LIBE 477 Reading Review - Part A

Reading Review, Part A

Some key words that stand out to me from the early reading in Richardson for this course are:

•          Constructivist (location 31)
•          Rethink (location 359)
•          Discover (location 412)
•          Abundance (location 436)

As I consider the direction my learning is taking me toward Learning Commons, inquiry, deep reading, critical thinking, I think Richardson’s words stand out as markers for me. I want to discover new learning and understandings with my students by rethinking traditional pedagogies, activities and assessments. I want to develop highly constructive learning opportunities that engage students and encourage connectivity and collaborative effort as they explore the abundance of information available to them. 

I am particularly interested in inquiry through play-based learning and how it can be adapted for intermediate students. For this particular project, I will reflect on a recent library situation: I work in an elementary school with students in grades K through 7. In the library I have access to technology and creativity through the Makerspace. The Makerspace has simple toys such as Rainbow Looms, dominos and playing cards, as well as more complex activities such as K-Nex and Lego blocks. I have also endeavoured to include technology by purchasing Ozobots and have lobbied to store the laptops in the Makerspace for quick access for other coding activities and research.

I have found it curious and enlightening to observe older students engaging the Makerspace activities with as much vigour as the younger students for which it was designed. 

 

I have found it curious and enlightening to observe older students engaging the Makerspace activities with as much vigor as the younger students for which it was designed. The older students are just as keen to design paper airplanes, create coded pathways for Ozobots and navigate the complexities of building multi-level bridges. I often see older students engaging these challenges collaboratively and constructively. It seems to me, that intermediate students are just as excited to learn through play as younger students. I am curious to expand the Makerspace and curate some activities for intermediate students. I would like to explore some non-traditional Makerspace activities and challenges for older students as well as research a design for a virtual Makerspace alongside the physical. 

 

I feel that a well-developed, multi-faceted Makerspace is a highly relevant activity for solidifying the library as more than a book repository, but as a “collaborative learning hub” (Canadian Libraries Association [CLA], 2014, p.5), a true Learning Commons - a third space for learning, an extension of the classroom.

I am interested to research the Makerspace concept and develop some ways to support deeper engagement and learning through Maker play. This particular situation allows for a small budget, but there is ample parent and admin support. Some key questions I would like to research:

• How can the LLC Makerspace be an extension of classroom learning? (connection)
• How to determine whether Makerspace activities are pushing students deeper into the creative process? (assessment)
• What are some activities for more mature (gr 4-7) learners? (varied content)
• How would a virtual Makerspace ‘fit’? (technological inclusion and relevance)

References

Canadian Library Association. (2014). Leading learning: Standards of practice for school library learning commons in Canada. Retrieved from: http://llsop.canadianschoollibraries.ca/wp-content/uploads/2016/09/llsop.pdf

Richardson, W. (2012). Why School?: How Education Must Change When Learning and Information Are Everywhere (Links to an external site.). TED Conferences Publishing. [EBOOK]

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