Speakers
Co-teaching and the role of school librarians in facilitating maker learning in schools
Kyungwon Koh, Associate Professor, University of Illinois at Urbana-Champaign. kkoh@illinois.edu
Abstract
This study finds that co-teaching—a specific form of instructional collaboration between school librarians and classroom teachers—helps mitigate challenges in learner-centered instruction, such as maker learning. Over three years, librarians and classroom teachers co-taught maker units across elementary, middle, and high schools, collaborating to co-plan, implement, and assess student learning. School librarians led instruction in their areas of expertise and supported individual students and classroom management, often applying cognitive apprenticeship methods.
Practical Implications:
- School Librarians: Develop expertise in maker learning, as well as learner-centered instructional methods like co-teaching and cognitive apprenticeship. Be flexible, adapting to teachers’ experience levels and evolving needs.
- Classroom Teachers: Seek and embrace co-teaching opportunities with school librarians to enhance learner-centered instruction.
- Administrators: Hire qualified school librarians. Foster a culture of instructional collaboration and provide professional development that connects school librarians and teachers.
Connected Spaces: A Technological Framework for Fostering Collaboration by Linking Novice Makers with Mentors and Peers
Mike Tissenbaum, Associate Professor, University of Illinois Urbana-Champaign.
Nathan Holbert, Associate Professor, Teachers College, Columbia University.
Abstract
This talk will outline Connected Spaces, a technological toolkit and design framework to connect geographically distributed middle and high school learners interested in fabrication and making to like-minded colleagues. The talk will outline the various tools in Connected Spaces, and how they can be extended to library networks.
Three Practical Implications of Connected Spaces in Library Makerspaces:
- Opportunities to connect makers across library networks
- Support small groups of kids to connect to larger communities of makers
- More opportunities to share projects, expertise, mentorship, and impact
Family Makers: Promoting Engineering Learning for Children and Caregivers Through Online Making Programs at Rural Libraries
Soo Hyeon Kim, Assistant Professor, Indiana University Indianapolis.
Abstract
Public libraries play a critical role in broadening access to STEM learning for children. In this talk, Kim presents Family Makers research project that leverages making as an entry point for engaging in engineering learning for children and caregivers at rural libraries. Using findings from her research in rural libraries, Kim elevates the field’s understanding of the design of culturally relevant library programming that creates meaningful impact to public libraries at the organizational level and children and families at the individual level. Her research carries practical implications for developing culturally relevant engineering learning experiences at rural libraries.
Practical Implications:
- Findings suggest that rural librarians and caregivers’ lack of knowledge and confidence in engineering might be effectively addressed by leveraging engineering-related funds of knowledge and expanding our understanding of what counts as engineering in designing library-based making and engineering program.
- Engineering-related FoK reported in this study were not readily understood by participants as skills or habits of mind that support engineering. Library educators should provide more overt and explicit connection between engineering-related funds of knowledge and engineering concepts.