Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/807
Title: Mentors in the Making: A Case Study of Heterogeneity in Meaning Making at a Public Library Makerspace
Authors: Sengupta-Irving, Tesha
Vogelstein, Lauren
Brady, Corey
Galloway, Emily Phillips
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Sengupta-Irving, T., Vogelstein, L., Brady, C., & Galloway, E. P. (2018). Mentors in the Making: A Case Study of Heterogeneity in Meaning Making at a Public Library Makerspace. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.
Abstract: With the rise of public makerspaces in the US seen as a way to democratize access to STEM fields, there remains much to understand about how the maker movement can reach a diversity of youth in sustained ways. The expansiveness or narrowness of how making and makers are conceived by adult mentors in such contexts thus becomes important to the democratizing potential of makerspaces. This paper examines how adult mentors in a nationally recognized U.S. public library makerspace, who are mentoring racially and socioeconomically diverse teens, conceptualize their practice. We present an analysis of semi-structured interviews with these mentors, which proceded from a broader study that also included participant observation of makerspace activity and focal interviews of participating youth. Our findings have relevance to the broader effort to establish models of makerspaces at public institutions, dedicated to democratizing access to powerful ideas and practices.
URI: https://doi.dx.org/10.22318/cscl2018.1693
https://repository.isls.org//handle/1/807
Appears in Collections:ICLS 2018

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