Abstract:
Problem
Makerspaces are gaining prevalence in school environments, but teachers are often overwhelmed with new digital technologies, often describing themselves as “self-confessed technophobes” (Ministry of Education, 2015). Given that knowledge sharing is the heart of the maker movement (Ministry of Education, 2015), drawing on a wide range of expertise and human resources is a useful way to help support designing, developing, and sustaining makerspaces. If teachers have the relevant support, this will assist them to learn their way through using the technology often found in makerspaces. Looking into the collaborative partnerships between public libraries and schools allows for further understanding of how libraries are willing to support local schools and their access to resources and knowledge.
Methodology
Semi-structured interviews were conducted with seven public librarians from six different libraries about their experiences with or barriers to collaborating with school staff regarding makerspaces or other STEAM related activities. The interview data was analysed using a thematic analysis methodology to identify overarching themes. The interview data was then compared against findings from existing research.
Results
Although the sample size for this research was small and did not include as many participants as initially desired, the results still contribute to an understanding of the experience and benefits towards building collaborative partnerships between libraries and schools regarding the development, design, and sustainment of makerspaces. The findings illustrate how a couple of libraries have built and developed collaborative programmes with schools, and the willingness to share knowledge with their local schools and community around the access to the tools available in library makerspaces. The librarians interviewed are willing to support their communities by aiding school staff and students with digital technologies.
Implications
Areas identified for further research include further exploration of this topic is employing either a longitudinal study or mixed method design. Also interviewing and exploring how school staff feel about partnership and collaboration with librarians could provide further understanding around this subject, as well as the relevance of makerspaces and makerspace type activities in schools. Additionally, a longitudinal case study approach of how schools design, develop or sustain their makerspaces may also provide further insight into the ongoing growth, and use of makerspaces in schools.
