Promoting Student Creativity Through Makerspaces

For as long as STEAM has been emphasized nationwide, one of the questions that schools have faced is how to best infuse these disciplines into their curriculum. One way in which some schools have sought to answer this question has been through the use of makerspaces. These spaces allow students to become familiar with the STEAM disciplines and "to apply scientific principles and meet curricular science through the design, creation, and building of products." (Julian & Parrott, 2017, p. 1) Makerspaces can include a number of hands-on tools and devices, from construction toys to 3D printers.

A successful makerspace should be inspiring and inviting for students, regardless of the age. One way to accomplish this is to ensure the room is open and full of light. The room should also remain spacious, with furniture that can be easily rearranged, and flexible seating with easy access to electrical outlets. Finally, adequate storage and space to display student work is crucial, particularly because they can help provide inspiration for others. In addition to the physical requirements, rules and guidelines should be clearly established, particularly involving safety and clean-up procedures. (Julian & Parrott, 2017, p. 4)

When considering all of the suggested physical requirements, one of the biggest challenges that comes with creating a makerspace is where to put it inside of a school. Increasingly, many schools have utilized libraries to meet these needs. As the epistemological center of a school, libraries are ideal because "academic libraries already nurture critical thinking and learning, [making them] a perfect environment for makerspaces." (Julian & Parrott, 2017, p. 2) Librarians have already had to adapt to growing changes over the years, and libraries today are excellent resources for students who wish to be introduced to technology they might not normally be able to access.

Not only will students benefit from a makerspace, but incorporating it within a library can also help to increase interest in the library itself, proving their relevance to students who may view them as outdated. Because women hold less than a quarter of STEM jobs, makerspaces are also a great way of introducing more girls to the field. Considering that many librarians are female, linking makerspaces with libraries can help to ease the stigma of STEM being a "masculine" field. Librarians can act as mentors to young girls who express interest in creating, and encourage more female and minority participation in the STEM disciplines overall. (Julian & Parrott, 2017, p. 3)

Several years ago, my school took this approach to creating a makerspace, although the library was moved to another area of the building and the makerspace used its previous location. It is called the Innovation Lab, students from Kindergarten through 8th grade utilize almost daily. The photos in this blog are all from that Innovation Lab1, and show some of the many toys and tools that students have at their fingertips. For older students, there is also one-to-one computer access and opportunities to work with circuit boards, robotics, and video production software, amongst many others.

The most significant hurdle a school can face when seeking to create a makerspace is funding, especially in districts where funds are very deliberately allocated without much flexibility. When school funds are not an option, many schools look toward securing grants. There are countless options out there, in addition to more creative methods for those who might not be as skilled at grant writing. There are many other blog posts that have also compiled strategies for funding makerspaces. Ultimately, the best approach to combating funding issues "is to utilize materials that are easy accessible and affordable. Creative funding and thrift material hunting is certainly feasible" (Julian & Parrott, 2017, p. 4) Many examples of makerspace projects found online include real-life problem solving and seek to help the local community of the school, especially by repurposing recycled materials. This can not only help spark creativity in students, but allow them to also learn new ways to help the environment.

Although makerspaces can be used in any school, they are most beneficial for younger students, because "for 65% of scientists with advanced degrees, their interest in science started before middle school." (Julian & Parrott, 2017, p. 1) Even with young students, a successful makerspace should help to promote student ownership of the environment; students can help to make decisions when deciding what new resources to bring into the makerspace. Due to this aspect, in addition to their hands-on and open-ended nature, makerspaces naturally encourage collaboration between students and promote a growth mindset towards new challenges. Regardless of whether or not students pursue future jobs in the STEM field, it is clear that makerspaces have cross-curricular benefits for students of all ages and should be welcomed into the school environment wherever possible.

1. All of the photos in this blog entry (with the exception of the banner at the top) are copyright of The Pen Ryn School.

References

Julian, K. D.; Parrott, D. J. (2017). Makerspaces in the Library: Science in a Student's Hands. Greensboro, NC: University of North Carolina. (ERIC Document Reproduction Service No. EJ1152687).