Status : Verified
|Personal Name||Mariano, Randolf D.|
|Date Issued||May 2018|
|Abstract||In the United States and some other developed countries, the maker movement has influenced many educators, librarians, and the youth, changing the way community actors learn in various formal and informal learning environments. Few ASEAN (Association of Southeast Asian Nations) countries and developing countries have joined the hype, set-up their own makerspaces in classrooms, museums, and libraries, and created makerspace programs for their communities. However, in the Philippines, the maker culture is still in its infancy stage and there is a dearth of knowledge about the maker movement in libraries and information centers.
With this, the researcher endeavors to address existing gaps in maker culture, maker movement knowledge and awareness, by urging a more uniformed approach to dissemination of making learning in public libraries in the Philippines. This qualitative study conducted over a 17-month period aims to identify and examine the learning goals, beliefs, disposition, learning identities, and levels of making learning experiences of the actors of the community in order to create and develop a makerspace program guide suitable for public and community libraries in the Philippines, particularly in the National Library of the Philippines.
This study incorporates multiple research instruments including profile questionnaire, modes of learning framework assessment test, focus group discussions, and program module activities with compiled evaluation survey. Collected data were described and evaluated to answer the learning goals, aspirations, beliefs, disposition, learning identities, and levels of making learning experiences of the public/community librarians, educators, and the youth, for the purpose of creating and developing a makerspace program guide.
Through audience analysis, the study reveals that community actors involved have different learning goals, aspirations, beliefs, and disposition based on their age, gender, generation, socio-cultural, and ethno-linguistic background, which further reveals that regardless of the community actors' backgrounds, democratization of learning is possible in a makerspace program in order to help meet the needs of diverse and multi-learning communities.
Furthermore, the focus group discussions resulted and attributed to various learning identities projected by the community actors. For librarians, making learning is explained as something tangible, and referred to the physical spaces, where people can create, innovate and work together. Teachers envision makerspaces as a resource hub for skill training and professional development, while students define making learning as something related to connectedness, participation, and collaboration among people. Various learning identities are voiced out which reflect the suitable behavior and content that should be incorporated in a makerspace program to meet the needs of community actors.
Lastly, the levels of making learning experiences of the community actors further explains their learning engagement in a makerspace which in totality, enabled the researcher to produce and develop the program entitled ABCDEF Makerspace Program Guide Framework.
|Degree Course||Master of Library and Information Science|
|Keyword||Maker movement; Makerspace; Making learning|