Makerspaces as sociotechnical system: Introducing Pre-service Librarians to Making
The ideas of learning by doing, observational learning, social modeling, problem-based learning and peer learning are not new. Yet, these constructivist ideas have been paired with electronics, 3D printers and other digital crafting tools as the new, next best thing-- makerspaces. Partnered conceptually with STEM, these spaces have been implemented in schools, universities, and more recently, libraries. As of 2016, there are 428 public library facilities that offer 3D printing services as part of a makerspace (Lichaa &Wapner, 2016). This paper wrestles with the idea of how to prepare pre-service librarians to support makerspaces and maker concepts in their profession after graduation. Specifically, how can current courses such as an introduction to technology and a multimedia production course align projects and student interactions so that they prepare graduate students of library studies to support student learning in makerspaces. Rather than focusing on the technical components of makerspaces, which will inevitably change, courses taught in Library Studies should focus on the social systems of the maker movement. Based on the review of the literature four core components can be integrated into current courses to prepare pre-service students to facilitate learning in makerspaces; 1) collaboration, 2) flexibility, 3) facilitation over expertise, 4) and shared stake or investment in change.