Maria Cahill asked this question recently and found that nearly a third of the school librarians who said they have initiated makerspaces choose not to assess student outcomes, and another 40% do so only informally through observation. In her One-Question Survey column below, Dr. Cahill discusses these results and encourages readers to include assessment in their makerspace programs.
We hope you use these surveys to help you reflect on your own practices. Subscribers can view our archive of past surveys here. And don’t forget to take our latest One-Question Survey, open until 10/19/2016, by clicking here.
Ten years ago, a school librarian would have been hard pressed to find any professional articles, blog posts, email discussion threads, conference sessions, workshops, or professional development sessions focused on makerspaces. A resurging interest in self-directed and experiential learning, which goes hand-in-hand with the Next Generation Science Standards (2013), has brought makerspaces to the forefront of librarians’ attention. This latest educational trend is especially well-suited for school libraries.
Thus, we were surprised to learn that more than half of the 201 school librarians who responded to our One Question Survey, “How do you assess student outcomes in makerspaces in your library program?” had actually never worked in a school library program with a makerspace, and the comments that accompanied the “other” category indicated that an additional four percent of the responding librarians had either just launched or were still in the planning stages of designing a makerspace.