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School Library Makerspace Design and Implementation in a Large, Midwestern School District : = A Design Case Dissertation.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	School Library Makerspace Design and Implementation in a Large, Midwestern School District :/
其他題名:	A Design Case Dissertation.
作者:	Anderson, R. Susan.
面頁冊數:	1 online resource (338 pages)
附註:	Source: Dissertations Abstracts International, Volume: 80-08, Section: A.
Contained By:	Dissertations Abstracts International80-08A.
標題:	Library science. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13847387click for full text (PQDT)
ISBN:	9780438946309

School Library Makerspace Design and Implementation in a Large, Midwestern School District : = A Design Case Dissertation.
Anderson, R. Susan.

School Library Makerspace Design and Implementation in a Large, Midwestern School District :A Design Case Dissertation. - 1 online resource (338 pages)

Source: Dissertations Abstracts International, Volume: 80-08, Section: A.

Thesis (Ed.D.)--University of Florida, 2017.

Includes bibliographical references

This design case study provides an account of the design process a committee of ten librarians utilized to implement library makerspaces in a large school district of nearly 20,000 students to preserve and share the precedent knowledge gained (C. D. Howard, 2011). It describes the design process, resulting makerspace, successes and areas for improvement, and ways students experienced participation.In keeping with the focus of design cases, this study asked, "What processes and decisions were involved in the design of school library makerspaces in the researcher's school district," "What is the resulting school library makerspace implementation," and "In what ways do students experience participation in the resulting school library makerspace?" For research question one, I analyzed biographical data, meeting notes, and other documents. The resulting narrative includes committee member descriptions and presents processes and decisions involved in makerspace design organized around design components. It includes three sets of implementation guidelines the team developed: An Innovation Configuration Map establishing "optimal," "acceptable," and "unacceptable" levels of initial implementation; Design and Facilitation Guidelines focusing on makerspace environment, activities, and facilitation; and Guidelines Based on the Educational Making Process Model (EMPM) which provide suggestions for facilitating the phases of the EMPM I developed and presented in Chapter Two. For research questions two and three, I conducted observations of 5 th grade students participating in a resulting makerspace, and interviewed the librarian, teacher, and eight students. Results for research question two showed the librarian was intentional in implementation, the makerspace aligned to many committee guidelines, and it was successful overall with areas for improvement. Results for research question three discuss adult facilitation of the space; student access, project participation and limitations, engagement in, and enjoyment of the space; alignment to EMPM, and student benefits. The study discusses successes, areas for improvement, recommendations to others, and how results align to literature. Implications for my local context, other districts, the field of library science, and the study of makerspaces as learning environments as well as future research ideas are included. Finally, I reflect on what I learned about myself and additional progress made since the study was completed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9780438946309Subjects--Topical Terms:

539284
Library science.
Subjects--Index Terms:

Design caseIndex Terms--Genre/Form:

542853
Electronic books.

School Library Makerspace Design and Implementation in a Large, Midwestern School District : = A Design Case Dissertation.
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520 $a This design case study provides an account of the design process a committee of ten librarians utilized to implement library makerspaces in a large school district of nearly 20,000 students to preserve and share the precedent knowledge gained (C. D. Howard, 2011). It describes the design process, resulting makerspace, successes and areas for improvement, and ways students experienced participation.In keeping with the focus of design cases, this study asked, "What processes and decisions were involved in the design of school library makerspaces in the researcher's school district," "What is the resulting school library makerspace implementation," and "In what ways do students experience participation in the resulting school library makerspace?" For research question one, I analyzed biographical data, meeting notes, and other documents. The resulting narrative includes committee member descriptions and presents processes and decisions involved in makerspace design organized around design components. It includes three sets of implementation guidelines the team developed: An Innovation Configuration Map establishing "optimal," "acceptable," and "unacceptable" levels of initial implementation; Design and Facilitation Guidelines focusing on makerspace environment, activities, and facilitation; and Guidelines Based on the Educational Making Process Model (EMPM) which provide suggestions for facilitating the phases of the EMPM I developed and presented in Chapter Two. For research questions two and three, I conducted observations of 5 th grade students participating in a resulting makerspace, and interviewed the librarian, teacher, and eight students. Results for research question two showed the librarian was intentional in implementation, the makerspace aligned to many committee guidelines, and it was successful overall with areas for improvement. Results for research question three discuss adult facilitation of the space; student access, project participation and limitations, engagement in, and enjoyment of the space; alignment to EMPM, and student benefits. The study discusses successes, areas for improvement, recommendations to others, and how results align to literature. Implications for my local context, other districts, the field of library science, and the study of makerspaces as learning environments as well as future research ideas are included. Finally, I reflect on what I learned about myself and additional progress made since the study was completed.
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