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The challenge of assessment for library Makerspaces
Author(s) -
Cun Aijuan,
Abramovich Sam
Publication year - 2018
Publication title -
proceedings of the association for information science and technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.193
H-Index - 14
ISSN - 2373-9231
DOI - 10.1002/pra2.2018.14505501114
Subject(s) - variety (cybernetics) , needs assessment , computer science , knowledge management , library science , multimedia , sociology , social science , artificial intelligence
The emergence of Maker culture has led to an increase of Makerspaces around the United States across a variety of educational organizations (Halverson & Sheridan, [Halverson, E. R., 2014]). When Makerspaces are incorporated into public libraries, library patrons have new opportunities to learn and create through play, exploration, and creation (Moorefield‐Lang, 2015) by utilizing cutting‐edge tools such as virtual reality and 3D printers. However, as the number of library Makerspaces grows, so do the challenges associated with supporting their learning potential. In particular, there are no widely accepted means of assessing learning in library Makerspaces . Our study examined patron and librarian use of a Makerspace through a theoretical framework based on modern assessment research. Findings were: (1) categories of library Makerspace participants and their assessment needs – including librarian assessment needs; (2) assessment tools that can address the learning needs of different patrons, librarians, and other stakeholders; and (3) design implications for assessment tools in library Makerspaces .