Review of the Literature
What type of activities and materials can schools provide in libraries that will engage students, pique their interest for challenging topics and promote authentic learning? How can school libraries become bustling learning hubs, allowing educators to integrate literature and reading to support inquiry, exploration and an enthusiasm for learning? Research shows that library transformation to include makerspaces is on the rise and reframing “what counts as valuable learning.” (Kumar, 2019; Mersand, 2019). This literature review will examine the benefits of including 3D printing as part of makerspaces for instruction and will outline how various approaches to learning can be the catalyst to change, leading to increased academic achievement. Thoughts about how STEM instruction, makerspaces, experiential learning, design thinking, and computational thinking, combined with 3D printing are all elements in an engaging library program will be briefly represented in this literature review. This review will also examine research methods from around the world and results regarding makerspace and 3D printing in libraries and classrooms.
References
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Kang-Young Lee and Som-Hyun Som. (2021). Effects of climate change education using 3D printing on climate literacy and science-related attitudes of elementary school students. Energy and Climate Change Education, 11(1), 49-63.
Kumar, V., Millerjohn, R., & Wardrip, P. (2019). Designing tools for observation and assessment in makerspaces. Proceedings of FabLearn 2019. https://doi.org/10.1145/3311890.3311926
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Mersand, S. (2019). Makerspaces in Pre-K–12 School Libraries: A preliminary empirical analysis. In 2019 annual meeting of the American Educational Research Association. Toronto, Canada: AERA Online Paper Repository. https://doi.org/10.302/1431363
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Holly D. Landez ePortfolio 