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Article
Publication date: 3 October 2022

Xin Feng, Yue Zhang, Linjie Tong and Huan Yu

This paper aims to straighten out the research progress in the field of maker education, summarize the research hotspots and frontiers of maker education at home and abroad and…

Abstract

Purpose

This paper aims to straighten out the research progress in the field of maker education, summarize the research hotspots and frontiers of maker education at home and abroad and provide path optimization suggestions for the research and development of this field.

Design/methodology/approach

In total, 751 pieces of domestic and the foreign maker education research literature from 2014 to 2021 are retrieved and screened, and literature analysis methods such as keyword analysis and clustering map analysis are used to quantitatively analyze the quantity distribution, published journals, core authors, research institutions and subject keywords of the maker education literature.

Findings

It is found that research in this field is still in the development stage, but the pandemic has severely inhibited maker education and related research. Frontiers at home and abroad have begun to pay attention to the impact of humanistic care on maker education. Strengthening the dialog between multidisciplinary theories requires cross-disciplinary research. Regional and cross-field cooperation and fully grasping the actual situation and constraints of the development of maker education are the cornerstones of bold innovation in maker education research.

Originality/value

This paper uses bibliometric analysis to reveal the severe challenges to the development of maker education due to the normalization of the epidemic. By excavating the research hotspots and research frontiers in this field, it fills the gap that the current research in the field of maker education has not yet formed a complete theoretical framework and evaluation system.

Details

Library Hi Tech, vol. 42 no. 1
Type: Research Article
ISSN: 0737-8831

Keywords

Article
Publication date: 1 April 2022

Zhi Yang, Hui Lu and Jiaxin Bao

Makerspaces, which serve as fertile grounds for makers' innovation activities, are rapidly increasing in emerging markets to help unleash a massive wave of bottom-up innovation…

Abstract

Purpose

Makerspaces, which serve as fertile grounds for makers' innovation activities, are rapidly increasing in emerging markets to help unleash a massive wave of bottom-up innovation and encourage broader participation in entrepreneurial activities. Makers' motivations to innovate are key antecedents of their subsequent innovative behavior. The paper aims to investigate the impact of makers' innovation motivations (both economic and social motivations) on their exploration and exploitation activities in makerspaces and the moderating role of the makerspace climate for innovation.

Design/methodology/approach

A survey was conducted for 139 individual makers from five makerspaces in China to test the research hypotheses.

Findings

Economic motivation positively affected the degree of exploitative innovation and was negatively related to the degree of exploratory innovation. In contrast, social motivation negatively affected the degree of exploitative innovation and was positively related to the degree of exploratory innovation. The makerspace climate for innovation strengthened the relationship between social motivation and exploratory innovation and exacerbated the negative effect of economic motivation on exploration.

Practical implications

The results offer managers a better understanding of how makers' motivation to participate in makerspaces affects their innovative behavior. Such information can guide makerspaces in designing their incentive policies and recruiting makers in line with their values to amplify makers' creative potential.

Originality/value

The empirical results reveal the impacts of economic and social motivations on makers' exploration and exploitation activities in makerspaces. They thus provide new insights into how different motivations give rise to different innovative behaviors and imply how makers' innovation activities can be managed effectively.

Details

European Journal of Innovation Management, vol. 26 no. 6
Type: Research Article
ISSN: 1460-1060

Keywords

Article
Publication date: 26 January 2018

Marina Umaschi Bers, Amanda Strawhacker and Miki Vizner

With the advent of the maker movement, there has been a new push to explore how spaces of learning ought to be designed. The purpose of this paper is to integrate three approaches…

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Abstract

Purpose

With the advent of the maker movement, there has been a new push to explore how spaces of learning ought to be designed. The purpose of this paper is to integrate three approaches for thinking about the role of design of the learning environment: the makerspace movement, Reggio Emilia’s Third Teacher approach, and the positive technological development (PTD) framework.

Design/methodology/approach

This paper describes two case studies that involved the design of two different early childhood makerspaces (ECMSs) through a co-participatory design experience: the Kindergarten Creator Space at the International School of Billund in Denmark; and the ECMS at (removed for blind review), a resource library in Medford, MA.

Findings

Based on the foundational education framework of PTD, and ideas from the field of interior design, this paper describes the design principles of several successful makerspaces, and case examples of children who use them.

Originality/value

By grounding the theoretical discussion in three approaches, the authors aim to suggest design elements of physical spaces in schools and libraries that can promote young children’s learning through making. Recommendations are discussed for practitioners and researchers interested in ECMSs.

Book part
Publication date: 8 January 2021

Llarina González-Solar and Viviana Fernández-Marcial

Academic libraries are undergoing a paradigm shift of service, due to various changes in their environment and internally. The maker culture is one of these factors and implies…

Abstract

Academic libraries are undergoing a paradigm shift of service, due to various changes in their environment and internally. The maker culture is one of these factors and implies challenges regarding space, infrastructures, and services organization. This situation extends to research support services, in which the users have a particular informative behavior. This chapter aims to analyze whether the academic library has created research support services adapted to the era of maker culture. It examines how research is a key factor in the higher education system to contextualize the importance of research support services in academic libraries. How the researcher accepts or not the role of academic libraries in the process of production and communication of research is studied. As critical elements of the process, we examine part of researcher information behavior in the era of maker culture and the relationship of these users with librarians.

Details

Examining the impact of industry 4.0 on academic libraries
Type: Book
ISBN: 978-1-80043-656-5

Keywords

Article
Publication date: 22 December 2022

Xin Zhang and Jieming Hu

The combination of mobile devices and innovative tools offers new possibilities for the development of a community of practice for design makers. Mobile learning has become an…

Abstract

Purpose

The combination of mobile devices and innovative tools offers new possibilities for the development of a community of practice for design makers. Mobile learning has become an essential method that design makers should adopt. The main content of this study is to explore the characteristics of learning behaviors and learning needs of creative design makers' group in forming a community of practice in the era of mobile learning.

Design/methodology/approach

This study conducted questionnaire research on the potentially associated or directly associated population of design makers. The process of the study also combined observational and interview studies to compensate for the lack of questionnaire research.

Findings

Based on the support of mobile learning technology, design makers share and co-create to achieve individual development and evolution of learning organizations, and produce creative value. Design-maker communities of practice form common communities in the framework of informal organizations to support continuous individual learning. Convergent interests or concerns in making things, real-world contexts based on makerspaces and hands-on practice based on real projects are the basis for forming design-maker communities of practice. A variety of open-source hardware, software and platforms that can support mobile learning are important for the development of design-maker communities of practice. The design-maker community of practice needs group factors, activity development, physical and technical resources, spatial support and institutional norms to enhance learning behaviors and satisfy learning needs.

Originality/value

The discovery and construction of these associated factors can help creative design practitioners form a lasting and virtuous organizational development. This study facilitates the formation of a social network for learning and knowledge sharing among design-maker communities of practice. It enhances the innovation ability and enthusiasm of design makers according to the population characteristics and learning needs of design makers. This study also facilitates the generation of a positive adaptive maker culture and maker spirit within design maker organizations.

Details

Library Hi Tech, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0737-8831

Keywords

Article
Publication date: 29 May 2019

Su-Yen Chen, H.Y. Kuo and H.-Y. Chang

The purpose of this paper is to explore two types of Net-generation practitioners – writers and makers born in the 1980s – and how they describe their professions and their…

Abstract

Purpose

The purpose of this paper is to explore two types of Net-generation practitioners – writers and makers born in the 1980s – and how they describe their professions and their information practices.

Design/methodology/approach

The authors distinguished the information practices of Net-generation writers and makers from those of their older counterparts and then examined the contextual factors associated with the shared meanings in each community of practice, by interviewing a total of 14 participants, 7 writers and 7 makers, and qualitatively analyzed the resulting data.

Findings

First, the professional boundaries perceived by Net-generation practitioners are more blurred than those of their older counterparts. Second, they rely on life experience, online platforms and print for their sources of information and inspiration. Third, Facebooking and the use of filter bubbles are among the most popular information practices. Fourth, diversity, uniqueness, multimodal, participatory and self-media are keywords in their content creation and information produced. Fifth, connectivity (connecting people and resources) and collective intelligence (emphasizing how expertise is collected and distributed) are key themes associated with these digital natives. Sixth, the authors also identified and compared differences between these two groups.

Research limitations/implications

The study limitations include the small sample size of each practitioner group and the fact that the methods are dependent on the participants’ abilities to describe their information practices.

Originality/value

This study is among the first to focus on the characteristics of digital natives and their information practices. It provides a tentative framework for further exploration and contributes to our initial understanding of this topic.

Details

Journal of Documentation, vol. 75 no. 4
Type: Research Article
ISSN: 0022-0418

Keywords

Content available
Book part
Publication date: 26 October 2021

Leandros Savvides

Abstract

Details

3D Printing Cultures, Politics and Hackerspaces
Type: Book
ISBN: 978-1-80071-665-0

Article
Publication date: 11 March 2014

Anil Gurung

658

Abstract

Details

Competitiveness Review, vol. 24 no. 2
Type: Research Article
ISSN: 1059-5422

Keywords

Article
Publication date: 20 August 2020

Sawaros Thanapornsangsuth and Nathan Holbert

Many initiatives seek to engage children in maker education. However, there is a paucity of research examining children’s engagement in making in low-income formal school…

Abstract

Purpose

Many initiatives seek to engage children in maker education. However, there is a paucity of research examining children’s engagement in making in low-income formal school settings. Likewise, little work has been done to explore the transformative perspectives of both the children and the people around them. This study aims to explore a Culturally Relevant Constructionist Design framework that emphasizes making as a way of building connections to ones’ community. The participants’ shifting perspectives and receptivity in engaging in maker activities that involve making inventions for their community, inspired by the nation’s most beloved figure, King Bhumibol are evaluated.

Design/methodology/approach

This study investigates fourth-grade students, a teacher and community members around a public school in Thailand. Using qualitative research methods, data collection includes interviews, field notes observation, photos and videos of the sessions. This paper presents three case studies that represent the shifting perspectives and receptivity of teachers, community members and students through engaging in making experience. The first case illustrates the ways in which building for others supports the students’ formation of an identity of a creator. The two cases describe a teacher and a community member who developed new-found perceptions of students as valuable contributors to the community.

Findings

The findings highlight making inventions for the community as ways to connect teachers, community members and students together. The study also identifies key perceptions and experiences that empower students’ as contributors to their community. Through the process of making, the teacher and the community members also developed new-found positive perspectives of the students. Particularly, they viewed the students beyond traditional school performance metrics, and considered their other latent abilities.

Practical implications

This study discusses these findings in light of previous research on maker education especially in low-income communities. It also showcases the role of making for the betterment of the community as a tool for engendering change in schools and empowering students to design and make personally and socially meaningful projects. The study also highlights how design-based research carried out in the international context, particularly in Thai locality and classrooms.

Originality/value

This study argues against the deficit lens that assumes a low sense of expectation for what students from lower-income schools can do. Students hold unique worldviews that lead them to create innovations relevant to their local and cultural needs. The study addresses this gap by designing a framework that emphasizes making relevant cultural connections to students’ communities. The study also showcases maker-centered experiences that enable students to express their ideas, to cultivate relationships, to help others and to see themselves in new ways. The perspectives of the participants hold implications beyond the predominant focus of maker education initiatives.

Details

Information and Learning Sciences, vol. 121 no. 11/12
Type: Research Article
ISSN: 2398-5348

Keywords

Article
Publication date: 8 April 2020

Ingo Karl Bosse and Bastian Pelka

People with disabilities (PWD) produce aids using 3D printing in an inclusive MakerSpace in Germany. This study aims to demonstrate the pathways enabling people with disabilities…

Abstract

Purpose

People with disabilities (PWD) produce aids using 3D printing in an inclusive MakerSpace in Germany. This study aims to demonstrate the pathways enabling people with disabilities to be “makers” of aids, creating a “medium-quality market”.

Design/methodology/approach

This study conceptualizes the foundation of the MakerSpace as a social innovation and traces supporting and hindering factors on three different layers: normative, structural and functional contexts.

Findings

3D printing can empower PWD to design and construct aids by themselves. The emerging “medium-quality” market offers potentials for availability for individualized aids. The design-thinking method used and the developed scalable approach empower PWD to create aids that best meet their own needs. The study found three arguments for printing aids that involve 3D printers: “New”: objects that are not available without a 3D printer. “Better”: objects that are available through established channels but were produced either more cheaply, quickly or on a more individualized level. “More”: objects that are available through other channels, but where 3D printing allows more of them to be produced for more people.

Research limitations/implications

The qualitative study has limitations because of sample size and context dependency. Research has only been carried out in Germany. Future research should be conducted in other countries to generalize the results.

Practical implications

The article allows to understand the emergence of a new market for aids. It can steer producers (including PWD or sheltered workshops) in producing new aids and making them available to more people.

Social implications

Understanding the functioning of the “new market for aids” can boost the accessibility of aids. Empowering PWD to produce aids can support their independence, self-determination and self-esteem. Supporting PWD to become producers of aids can support them in becoming experts and boost the quality and availability of aids.

Originality/value

All data presented has been collected by the authors.

Details

Journal of Enabling Technologies, vol. 14 no. 1
Type: Research Article
ISSN: 2398-6263

Keywords

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