“I love all the maker programming ideas, but I just don’t have the time in the my day to make it work.” This phrase has been uttered by so many library staff, all of whom wear way too many hats in their daily jobs. So, instead of sharing out ideas for developing programming, today we’re going to focus on different ways to implement maker programming into our schedule.
If you are the type of library worker who is looking for new maker ideas, don’t forget to check out YALSA’s maker resources.
Students creating “galaxy pinwheels”
Before we begin…
Remember that library staff develop programming based on their community needs. Maker programming may be a need in your community, but there may be another organization filling that need. There also may be library staff who have embedded STEM programming in their library programs, but they may not be labelling it as STEM (children’s librarians are amazing at doing this during craft time at story hour). Knowing what your community needs will help you work it in the right way.
Option 1: Embed it in a program/lesson you already do.
Starting a new program can be a challenge. The best way to start a maker program is to start small. For some stakeholders, hearing an idea about a maker program doesn’t mean anything, but seeing a small maker program can make stakeholders understand the library’s goals.
Work with a group that you meet with already, such as a TAB group, book club (ex: challenge them to make a popsicle stick harmonica when discussing Pam Muñoz Ryan’s Echo), story hour, study halls). Throw in a quick challenge that they will like and make them come back for more (My favorite is the duck call challenge).
As schools and libraries look at new technology and decide how they want to design programming, some decide to implement a “Bring Your Own Device” policy (BYOD) instead of buying a series of devices. In other situations, school and libraries decide to invest in various devices. In our district, we decided to think outside the box and invest in a class set of iPods.
Bring Your Own Device
In our district, we have a class set of iPods that are used in addition to Chromebooks, laptops, and the computer lab. Our teachers love using Kahoot, but sometimes it’s frustrating when the kids use their own devices and you can see the snapchat notifications popping up at the top of their screen. In addition, it makes the digital divide very clear on who has devices and who doesn’t. Our teachers will do team activities to minimize that, but they love that they can send an email to the library and say, “can I borrow a few iPods?”
In addition, some teachers may be working on a project or activity that requires a few basic searches to complete the assignment. They feel guilty filling up the lab for a small chunk of a project, but they know that an iPod functions like a smartphone and the kids can use it for simple searches. This also allows teachers to model using a cell phone as a tool. Adults and teens use their phones to help them get through the day, it’s great to be able to practice on an iPod and teachers can model good cell phone etiquette and help students expand those skills (Neilsen, 2013).
During presentations, several teachers enjoy using Nearpod as a way to gather data, engage students with VR, and present their lesson. We’ve learned that if we use the iPods, there’s less distraction from social media notifications, and there’s a smaller chance of them getting kicked off the wifi. As public libraries work to develop programs, gathering data from teens can help library staff improve programming. Using Nearpod or Google Forms can put a survey in a teen’s hand, and they may be more likely to give feedback compared to a paper form.