Maker Literacies for Academic Libraries: Integration into Curriculum

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  • Description
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  • About the author
  • Reviews

Melding universities’ strategic goals with libraries’ teaching and learning mission, the academic library makerspace can be a powerful catalyst for information literacy, offering faculty partners a place for interdisciplinary, experiential learning. If you’re pondering what it takes to get your makerspace into the curriculum, this volume’s relatable, first-hand accounts from librarians, makerspace staff, and faculty partners will give you the confidence to make the leap. Contributors, drawn from the IMLS-funded Maker Literacies project, describe pilots and assessment for a variety of demographics, course subjects, and makerspace equipment. Guided by their experiences, you’ll be ready to fully partner with faculty through the course integration and assessment process. Inside, you’ll learn

  • why academic librarians are uniquely situated to be leaders in the realm of makerspaces and makerspace literacy;
  • how the ACRL Framework informs maker competencies;
  • methods for using competencies and assessment in designing course assignments;
  • 5 steps for guiding faculty in creating assignments for makerspaces;
  • advice on developing a new staffing and service model to handle course-wide use of the makerspace;
  • steps for taking students through concept, design, prototype, and final product in a project management course;
  • how an ethical perspective engaged a women’s history course toward the “In Her Shoes” project; 
  • pedagogical strategies for integrating the makerspace into fine arts classes; and
  • ways to showcase makerspace outputs to generate excitement around campus.

This book will empower academic librarians and makerspace staff to partner with faculty in their curriculum development, and to recognize the significant role they play in bridging the gap between the subject-based content students acquire in their courses and the interdisciplinary knowledge they can gain through making.


Chapter 1    Teaching and Learning through Making
Gretchen Trkay and Rebecca Bichel

Chapter 2    Who, What, and Why: Contextualizing Maker Literacies for Academic Libraries
Martin K. Wallace

Chapter 3    Transforming from an Ad Hoc Service to an Integrated Curricular Component
Tara Radniecki

Chapter 4    Inclusion by Design
Amy Vecchione

Chapter 5    Collaborative Curriculum Codevelopment for Studio-Based Learning
Morgan Chivers

Chapter 6    Design and Implementation in a Project Management Course
Jaime Cantu

Chapter 7    Establishing an Ecosystem of Makers on Campus
Sarah Hutton

Chapter 8    Faculty Collaborations to Put Maker Competencies into Course Assignments
Anna Engelke, Bryant L. Hutson, Kelly A. Hogan, Joe M. Williams, Danianne Mizzy, Megan Plenge, Jennifer Coble, Josh Corbat, and Mark McCombs


  • Appendix A    Beta List of Maker Competencies
  • Appendix B    Maker Competencies (Revised December 2018)

About the Contributors

Katie Musick Peery

Katie Musick Peery is the director of the UTA FabLab at the University of Texas at Arlington Libraries. She provides leadership related to the development, management, and continuous improvement of the lab. Katie has published on diversifying makerspace student hiring and best practices for makerspace training to increase the inclusivity, impact, and efficacy of makerspaces on a college campus. Her grant work and research are primarily focused on integrating maker literacies into higher education curricula.

"Provides a wealth of information about makerspaces in university libraries ... This detailed, thoughtful book will be useful to librarians and faculty members interested in the nuts and bolts of creating and running a successful makerspace within an academic library."
— Library Journal

"Easy to digest and apply to any setting. It will be phenomenal for an academic library, but some of the information and tips could be just as useful in a school or public-library setting. Contributors do a wonderful job of elaborating on ways makerspaces benefit the arts just as much as they do STEM projects, and they provide examples of what has and has not worked."
— Choice