Supporting Interactive Youth Maker Programs in Public and School Libraries: Design Hypotheses and First Implementations

被引：8

作者：

Lee, Victor R. ^{[1
]}

Lewis, Whitney ^{[1
]}

Searle, Kristin A. ^{[1
]}

Recker, Mimi ^{[1
]}

Hansen, Jennifer ^{[1
]}

Phillips, Abigail L. ^{[1
]}

机构：

[1] Utah State Univ, Logan, UT 84322 USA

来源：

PROCEEDINGS OF THE 2017 ACM CONFERENCE ON INTERACTION DESIGN AND CHILDREN (IDC 2017) | 2017年

关键词：

Makerspaces; public libraries; school libraries; design;

D O I：

10.1145/3078072.3079741

中图分类号：

TP3 [计算技术、计算机技术];

学科分类号：

0812 ;

摘要：

After six months of observation at three middle school libraries and one public library implementing Maker-oriented programs, we propose four design hypotheses derived from qualitative data analysis and initial testing through design implementation. These design hypotheses address how public and school libraries serving adolescent youth can better facilitate Maker-oriented activities and are drawn from an on-going study and design project to help libraries develop interactive, technologically enriched spaces and programs to support youth exploration and creativity. Each hypothesis is illustrated with examples drawn from our observations of libraries before and after maker programs were introduced.

引用

页码：310 / 315

页数：6

共 13 条

[11]

Kendon Adam, 2009, Development of Multimodal Interfaces: Active Listening and Synchrony. Second COST 2102 International Training School. Revised Selected Papers, P1

[12]

Preddy L., 2013, School library makerspaces: grades 6-12

[13] Learning in the Making: A Comparative Case Study of Three Makerspaces [J].

Sheridan, Kimberly M. ;

Halverson, Erica Rosenfeld ;

Litts, Breanne K. ;

Brahms, Lisa ;

Jacobs-Priebe, Lynette ;

Owens, Trevor .

HARVARD EDUCATIONAL REVIEW, 2014, 84 (04) :505-531

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