東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

Maker Programs in PreK-12 School Libraries : = Identifying the Drivers and Consequences.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Maker Programs in PreK-12 School Libraries :/
Reminder of title:	Identifying the Drivers and Consequences.
Author:	Mersand, Shannon M.
Description:	1 online resource (204 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-06, Section: A.
Contained By:	Dissertations Abstracts International84-06A.
Subject:	Information science. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30000059click for full text (PQDT)
ISBN:	9798358488557

Maker Programs in PreK-12 School Libraries : = Identifying the Drivers and Consequences.
Mersand, Shannon M.

Maker Programs in PreK-12 School Libraries :Identifying the Drivers and Consequences. - 1 online resource (204 pages)

Source: Dissertations Abstracts International, Volume: 84-06, Section: A.

Thesis (Ph.D.)--State University of New York at Albany, 2022.

Includes bibliographical references

In 2005, Dale Dougherty and O'Reilly Media founded Make Magazine, and coined the term Makerspace, which is broadly defined as a community workspace where people come together to solve problems using materials and tools they might otherwise not have access to (Dougherty, 2012). Recently, schools have allocated funding and resources into creating and maintaining maker programs in classrooms and libraries. Despite the overwhelming discussion of making and makerspaces in library practitioner-oriented publications, there is little scholarly discussion of maker programs in PreK-12 school libraries. This research addresses that gap by examining makerspaces in libraries in PreK-12 public schools in New York State using an embedded case study approach. This study positions makerspaces as an innovation in school libraries and examines the drivers and consequences of implementation. Two qualitative data sets are used in this study: open ended responses from a survey of school librarians and transcripts of semi-structured interviews with school librarians and other school personnel where maker programs have been implemented in the library. The analysis shows that there are two main drivers of maker program adoption: 1) the beliefs of school librarians, and 2) the visibility of maker programs in communication channels. The analysis shows five desirable consequences: 1) improved social emotional skills for students, 2) changing perceptions of school libraries, as well as 3) school and learning, 4) increased usage of the library, and 5) increased support for student learning through a) improved resource access and utilization, b) improved relationships with students, and c) increased collaboration with teachers. The analysis further identifies two unanticipated, but desirable consequences: 1) a change in attitudes and beliefs of school librarians and other educators, and 2) school librarians positioned as change agents. The analysis identifies three main undesirable consequences: 1) increased workload for school librarians and others in the school, 2) changing financial costs for the school and librarian, and 3) increased risk. These consequences are related to a) obtaining, managing, and maintaining materials and equipment, b) designing and implementing activities, c) renovating or modifying the library space, and d) training.The results indicate that maker programs have far reaching consequences, and the potential to affect not only students, but also librarians, libraries, schools, and the wider community. The results of this study have several important implications for future research, as well as for practitioners.

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

Mode of access: World Wide Web

ISBN: 9798358488557Subjects--Topical Terms:

554358
Information science.
Subjects--Index Terms:

AdoptionIndex Terms--Genre/Form:

542853
Electronic books.

Maker Programs in PreK-12 School Libraries : = Identifying the Drivers and Consequences.
LDR:04058nmm a2200409K 4500 001 2364256
005 20231130104213.5
006 m o d
007 cr mn ---uuuuu
008 241011s2022 xx obm 000 0 eng d
020 $a 9798358488557
035 $a (MiAaPQ)AAI30000059
035 $a AAI30000059
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Mersand, Shannon M. $3 3705062
245 1 0 $a Maker Programs in PreK-12 School Libraries : $b Identifying the Drivers and Consequences.
264 0 $c 2022
300 $a 1 online resource (204 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-06, Section: A.
500 $a Advisor: Gasco-Hernandez, Mila.
502 $a Thesis (Ph.D.)--State University of New York at Albany, 2022.
504 $a Includes bibliographical references
520 $a In 2005, Dale Dougherty and O'Reilly Media founded Make Magazine, and coined the term Makerspace, which is broadly defined as a community workspace where people come together to solve problems using materials and tools they might otherwise not have access to (Dougherty, 2012). Recently, schools have allocated funding and resources into creating and maintaining maker programs in classrooms and libraries. Despite the overwhelming discussion of making and makerspaces in library practitioner-oriented publications, there is little scholarly discussion of maker programs in PreK-12 school libraries. This research addresses that gap by examining makerspaces in libraries in PreK-12 public schools in New York State using an embedded case study approach. This study positions makerspaces as an innovation in school libraries and examines the drivers and consequences of implementation. Two qualitative data sets are used in this study: open ended responses from a survey of school librarians and transcripts of semi-structured interviews with school librarians and other school personnel where maker programs have been implemented in the library. The analysis shows that there are two main drivers of maker program adoption: 1) the beliefs of school librarians, and 2) the visibility of maker programs in communication channels. The analysis shows five desirable consequences: 1) improved social emotional skills for students, 2) changing perceptions of school libraries, as well as 3) school and learning, 4) increased usage of the library, and 5) increased support for student learning through a) improved resource access and utilization, b) improved relationships with students, and c) increased collaboration with teachers. The analysis further identifies two unanticipated, but desirable consequences: 1) a change in attitudes and beliefs of school librarians and other educators, and 2) school librarians positioned as change agents. The analysis identifies three main undesirable consequences: 1) increased workload for school librarians and others in the school, 2) changing financial costs for the school and librarian, and 3) increased risk. These consequences are related to a) obtaining, managing, and maintaining materials and equipment, b) designing and implementing activities, c) renovating or modifying the library space, and d) training.The results indicate that maker programs have far reaching consequences, and the potential to affect not only students, but also librarians, libraries, schools, and the wider community. The results of this study have several important implications for future research, as well as for practitioners.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Information science. $3 554358
650 4 $a Library science. $3 539284
650 4 $a Educational leadership. $3 529436
653 $a Adoption
653 $a Consequences
653 $a Drivers
653 $a Innovation
653 $a Makerspace
653 $a School library
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0723
690 $a 0399
690 $a 0449
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a State University of New York at Albany. $b Information Science. $3 3428919
773 0 $t Dissertations Abstracts International $g 84-06A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30000059 $z click for full text (PQDT)