Library staff and maker educators describe success in maker programs through four themes: who demonstrates success, how it is demonstrated, what makes it visible, and with whom it is shared¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In interviews with 17 library staff and maker educators across two public library systems, thematic analysis revealed four key themes in how participants described success and evidence of success. → Kailea Saplan · Sam Abramovich · Peter Wardrip 2024

Evidence¶

Kailea Saplan · Sam Abramovich · Peter Wardrip 2024¶

Kailea Saplan · Sam Abramovich · Peter Wardrip. (2024). Analyzing properties of success for assessment development in maker-based learning. Education Tech Research Dev. https://doi.org/10.1007/s11423-023-10286-1

q2 · i? · qualitative · r3

Qualitative domain-analysis study with semi-structured interviews of 17 library staff and maker educators in two public library systems, coded through multiple rounds of descriptive, concept, sub-, and pattern coding with member checking. The article reports that analysis "revealed that library staff and educators spoke about four key themes."

"Our analysis revealed that library staff and educators spoke about four key themes when describing success and evidence of success in their makerspaces. They discussed who is expected to demonstrate success, how success is demonstrated, what makes success visible, and with whom instances of success must be shared."

Discussion¶

Related Claims¶

• The intended audience of assessment results, whether internal or external stakeholders, shapes what an assessment for a library makerspace should do — related
• The subject of success in library makerspaces is often someone other than the participating patron, such as facilitators or parents — possibly the same claim (merge candidate)
• Library maker educators rely on both quantitative metrics and qualitative evidence to judge whether their definitions of success are met — possibly the same claim (merge candidate)
• Staff and educators describe success as demonstrated either through acquiring skills and mindsets or through participating behaviors, aligning with Sfard's acquisition and participation metaphors — possibly the same claim (merge candidate)
• Educators perceive success in maker programs as observable at multiple timescales, from immediately in the moment to over multiple programs or years — possibly the same claim (merge candidate)
• Deeper co-leadership emerges when staff support lets partners progressively take on responsibility, but recedes when staff carry the process — related