Abstract
Makerspaces are simply a location for open-exploration, tinkering, problem solving, and critical thinking for all. This definition and idea ties in well to the focus of the Knowledge School. Makerspaces and the librarians who work in them aim at being socially just, community based, and focus their maker learning locations toward their practitioners. Those in schools, universities, and communities who are often charged to implement a maker location. When a student graduates from a Masters of Library and Information Science program or iSchool are they are ready to work with makers in their community? Are they ready to learn and train themselves? Are they ready to continue growth in their own knowledge? Have their programs of study, their schools of knowledge trained them appropriately? This article delves into case studies focused on that very discussion.
Highlights
IntroductionHow is a maker librarian trained, made, or created?
How is a maker librarian trained, made, or created? The title of this article is a play on words
An example would be Rebekah Willett with the University of Conclusion Knowledge Schools and other schools of library science are graduating students who will be employed in an ever-changing field
Summary
How is a maker librarian trained, made, or created? The title of this article is a play on words. A school/department of library and information science doesn’t make a librarian. They come together as a collective, the students and instructors, to form a professional network in learning. In the field of librarianship, makerspaces or DIY locations in libraries have been growing in popularity in public, academic, and school libraries around the world. How do schools/department of library science ready pre-service librarians for these spaces? Some quickly ask in return, do we need to? How do schools/department of library science ready pre-service librarians for these spaces? Some quickly ask in return, do we need to?
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