This semester, Stego Studio, our library’s makerspace, moved into the department I oversee. This makerspace opened up around the time I arrived at my institution (fall 2021) and I’ve watched, from a distance, as the studio has grown and evolved. I was excited but also slightly overwhelmed when I was asked to oversee this space (and supervise our makerspace coordinator). It has been a semester of learning and stretching and I’m excited for what’s to come. As we wrap up this year, I wanted to share some thoughts I’ve had this fall as the makerspace takes up more and more of my work brain.
My past experiences with makerspaces
Before Stego Studio, when I thought about makerspaces, I thought about my graduate work. During my first year in graduate school, I was part of a grant that focused on digital literacy in the local community. One of the partners on the grant was the local FabLab. I myself worked at a community space and would negotiate with the FabLab about technology the community space needed. As I got started on the grant, I spent some time in the FabLab, trying to learn more about their technologies and space. In particular, I had no knowledge of 3D printing and couldn’t quite wrap my mind around what you do with 3D printing. During those first visits, I felt excluded in the space. I didn’t have the expertise to join the conversations happening around me and I didn’t feel like my own making experience was valued. In the end, I stuck to more work around using the Cricut and using a laser cutter. This level of making ended up working best with the community center and students in that space.
Since that first experience with a FabLab, I’ve continued to make in my own way. I embroider and I make zines and I learned more about makerspaces that contained textile equipment like sewing machines and other paper crafts. I also learned more about 3D printing when I worked at Penn State and was working next to our Media Commons (which housed over 30 printers!). I still couldn’t quite see the use case for me, but I finally started to have a better sense of how the technology worked and the language I needed to be a part of the conversation.
I’m thinking so much about my past experiences because now I have a chance to help shape how our community interacts with our makerspace. I want to help folks understand the power of these spaces and be able to understand what they can do in this space. And I want to make sure the work of the makerspace is communicated in a way that resonates with folks. I think my past experiences help guide me in how to talk about this work and how to connect it to folks who might be new to this area.
Information Literacy & Maker Literacies
As we wrap up the semester, I’m thinking a lot about the intersections between makerspace instruction and one-shot information literacy instruction. How do we as a department weave these two instruction programs together? How do we collectively talk about teaching that spans from discussing Google’s algorithm, to slicing a 3D model before we print it, to using keywords to find peer-reviewed sources, to evaluating the worthiness of an article or even a design we might print or laser cut? And how does the team of educators in this department learn from our makerspace coordinator and vice versa? I see a long runway here and am itching to really dig into these conversations and connections and ideas.
Our makerspace has also had some great news coverage recently (story 1 and story 2). Stego Studio has been collaborating with an Honors class and a local community organization, Clovernook, to 3D print objects that help tell a story to blind and visually impaired students in Africa. For these stories, I was down in the makerspace, listening to our students talk about their work and their learning. Many students had wanted to learn about 3D printing but hadn’t had the chance to learn. This class not only provided them an opportunity to support a larger community, but also gain those skills through trial and error. As I watched one student explain, in-depth, how they took different models and modeled them together, I was reminded of the impact this space has. And the potential this space has if we are able to create more learning opportunities, both curricular and co-curricular.
It’s time for me to jump more fully into makerspaces in 2024. We’re building infrastructure, processes, and expanding our awareness across campus. Those things (infrastructure, process, and outreach) feel like skills I have and am good at. What I’m less confident in is my language around what happens inside makerspaces. I am grateful I’m entering a niche within the field where so much has been done and discussed. I’ve picked up Re-Making the Library Makerspace: Critical Theories, Reflections, & Practices and look forward to engaging with the ideas presented in the chapters and learning from folks across the field. I’m grateful for an enthusiastic and creative makerspace coordinator who I’m learning from each day. I’m also grateful for a supportive supervisor (whose work is featured in a Re-Making the Library Makerspace chapter) who has experience in this area and is coaching me on how to do this work. I’m excited to have gotten the chance to work with makerspaces again and look forward to what’s to come in the new year.