This article presents a vision for how makerspace tools and resources could be used within the secondary history curriculum as a more engaging method for students to explore and present learning. Table 1 on page 6 outlines suggested types of tools for inclusion that could be useful as a roadmap for secondary history educators wanting to incorporate the makerspace philosophy in their practice.

Harlan, M. A. (Ed.). (2017). Students as makers [Full issue]. CSLA Journal, 40(2).

The entire Winter 2017 issue of the CSLA Journal is devoted to the discussion of the makerspace movement. The contributing authors provide practical ideas for implementation as well as considerations for educators beginning their maker program journey. Some of the topics addressed are makerspace as social media creation, literacy skills development, and virtual makerspace platforms. Many helpful resources are referenced by the various contributing authors.

Hughes, J. (2017a). Meaningful making: Establishing a makerspace in your school or classroom. What Works? Research into Practice. http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/meaningful_making_en.pdf

This research monograph supports makerspace pedagogy beyond its recognized use for STEM and STEAM projects. Makerspaces enable students to become creators and directors of their own learning. Students also develop important media literacy skills when they engage with makerspaces. With the plethora of digital tools available, the possibilities are increasing for students to learn and grow through tinkering, inventing, and collaborative thinking.

Hughes, J. M. (2017b). Digital making with “at-risk” youth. The International Journal of Information and Learning Technology, 34(2), 102–113. https://doi.org/10.1108/ijilt-08-2016-0037

Conducted at a Canadian alternative school, this ethnographic case study examines the development of digital literacy skills by students over time and their use of maker tools to connect and communicate about themselves within their classroom. A list of the digital making activities and tools used with the participants is included as well as student work samples. The authors also examine the importance and application of digital making tools to develop 21st century skills and dispositions.

Lakind, A., Willett, R., & Halverson, E. R. (2019). Democratizing the maker movement: A case study of one public library system’s makerspace program. Reference and User Services Quarterly, 58(4), 235. https://doi.org/10.5860/rusq.58.4.7150

This study was conducted in collaboration with the Madison Public Library system in Madison, Wisconsin to better understand how librarians see the maker movement and programming within their organizational system, as well as the language framework they use when promoting maker programming. Concerns have risen in recent years around cultural, economic, and gender inclusivity issues with makerspace implementation. This study argues public libraries are in the ideal position to overcome these concerns with their commitment to free public access to all and with the language they use to promote maker programs in their organizations.

Lock, J., Redmond, P., Orwin, L., Powell, A., Becker, S., Hollohan, P., & Johnson, C. (2020, June 19). Bridging distance: Practical and pedagogical implications of virtual makerspaces. Journal of Computer Assisted Learning, 36(6), 957-968. https://doi.org/10.1111/jcal.12452

By conducting a qualitative study with multiple people participating in a synchronous virtual makerspace to make a robot, the highs and lows of virtual making are explored. Virtual makerspace technology, authentic learning, and sustainability are also examined.

Loertscher, D. V. (2015). The virtual makerspace: a new possibility? Teacher Librarian (Vancouver), 43(1), 50.

This article clearly outlines the argument for libraries transforming into learning commons with Virtual Makerspaces as a central area for users to create rather than consume content. References the uTEC Maker Model (see 2013 article below by Loertscher, Preddy & Derry).

Loertscher, D. V., Preddy, L., & Derry, B. (2013). Makerspaces in the school library learning commons and the uTEC Maker Model. Teacher Librarian (Vancouver), 41(2), 48.

This article provides background knowledge and context for the maker movement, proposes the uTEC Maker Model for librarians to use to guide instruction and programming, and shares two professional development resources.

May, S., & Clapp, E. P. (2017). Considering the role of the arts and aesthetics within maker-centered learning. Studies in Art Education, 58(4), 335–350. https://doi.org/10.1080/00393541.2017.1368287

Arts education has not been traditionally included in the language and focus of the maker movement. This study examines interviews with maker educators and thought leaders to examine the terminology used in makerspace learning. The authors argue that purposeful use of arts and aesthetics-related terminology would assist in bringing together arts and maker educators as collaborators.

Woods, Stacey, & Hsu, Yu-Chang. (2019). Making spaces for STEM in the school library. TechTrends, 64(3), 388–394. https://doi.org/10.1007/s11528-019-00460-9

This paper explores the reality of equitable access to STEM education in K–12 schools within the United States, which is an on-going area of concern. The authors propose that school librarians are the ideal professionals to intentionally design and implement makerspace learning opportunities that provide STEM education to all students. School librarians are uniquely able to collaborate with classroom teachers to extend the content learning into the library through the use of makerspaces focused on STEM education.

Further Reading

The following is a collection of professional articles and research studies that we found insightful to the Maker movement and its impact on student engagement and learning.