps thinking of new things, new problems, new…one step at a time! Chapter 16 was interesting but I don’t plan to take our makerspace on the road. Instead, like a previous chapter mentioned, I do think that items should be circulated, checked out by students and staff. Some items have too much monetary value to be allowed to be checked out, but many items would lend themselves nicely for that. I’ve already begun checking out items used in the library so that I can start to tract usage and I’ve found it’s a tool for keeping track of small items that easily get lost.

Chapter 18 was very helpful in thinking about how to keep the makerspaces up and running. For instance, the duct tape makerspace is a popular area, but can be expensive to maintain. For full classes experimenting with that space we tried measured tape, or group projects. But, recently I had two 4th graders come to the library armed with the Duct Tape book I checked out to them. They were ready to create! Some of those projects use a lot of tape. I will need to figure out how to keep that in our budget. Our principal generously bought the tape for us this school year but next year I don’t know if that’s in her budget. I’m thinking I need to write a proposal before the budget is set for next year, just for such items that need to be replenished. The chapter suggested clubs where a small fee was charged, or, having students bring in some of the supplies. That might be fun for next year! It also suggest crowdfunding or grants. I am holding my breath that I do get the grant I applied for; but I have a GoFundMe project all ready to launch if it doesn’t. I also need to consider other possibilities!

Chapter 18 also mentioned how makerspaces can be used with other instructors. I know we have a Challenge Lab (Just like a Makerspace in my opinion, just named differently) that the GT teacher, along with a para, runs for students that are being rewarded by their teacher. (The reasons vary but it’s mainly a reward system) I like that idea but I’d rather find a way to use it for projects, to sold specific problems that maybe a whole class has. I’d like to see students create products or ideas that enhance their classwork or understanding of a concept. We have several different types of makerspaces set up, some are coding and STEM related. I’d like to add others that encourage new knowledge and construction, like the duct tape space we have. I have weaving just about ready (Ah, but need yarn funding!), would like to add a sewing machine, have origami (Paper is an expense!). I will need to see about securing volunteers to help in these areas.

In the last chapter the future of makerspaces was discussed. I can foresee that the spaces will change as we add/subtract spaces, but I would like to see them grow. I liked the idea of a survey for students so their desires can be incorporated as we grow. I end this book feeling like I’ve learned a lot but there is so much more to learn and explore! I can’t wait to have time this summer to explore more of the references that were given. So many!

Chapter 15-Library Hackerspace Programs by Chad Clark

I just returned from the Texas Library Association Convention in Dallas. I’m pumped and ready to get moving to choose some new furniture for our library, add new materials and work on the Makerspaces. So, I thought I’d return to reading #the makerspace_librarian’s sourcebook. Interesting that the next chapter is about Hackerspace programs. I’ve always associated hacking with doing something bad. Ah…not so! Chad Clark says on page 288 that a hacker is, “a person who rearranges and repurposes the objects and systems around her to satisfy her curiosity and create new meaning.” Okay! So, with that definition in mind I began the chapter.

I love that the chapter divided Hackerspace programs up into units, hacking with code, hacking old hardware, physical computing, and then gave examples of each and how some libraries are implementing Hackerspace programs into the library. My first thought was that this is for older children, not elementary students. But, as I read on I saw how this could work for our library, and I don’t have to be the expert. There are ways to provide materials, guidance and support to let students make discoveries for themselves. I was especially excited about the section where taking things apart is discussed. This is how my friend Gwen taught me to add my own mother boards, memory and programs 25 years ago. I learn by doing and this type of program speaks to that.

This takes me back to arranging my library for Makerspaces. I have Wonder robots, Dot and Dash, that help students learn/use coding. My problem has been how to keep things from “walking away” and getting broken. How cool would it be to have a space where students are encouraged to take things apart and put them back together in new and unique ways!? I’ve already decided that items like the robots and littleBits have to be checkout to hold students accountable for their use and return. But, it would be fun to have items to take apart and use that could be left out and used. That was my original thought and maybe I can still do some of that. Maybe if I provide bins for materials that “expendable”, that students can use as they need to, and students could even bring items to add to the materials, I could use some of the space that I cleared out in the library originally for Makerspaces.

Okay, I got off on a tangent, but how the spaces are displayed and how students access them has been a problem for me this year. So, back to Hackerspaces…I’d love to include so ways for students to create and change things to repurpose items! I’m going to work on that! The author speaks about Hackerspaces including the same values as libraries and that they include peer-to-peer learning and cooperation by participants. That sounds like something worth adding to our library. So, we’ll call it a Fixit Clinic as the author calls one of the programs of implementing Hackerspaces.

I’m curious about how other elementary schools have implemented Hackerspaces in their libraries. Much of what was written in this chapter dealt with public libraries, even mobile library Hackerspaces! So, if anyone has done this, please share!