Graduate Research Papers

Availability

Open Access Graduate Research Paper

Keywords

Makerspaces in libraries--Middle West; Science--Study and teaching (Elementary)--Middle West; Art--Study and teaching (Elementary)--Middle West; Active learning--Middle West;

Abstract

Note: This study refers to three co-researchers who each collected data in their respective schools and collaborated in reviewing that data, but each separately authored a paper using that data; the co-researchers are Kris Baldwin and Lisa Tegels.

The purpose of this qualitative case study was to use a makerspace to explore whether a makerspace is being fully implemented to enhance student learning of Common Core Literacy Standards, Next Generation Science Standards, and AASL Learner Standards. It represents the analysis of one case in a three part study. The participants in this study included 40 students from three different school districts where the three co-researchers are teacher librarians. The three co-researchers analyzed student and teacher data from the three case study sites. Data sources included:: (1) the teacher librarians’ reflections on their instructional activities, (2) student work samples and the accompanying teacher librarians’ assessment of each individual student’s work sample, and (3) classroom teachers’ reflections about their students’ involvement in the makerspace activities. Three commonalities emerged from the teacher librarians’ reflections on their instructional activities: support for district goals and initiatives was an intention in the design of the makerspaces in all three schools, the importance of collaboration was affirmed through this research, and the value of student reflection in learning. Each of the student work samples was evaluated in four different areas: design process, critical thinking, constraints and criteria, and literacy. The student work sample data showed that most students who participated in the makerspace projects met the standards addressed in the study. Three themes emerged from the collaborating teachers’ questionnaires including: student engagement, personal curiosity, and reading widely and deeply. This information suggests that a makerspace provides an engaging approach to educating students that meets standards and has applications across disciplines, allowing students to take ownership of their own learning.

Year of Submission

2020

Degree Name

Master of Arts

Department

Department of Curriculum and Instruction

Department

Division of School Library Studies

First Advisor

Karla Krueger

Date Original

2020

Object Description

1 PDF file (46 pages)

Language

en

File Format

application/pdf

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