Kirio, C. H. (2022). School librarian and teacher collaboration in virtual makerspace instructional design (Publication No. 29258970) [Doctoral dissertation, University of Hawai’i at Manoa]. ProQuest Dissertations & Theses Global.

Abstract:

“Despite the wide-spread discussions describing makerspaces and making in school library practitioner publications and conferences, there is a lack of research related to making, makerspaces, and fablabs in PreK-12 school libraries in the United States. (Mersand, 2020). This study examined current virtual makerspaces to discover insights into teacher and librarian collaboration efforts in its design and implementation. Research was based on the Technological, Pedagogical, Content Knowledge (TPACK) model (Mishra & Koehler, 2006), the Library Media Specialist’s Taxonomy and Teacher’s Taxonomy of Resource-Based Teaching and Learning (Loertscher, 2000; Montiel-Overall, 2005), and Attributes of Collaboration (Montiel-Overall, 2005) frameworks.This qualitative case study explored how teachers and librarians collaborated to plan, design, and integrate virtual makerspace applications into their teaching while increasing options for student learning. Collaboration resulted in a shared and common vision for technology use that enhanced content delivery and gave purpose to the project being assigned. As a team, they shared responsibility for planning, delivering, and assessing instruction. Through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework (Mishra & Koehler, 2006), the researcher explored the perspectives and experiences of two library and teacher teams who were beginning to integrate making technology into their instruction. Study results revealed that these teachers possessed a level of knowledge, relationships and dispositions that increased and influenced their technology practices.Their collaborative relationships, which were based upon deep trust, respect, and communication, supported a culture of mutual sharing and learning. As these teachers engaged in dialogue within their teaching and learning partnerships, individually held knowledge (TPACK) was exchanged between the teachers and resulted in professional and personal growth. Making empowered students and their engagement in their technology usage increased confidence, provided freedoms of voice and choice, and opportunities to share their ideas with a wider audience.Before libraries dedicate funding and staffing towards the implementation and transformation of their existing programs and services, additional studies are critical to better understand how makerspaces are impacting instruction and student learning. As schools continue to invest time and money in school library makerspaces and activities, it is important to understand better the effects school library makerspaces have on student outcomes. The researcher identified potential advantages and drawbacks of implementation that are beneficial for school librarians and teachers considering virtual makerspaces.”