Makerspaces and Opportunities for Learning Literacy

In 2011, a faculty member wanted to bring in a summer school program for some of our gifted and talented students. Called “Camp Invention”, students spent a week taking apart computers and creating new worlds with peers. I had never seen students more engaged in learning than during this experience.

Afterward, something nagged at me: the program was not intentional about incorporating reading and writing into the curriculum. I could understand the rationale. Educators are always trying to stuff literacy into anything students are doing. Yet are these two areas – innovation and literacy – mutually exclusive?

Halverson and Sheridan tease out the complex nature of the maker movement in education (2014). They define it through three lenses: “making as a set of activities, makerspaces as communities of practice, and makers as identities of participation” (501). In literacy, students are (or at least should be) constantly making. For example, consider the verbs we use to describe writing. We craft an essay, develop a narrative, and build an argument. These actions cross the line between the tinkering, creating and iterating that happens in makerspaces and the drafting, revising and publishing that is synonymous with language arts. Halverson and Sheridan also see the possibilities.

“Learning through making reaches across the divide between formal and informal learning, pushing us to think more expansively about where and how learning happens. In this way we can talk about the who, what, and how of learning without getting hung up on the rules and constraints that govern different settings” (498).

A question that frequently comes up in education circles is, “How do we get started with makerspaces?” Teachers usually follow this up with concerns about time, resources and administrative support. Now in my second district, and having visited several more, I can say that makerspaces are unique from school to school. Some buildings house makerspaces in their libraries, while others have a separate, dedicated space. When it is not a building initiative, makerspaces find space in teacher’s classrooms under the guise of “Genius Hour”.

What they all have in common is they are personalized to the needs of the students. The kids direct the learning. In response, the adults often adjust their roles to that of a coach and guide on the side. The observed result is higher levels of student engagement in school, which tends to spill over into the core academic areas. Gershenfeld has found increased engagement to be true, noting how personalization is “a market of one person”. In makerspaces, students might start creating something of their own interest, but a lack of purpose and audience might propel them to start thinking about how they can make an impact in the broader world.

For instance, 6th grade teacher Chris Craft has led his students in South Carolina to print more than 150 prosthetic human hands for people in need using a 3-D printer (Herold, 2016). This work includes video production and online sharing, all critical literacy skills for the 21st century. This example and others similar show how schools can “decentralize enthusiasm” (Gershenfeld, 57) in the goal of creating engagement in learning through doing real work while applying core competencies. Literacy appears to lend itself way to many of these opportunities.


Gershenfeld, N. (2012). How to make almost anything: The digital fabrication revolution. Foreign Aff., 91, 43.

Halverson, E. R., & Sheridan, K. (2014). The maker movement in education. Harvard Educational Review, 84(4), 495-504.

Herold, B. (2016). What It Takes to Move From ‘Passive’ to ‘Active’ Tech Use in K-12 Schools. Education Week: Technology Counts, 82(2), 33.