How Is Learning Scaffolded in Library Makerspaces?

Research output: Contribution to journal › Journal article › Research › peer-review

Standard

How Is Learning Scaffolded in Library Makerspaces? / Einarsson, Arni Már; Hertzum, Morten.

In: International Journal of Child - Computer Interaction, Vol. 26, 100199, 2020.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Einarsson, AM & Hertzum, M 2020, 'How Is Learning Scaffolded in Library Makerspaces?', International Journal of Child - Computer Interaction, vol. 26, 100199. https://doi.org/10.1016/j.ijcci.2020.100199

APA

Einarsson, A. M., & Hertzum, M. (2020). How Is Learning Scaffolded in Library Makerspaces? International Journal of Child - Computer Interaction, 26, [100199]. https://doi.org/10.1016/j.ijcci.2020.100199

Vancouver

Einarsson AM, Hertzum M. How Is Learning Scaffolded in Library Makerspaces? International Journal of Child - Computer Interaction. 2020;26. 100199. https://doi.org/10.1016/j.ijcci.2020.100199

Author

Einarsson, Arni Már ; Hertzum, Morten. / How Is Learning Scaffolded in Library Makerspaces?. In: International Journal of Child - Computer Interaction. 2020 ; Vol. 26.

Bibtex

@article{daae40dc4a604cb2a95000038ec42db2,
title = "How Is Learning Scaffolded in Library Makerspaces?",
abstract = "Libraries have adopted makerspaces to promote a maker mindset and skills in using technology. In this paper, we examine how learning is scaffolded in library makerspaces. Based on interviews in fourteen Danish library makerspaces, we identify seven scaffolding approaches across formal, non-formal, and informal learning activities. The scaffolding approaches include topic-driven activities for schools, object-driven events for children and their parents, and community-driven activities, which are mostly attended by adults. We find that in spite of their focus on learning, the makerspaces provide limited scaffolds for skill progression. In addition, the scaffolds must span multiple skills but tend to focus more on the users{\textquoteright} skills in using the available tools than on their skills in defining meaningful projects. A final challenge faced by the makerspaces is that to scaffold community-driven activities, the makerspaces must accept that it is a continual effort to balance community claims to the space against openness to newcomers.",
keywords = "Faculty of Humanities, makerspaces, scaffolding, learning, libraries",
author = "Einarsson, {Arni M{\'a}r} and Morten Hertzum",
year = "2020",
doi = "10.1016/j.ijcci.2020.100199",
language = "English",
volume = "26",
journal = "International Journal of Child - Computer Interaction",
issn = "2212-8689",
publisher = "Elsevier",

}

RIS

TY - JOUR

T1 - How Is Learning Scaffolded in Library Makerspaces?

AU - Einarsson, Arni Már

AU - Hertzum, Morten

PY - 2020

Y1 - 2020

N2 - Libraries have adopted makerspaces to promote a maker mindset and skills in using technology. In this paper, we examine how learning is scaffolded in library makerspaces. Based on interviews in fourteen Danish library makerspaces, we identify seven scaffolding approaches across formal, non-formal, and informal learning activities. The scaffolding approaches include topic-driven activities for schools, object-driven events for children and their parents, and community-driven activities, which are mostly attended by adults. We find that in spite of their focus on learning, the makerspaces provide limited scaffolds for skill progression. In addition, the scaffolds must span multiple skills but tend to focus more on the users’ skills in using the available tools than on their skills in defining meaningful projects. A final challenge faced by the makerspaces is that to scaffold community-driven activities, the makerspaces must accept that it is a continual effort to balance community claims to the space against openness to newcomers.

AB - Libraries have adopted makerspaces to promote a maker mindset and skills in using technology. In this paper, we examine how learning is scaffolded in library makerspaces. Based on interviews in fourteen Danish library makerspaces, we identify seven scaffolding approaches across formal, non-formal, and informal learning activities. The scaffolding approaches include topic-driven activities for schools, object-driven events for children and their parents, and community-driven activities, which are mostly attended by adults. We find that in spite of their focus on learning, the makerspaces provide limited scaffolds for skill progression. In addition, the scaffolds must span multiple skills but tend to focus more on the users’ skills in using the available tools than on their skills in defining meaningful projects. A final challenge faced by the makerspaces is that to scaffold community-driven activities, the makerspaces must accept that it is a continual effort to balance community claims to the space against openness to newcomers.

KW - Faculty of Humanities

KW - makerspaces

KW - scaffolding

KW - learning

KW - libraries

U2 - 10.1016/j.ijcci.2020.100199

DO - 10.1016/j.ijcci.2020.100199

M3 - Journal article

VL - 26

JO - International Journal of Child - Computer Interaction

JF - International Journal of Child - Computer Interaction

SN - 2212-8689

M1 - 100199

ER -

ID: 248686897