How Is Learning Scaffolded in Library Makerspaces?

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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.
Original languageEnglish
Article number100199
JournalInternational Journal of Child - Computer Interaction
Volume26
ISSN2212-8689
DOIs
Publication statusPublished - 2020

ID: 248686897