Makerspaces (Blog Post 8)

Makerspaces

When looking through school library blogs for posts about makerspaces, I found an amazing blog with a page specifically related to our subject – Mrs. J in the Library.  One post I found particularly helpful on the blog is one that discusses how to incorporate makerspaces into the short 40 minute or so window that librarians are often held to in the school schedule.  Often school librarians feel that it would be impossible to fit more than the turning in/checking out/short activity into the 40-minute library window, but not only does Mrs. J give advice on incorporating makerspaces into these short time frames, she gives a clear-cut breakdown of the schedule within those 40 minutes.  In a particularly helpful twist, she gives examples of makerspace activities that can be accomplished in 15-20 minutes, and each one has a link to a Teachers Pay Teachers page where a kit for creating the makerspace can be located.  Mrs. J gives great tips on how to track student work and keep students engaged and interested in completing the activities while also formatting citations correctly.  

One tool I found particularly intriguing was building with GoldieBlox pieces.  This is a fascinating tool because it incorporates hands-on STEM activities in a way that would engage and interest girls as well as boys.  Often, we hear about STEM activities and how important it is to get girls interested, but the activities offered and/or suggested are of no interest to young girls.  Lauren Britton specifically refers to how makerspaces “have the potential to demystify science, math, technology, and engineering; and encourage women and underrepresented minorities to seek careers in those fields” (Britton, 2012).  GoldieBlox

offers a DIY Glitter Beauty Lab makerspace kit, in which girls 8+ use scientific principles in order to make a face mask/hair gel, etc.  I can attest to these boxes – I have a 6-year-old daughter who is heavily ELA-focused.  She claims to hate math and science, but loves to do these types of kits because she loves anything ‘girly’.  This is a great way to get girls involved with STEM activities and have them become more comfortable saying they enjoy science or math.  While something like a light up unicorn pillow or DIY beauty lab may seem to have a gender bias to adults, the underlying idea is that girls are being introduced to STEM at a young age, and may be more likely to engage with STEM throughout their education and eventually enter into STEM-based careers in adulthood.  These makerspace activities also “support learning in an informal, play-focused environment” (Britton, 2012). GoldieBlox also has its own blog that is focused on inspiring confidence in girls with posts like this one about 8 women who inspired today’s stem innovators.  

GoldieBlox also has an amazing makerspace blog with ideas for activities that could be completed in the library or classroom without necessarily having to purchase one of their pre-organized kits.  Here’s a fun post about DIY edible glitter donuts.  Not only does the post explain exactly what supplies would be needed and how to make them, but it also gives a great description of ‘the science behind the DIY’ – so students can understand the science that goes into creating ‘sugar glue’.  

References

Britton, L. (2012, October 1). The makings of maker spaces, part 1: Space for creation, not just consumption. LibraryJournal. Retrieved from http://www.thedigitalshift.com/2012/10/public-services/the-makings-of-maker-spaces-part-1-space-for-creation-not-just-consumption/