Maker Spaces / Makerspaces- An Annotated Bibliography

Barniskis, S. (2014). Makerspaces and Teaching Artists. Teaching Artist Journal, 12(1), 6-14.
A doctoral student of information studies at University of Wisconsin-Milwaukee, Barniskis
gives an overview of various technologies. Both new tools (e.g., prototyping equipment)
and old (e.g., sewing machines), are frequently implemented in makerspaces. Artists are
by nature makers, and teaching artists can use these new technologies in innovative
ways to engage students.
One of the core ideas behind makerspaces is that of collaboration, not merely the
acquisition of particular equipment. The author gives an overview of how low and high
technologies are combined in makerspaces, and challenges that may be encountered in
the classroom. Makerspaces allow teachers to engage all students, some of whom may
lack interest in more traditional arts.
Michele Moorefield-Lang, H. (2014). Makers in the library: Case studies of 3D printers and
maker spaces in library settings. Library Hi Tech, 32(4), 583-593.
The recent trend of maker spaces offer many opportunities and challenges to managing
learning environments in libraries. Six interviews with staff of libraries in K-12, public,
and university settings comprise this case study. While the goals of these settings vary,
they all face similar challenges in creating such a space. These include equipment costs,
staff training, policy drafting and implementation, staffing, and patron education.
Overall, maker spaces offer exciting new ways to support the continued goal of the
library as a space to foster learning. There are still many opportunities for further
exploration into how these technologies can be utilized in libraries. This review is
particularly useful to any educators interested in pursuing the creation of high tech
makerspaces.
Miller, K. E. (2014). Imagine! On the future of teaching and learning and the academic research
library. Portal: Libraries and the Academy, 14(3), 329-351.
Miller is director of teaching and learning services and head of the College Library at the
UCLA Library.Through outlining several strategies, Imagine! explores the future of
libraries in academia. Libraries should be student-focused, build communities around
learning, inspire curiosity by stimulating imagination, make the processes and results of
learning visible, and evaluate and share the evidence of learning.
This article offers a broader view of learning environments. Though the ensuing
challenges to libraries in higher education are numerous, this article outlines many
exciting opportunities for innovation. Overall, the status-quo of higher education must
adapt to meet the ever evolving needs of students.
Sheridan, K. M., Halverson, E. R., Litts, B. K., Brahms, L., Jacobs-Priebe, L., & Owens, T.
(2014). Learning in the making: A comparative case study of three makerspaces.
Harvard Educational Review, 84(4), 505.

From public schools and museums to private member organizations, makerspaces can
be found in a broad range of educational settings. The organizations Sector67, Mt. Elliott
Makerspace, and Makeshop were evaluated in this comparative case study of
makerspaces. The guiding inquiries were participant demographic, which tools and how
they were used, and the arrangements for teaching and collaborating in the space.
This article aims to inform professional educators that are in the planning stages of
building makerspaces in their institution. By learning from a variety of successes and
challenges, educators can better evaluate the goals and planning for their institutions.
Turner, A., Welch, B., & Reynolds, S. (2013). Learning spaces in academic libraries - A review
of the evolving trends. Australian Academic and Research Libraries, 44(4), 226-229.
This article is a review of professional dialogue of academic libraries and the trend of
learning commons and makerspaces in the 21st century. It seeks to evaluate
terminology such as learning commons and information commons in the interest of
distinguishing various definitions used among information professionals.
By agreeing upon common definitions, professionals are better able to share new
developments in learning spaces and engage in professional discourse. Through a
shared language, educators can more effectively convey ideas and collaborate
successfully.